ICT Knowledge Research Articles

SECONDARY SCHOOL TEACHERS KNOWLEDGE AND APPLICATION OF ICT IN TEACHING PHYSICS IN CALABAR MUNICIPAL, CROSS RIVER STATE

This study sought to investigate secondary school teachers' knowledge and application of ICT in the teaching of physics. It investigated: physics teachers' knowledge of ICT and the academic achievement of physics students; physics teachers' accessibility to ICT facilities and the academic achievement of physics students and physics teachers' utilization of ICT facilities and academic achievement of physics students. This study was conducted in Calabar Municipality Local Government Area of Cross River State. The survey design was adopted, the target population comprised of 48 secondary schools, 107 physics teachers and 2000 physics students in SS II class in Secondary School, Calabar Municipality. The samples of the study were selected using the simple random sampling procedure. It employed questionnaires and physics achievement test (PAT) as a guide in data collection. The data collected were analyzed using Pearson Correlation. And the study showed that three variables: knowledge accessibility and utilization of ICT were related to the academic achievement of the physics students. This study recommended among others that physics teachers should make use of technology in their lessons to enhance learners understanding of concepts.

Uso de las tecnologías de la información y comunicación (TIC) y su relación con la formación de actitudes hacia el medio ambiente en la institución educativa pública militar “Leoncio Prado”.

El presente estudio se inició analizando los marcos teóricos metodológicos, preocupaciones y expresiones actualmente debatibles en cómo incorporar TIC al enfoque ambiental en la educación. Planteamos como propósito analizar la relación entre el “uso de las TIC”; considerando sus dimensiones, conocimiento y dominio de las TIC, forma de uso general de las TIC en el contexto escolar y la flexibilidad pedagógica para usar las TIC en el aula; con la formación de actitudes hacia el entorno ambiental desde la educación secundaria. Nuestra investigación con enfoque cuantitativo tuvo como diseño un análisis descriptivo correlacional, con prueba de hipótesis, la muestra de estudio: 200 estudiantes del colegio Pública Militar “Leoncio Prado” de Lima, Perú. Se recogió información con encuestas válidas y confiables. Se destaca en los resultados, la variabilidad en los conocimientos y dominios que tiene los docentes en el uso las TIC, evidenciando un uso básico general de las TIC y por debajo de los niveles de dominio que tienen los docentes; un nivel parcial de satisfacción de los estudiantes respecto a la formación de actitudes hacia el medio ambiente en la escuela; escasa relación entre el dominio de las TIC y la formación de actitudes hacia el medio ambiente de los estudiantes; relación significativa entre la forma de uso de las TIC y la flexibilidad pedagógica en el uso de las TIC, con la formación de actitudes hacia el medio ambiente. Se presentó suficientes evidencias para contribuir a la corroboración de las hipótesis del estudio que afirman la relación significativa entre el uso de las TIC con la formación de actitudes hacia el medio ambiente.

La formación pedagógica del docente rural con el apoyo de las tecnologías como una herramienta de enseñanza-aprendizaje en el aula

El presente trabajo se enfoca en el estudio de los procesos formativos de docentes de educación rural que laboran en la región del Tequendama, departamento de Cundinamarca (Colombia), específicamente en tres instituciones ubicadas en el municipio de San Antonio del Tequendama. Este objeto de análisis fue elegido debido a la necesidad que existe de estudiar la formación docente tanto en aspectos pedagógicos como en el uso de las herramientas tecnológicas, conocimientos esenciales para mejorar la calidad formativa en los diversos niveles educativos. Los participantes, elegidos por conveniencia, fueron 90 maestros y maestras que laboraban en el año lectivo 2019. Para recabar la información se empleó una encuesta constituida por 27 preguntas en las que se relacionaron la formación del docente rural y el conocimiento y uso de las TIC en el aula. Los resultados demuestran, en cuanto a las TIC, que esos medios tecnológicos son usados por los docentes más para fines particulares y personales que pedagógicos, por lo que no han tenido el impacto esperado dentro de los procesos de enseñanza-aprendizaje. Además, cabe señalar que en el presente trabajo se ha evidenciado que los maestros no han sido formados para el trabajo en zonas rurales, ambientes en los cuales se presentan particularidades y necesidades muy distintas a las de las zonas urbanas.

Investigating EFL Students’ Perceptions on E-learning Paradigm-Shift During Covid-19 Pandemic

The purpose of this research article is to investigate the perceptions of EFL students during the Covid-19 pandemic on implementing e-learning at university-level education in the EFL context of Afghanistan. The covid-19 pandemic has globally led the universities towards a paradigm-shift. As well as the instant development of ICT has restructured the content and the context of education particularly teaching and learning EFL. To determine the barriers and opportunities of implementing e-learning in EFL education, a qualitative method with semi-structured interview are applied to perceive the perceptions of EFL students. The study purposefully selected EFL students (N= 21 male and female) from Afghanistan universities as respondents. The data from the semi-structured interview is analyzed thematically. Results show that EFL students perceive e-learning approach as a better alternative to traditional face-to-face classrooms. Despite being regarded as an interactive method for EFL education, the lack of regular electricity connection, low internet bandwidth, high costs of ICT tools, lack of infrastructures, and lack of ICT knowledge of the teachers and students are perceived to be the barriers to implementing e-learning in Afghanistan higher education. In brief, the study contributes to establishing an in-depth understanding of the e-learning implementation and EFL instructions in Afghanistan higher education during the Covid-19 pandemic.

Information and Communication Technology (ICT) knowledge of biology teachers in senior high school based on teaching experience

The percentage of schools that have network and internet access in Indonesia has reached 77.89%. While the ability of teachers to use ICT 14.43%. This is supported by the qualifications of teacher knowledge about ICT for senior high school by 14,43%. This study aims to determine the level of ICT knowledge of biology teachers and determine the relationship of ICT knowledge with teaching experience. Teacher knowledge is measured using a multiple choice test instrument with digestive system material. The research respondents consisted of 23 biology teachers in senior high school. The validity and reliability test of the instrument was carried out using SPSS with a significance of correlation <0.423 and Cronbach’s Alpha 0.92 (very reliable). Data analysis of the ICT knowledge level of teacher using Microsoft Excel and to see the relationship of ICT knowledge with teaching experience using the One Way ANOVA test. The results showed the level of ICT knowledge of biology teacher from all three aspects was good with an average of 73.8. There is a significant difference between the level of ICT knowledge of the teacher and teaching experience of the teacher, sig 0.000 (p<0.05). The long teacher teaching experience does not provide good teacher ICT knowledge.

The mobility preferences of ICT knowledge workers: Do second-ranked cities have a chance of attracting them?

ABSTRACT Studies investigating the spatial distribution of knowledge workers focus mainly on the factors that draw them to large primary cities. Second-ranked cities have trouble attracting and retaining these workers. We investigated whether there is a difference between the mobility preferences of knowledge workers residing in second-ranked cities and those of their peers in large primary cities. We used a field survey among workers in information and communications technology (ICT) residing in two cities in Israel: Tel Aviv, the leading metropolitan area in terms of innovative products, and Beersheba, the core of the southern periphery that has made great efforts to build a cyber hub. The results show that having a social network in the region in terms of close family, friends, and interactions with other people in the area has a stronger positive influence on the mobility preferences of knowledge workers residing in second-ranked cities, compared to their colleagues from large primary cities. The results acknowledge social networks as an important factor for place-based policies aimed at attracting knowledge workers to second-ranked cities.

TPACK-RELATED PROGRAMS FOR PRE-SERVICE ENGLISH TEACHERS: AN IN-DEPTH ANALYSIS ON EFFORTS AND ISSUES OF ICT INTEGRATION

As the advances of technology bring some changes in education, technology affects teacher training institutions, especially on the integration of Information and Communication Technology (ICT) that supports Technological Pedagogical Content Knowledge (TPACK) programs for English pre-service teachers. Regarding the ICT integration in TPACK-related programs, this study was then conducted to investigate the efforts done by the universities and lecturers and issues faced by the lecturers during the integration processes. This case study was conducted in Indonesia. The participants were 79 lecturers from 25 teacher education institutions implementing TPACK-related programs. This study employed an explanatory sequential mixed-method design in which the data were collected by means of questionnaires consisting of 23 items and interviews containing 5 questions. The results revealed that in general, almost all universities had provided ICT resources, accessibilities, ICT competence development programs, and policies on ICT implementation. On the one hand, for the sake of ICT integration in TPACK related programs, the lecturers provided students with accessibilities, knowledge of ICT, and classroom regulations. However, there are problems faced by those lecturers to integrate ICT in TPACK-related programs. Thus, some possible implications of ICT integration are presented in this study.

A Teaching Strategy Based Upon a Model of Agentic Learning

ICT integration in educational pedagogy enhances teachers’ content delivery alongside heightening the levels of education. This study was carried out in Machakos County, Kenya to investigate the influence of ICT integration on content delivery by ICT and Non-ICT trained teachers in secondary schools. The study was guided by two objectives; to establish the status of teachers’ integration of ICT in content delivery and to determine the influence of ICT integration on content delivery by teachers. The study embraced descriptive survey design. Ratio proportionate sampling and equal allocation method were employed to get the sample size. Data was collected using questionnaires for the principals, teachers and the students. Test re-test technique was employed to heighten the instruments reliability. Statistical Package for Social Sciences (SPSS) was used to analyse data. Pearson’s Product Moment determined the level of the relationship between the variables. Pearson chi test was employed to present, interpret inferential data. The study revealed that ICT trained teachers utilized ICT in content presentations which enriched their delivery, while Non-ICT trained teachers applied their general ICT knowledge inhibiting their technology utilization in content delivery. The study concluded that ICT trained teachers’ integration of ICT in content delivery was significantly higher at (p) 0.003 than for Non-ICT trained teachers at (p) 0.047. Hence the null hypothesis was rejected. The study recommended that the Ministry of Education (MOE) should incorporate ICT training in teacher training institutions for application of technology in content delivery.

ICT Skills of University Students from the Faculty of Sport and Physical Education during the COVID-19 Pandemic

Background: (1) The COVID-19 pandemic has generated significant changes in teaching methods around the world, and the ideal of online education has become a reality. (2) Methods: A questionnaire was modified for this study in order to determine the following levels of Information and Communication Technologies (ICT) skills: file creation, file management, the use of emails, the use of the internet, and online communication. In total, 360 students from the Faculty of Sports and Physical Education (FSPE), University of Novi Sad, participated in the study. (3) Results: The results show that there are differences between the estimated level of ICT skills and the ICT skills used in online education, such that students estimate their level of ICT skills as being higher than is necessary for online education (p &lt; 0.05). There is also a correlation between the satisfaction with online education and ICT skills, showing that students with higher ICT knowledge are more satisfied with online education (p &lt; 0.05). There is another correlation between the satisfaction with online education and the frequency of ICT use—the more ICTs are included, the more satisfied the students will be (p &lt; 0.05). (4) Conclusions: The results of this study can serve as a recommendation for the implementation of FSPE students’ training in ICT skills, as well as an important basis for the systematic creation, improvement, and sustainability of online education in universities.

Perspectives of Science Teachers on the Use of ICT Facilities in Secondary Schools Biology Teaching

Recently, the use of ICT tools in teaching-learning has increased rapidly. The main objective of the research focused on the perspectives of teachers on the use of ICT tools and their effects on biology teaching. This study followed a quantitative survey research design. Altogether 55 biology teachers were selected from all the community and institutional schools of Siraha district where the science stream is running in classes 11 &amp; 12. The data were collected through closed questionnaires and analyzed by using SPSS software like t-tests, mean, standard deviation and significance level. The data showed that almost all schools had minimum requirements of ICT tools. The majority of teachers had good knowledge about MS-applications, social sites and social media platforms, except one third didn’t know about it. Although the majority of biology teachers had poor practice about the use of ICT integrated in the classroom and they didn’t realize their pedagogical effects. Teacher’s level of qualification, ICT qualification and style of teaching etc., the independents were significantly associated with teachers ICT knowledge and ICT effects dependent factors. It is expected that the outcomes of this research provide proper information and suggestions to those who are responsible for integrating new technologies in school teaching particularly biology subjects.

Appraising the extent of digital divide between music teachers and students in Anambra state secondary schools, Nigeria

The study investigated the extent of existence of digital divide between music teachers and students in selected secondary schools in Anambra state. Two objectives and two research questions guided the study using mixed-research design. Three education zones consisting of nine public secondary schools, 18 music teachers and 270 music students formed the sample for the study. Structured questionnaires and oral interview were developed for teachers and students and used for collecting data from the field. The data gathered were presented quantitatively and qualitatively. The reliability indices were .71 and .70 for teachers and students, respectively. Mean and standard deviation and t test were the statistical tools used in the analysis of the work. The findings revealed high extent of digital divide based on the responses of music teachers and students on the place of information and communications technology (ICT) in operative curriculum. There was low extent of digital disparity in ICT knowledge on the teachers’ part and high extent on the students’ part. The recommendations were as follows: the present music curriculum should be restructured to integrate ICT in order to meet the needs of 21st-century music education, and music teachers should be trained to have the wherewithal in ICT applications for bridging the digital disparities.

Multivariate Analysis of Attitudes, Knowledge and Use of ICT in Students Involved in Virtual Research Seedbeds.

The incorporation of information and communication technologies (ICTs) in higher education has been carried out in a transversal manner within the curriculum, and the processes of formative research in both face-to-face and virtual programmes are not an exception to this process. In this context, it is recognised that students’ perceptions of the inclusion of technologies in the classroom can influence their teaching and learning process; however, they have not been widely addressed in multiple settings including research seedbeds. Thus, this paper aims to identify such perceptions represented in the attitudes, knowledge and uses of ICTs in students ascribed to the research seedbed in a virtual business administration programme of an Institution of Higher Education located in Colombia. For its fulfillment, the ACUTIC scale was applied to a sample of 65 students in order to identify these perceptions through a hierarchical cluster analysis, a single factor analysis of variance (ANOVA) test, a post hoc Tukey method and a factor analysis. The main result is that attitudes, knowledge and use of ICTs are varied and they can be represented in three clusters. In general, the attitude towards the incorporation of technologies in the research seedbed is positive; however, there is a gap in terms of knowledge and use, especially of those tools oriented to the disciplinary field and research.

The Relationship between Teachers’ ICT Knowledge and Students’ Motivation in Online Learning

Knowing that the teaching-learning experience has recently shifted to online platforms, researchers are concerned about enhancing students' motivation. This study aims at finding the relationship between teachers' ICT knowledge and students' motivation in online learning. A sample of 169 students enrolled at a private university in Jeddah, KSA, answered a survey of eight questions explicitly constructed for this research. Structured interviews with sixteen students and four teachers of different majors were conducted to triangulate the data. Descriptive statistics for each variable were then calculated. The results indicated that the factor that motivates the students most is the teacher's skillful use of online tools such as Announcements, Journal, Discussion Board, and Wiki. On the other hand, the factor that has the lowest effect on students' motivation is the teacher's ability to solve technical problems that emerge in online classes. Teachers' ICT knowledge is found to be directly related to students' motivation in online classes. It is, therefore, recommended that teachers have an adequate practice of using ICT in their online classes.

Practical knowledge in preparing financial statements and ICT-enabled financial plans: An empirical study among entrepreneurial students in Oman

Objective: This paper aims to examine practical knowledge in preparing financial statements (FStts), practical knowledge in information and communication technology (ICT) and ICT-enabled financial plan (ICTeFP) among entrepreneurial students within Universities in Oman.Research Design &amp; Methods: Primary data were collected from university students to analyze practical knowledge in preparing FStts and related ICT skills. Items of FStts were considered to measure entrepreneurial students’ practical knowledge to prepare FStts. Besides, entrepreneurial students’ skills in basic Microsoft tools have also been considered.Findings: The findings were evaluated by applying structural equation modelling-partial least squares (SEM-PLS). The findings of the current study reveal that entrepreneurial students’ practical knowledge in preparing FStts is lacking whereas it shows that the students possess adequate basic skills in ICT. Thus, automated ICTeFP can be useful in managing entrepreneurship creativity and innovation course more effectively.Implications &amp; Recommendations: The findings suggest that ICTeFP is an excellent contribution to enrich the recently compulsory course, (both for accounting and non-accounting students), entrepreneurship creativity, and innovation.Contribution &amp; Value Added: The study solely for the entrepreneurial students who are studying the course, entrepreneurship creativity and innovation, in Oman. The research is one of the first to empirically analyze the relationship between practical knowledge in preparing FStts, practical knowledge in ICT, and ICTeFP among entrepreneurial students within universities in Oman.

Information and communication technology in medical education: A survey among medical students' of Bangladesh

Background: Bangladesh is declared as “Digital Bangladesh” however, medical students are least acquainted with the necessary information and communication technology (ICT) knowledge in the context of medical education. We have conducted a survey to know about digital equipment ownership, therefore, carried out a self-reported assessment of knowledge and utilization of ICT in relation to educational and clinical development. Materials and Methods: A cross-sectional, multi-centered questionnaire survey was conducted among the medical students during the period of October 2019. Results and Discussions: In total 467 medical students responded to the questionnaire in which 92% of the students owned a Google android smartphone and accessed the Internet on their devices. Sixty-nine percent of students have (1–5) medical-related apps in their device and drug formulary apps most commonly used 43%. Fifty-nine percent of students have gained their present computer knowledge through self-learning. For study work with fellow student, 90% of students preferred Facebook group, WhatsApp, and Viber. While there was a range of variation in the usage of nonacademic search engines 72% of Google and no usages were found for more dedicated academic services such as PubMed and Medscape. According to 74% of students, inadequate integration of ICT knowledge into their syllabus culminated in insufficient future professional skills. All students were keen on a basic ICT learning program at the beginning of their medical courses. Conclusion: The study revealed that to prepare medical students for using ICT in their academic work adequately, introducing ICT training at the initial stage of the undergraduate program and designing the curriculum to develop a multiplicity of skills is essential in addition to an integrated teaching method.

Examining University Students&apos; Knowledge of ICT to Raise Awareness of Information Security

Examining University Students&apos; Knowledge of ICT to Raise Awareness of Information Security

Knowledge and Uses of Information and Communication Technologies in Dental Teaching

Background: Information and communication technologies (ICT) have transformed teaching-learning processes in dental education. Professors are required to know and use them appropriately. Purpose: To identify the level of knowledge of ICT that professors at a dental school have and describe their academic uses. Methods: A mixed research method was used with an explanatory sequential design (quantitative-qualitative). A previously validated questionnaire was applied to 68 professors to measure their knowledge and uses of ICT. Subsequently, semi-structured interviews were conducted with 15 of them to obtain more relevant perceptions. In the quantitative phase, descriptive statistics and multivariate analyzes were used, while the qualitative information was systematically arranged in content categories. Results: 63.2 % of professors reached a basic level of ICT knowledge. Only a statistically significant relationship was found between the level of ICT knowledge and age, since professors under the age of 50 presented better results. Although 66.2 % say they use ICTs more than twice a week in their academic work, their use is limited to recording attendance and grades in the institutional platform, preparing and presenting contents in the learning sessions, looking for scientific information, and communicate with students. Conclusion: These findings highlight the need to improve faculty training and to promote educational policies that favor the effective incorporation of ICT in higher education.

Identifying the accuracy of and exaggeration in self-reports of ICT knowledge among different groups of students: The use of the overclaiming technique

An inaccurate self-assessment might hinder the effectiveness of the self-management of one's learning, for example, people underestimating their knowledge might not utilize their capabilities. Inaccuracies in self-reported knowledge also hinder the comparability of the data across different respondents. The overclaiming technique (OCT) allows the identification of accuracy and exaggeration in self-reported knowledge and enhances the comparability of the data. Respondents are asked to evaluate their degree of familiarity with a series of items including both existing concepts from a specific field of knowledge and non-existing words. The technique has been used in various knowledge domains (e.g. mathematics) but no previous study has used the OCT in the domain of ICT knowledge on a large-scale sample. This study fills this gap. We created a set of existing ICT concepts and non-existing words. Using the set, we studied the differences in the accuracy and exaggeration of the ICT knowledge self-reports of Czech students at upper secondary schools, which have different emphases on ICT skills development (N = 1,871). ICT students report that they are more familiar than students from other school types with not only existing concepts but also non-existing words. Also, males claim more familiarity with both existing and non-existing concepts. Regards external validity, the OCT adjusted familiarity index corresponds more closely to the actual knowledge, as measured by an ICT achievement test, (r = 0.53) than the unadjusted familiarity index (r = 0.37). We show that the adjustment of student self-reports using the OCT offers promising results.

Desarrollo de competencias digitales en docentes universitarios a través de entornos virtuales: experiencias de docentes universitarios en Lima.

Objetivo. Describir cómo la interacción de habilidades y conocimientos, para desenvolverse en entornos virtuales, generan espacios para el desarrollo de competencias digitales. Metodología. A partir de la revisión documental, el presente estudio se enmarca como una investigación de tipo mixta con un diseño concurrente ya que los datos cualitativos y cuantitativos se recolectaron de manera simultánea. Resultados. Los docentes universitarios que combinan la presencialidad de sus sesiones de aprendizaje y los ambientes virtuales han encontrado nuevas formas de enseñar y aprender a través estos entornos, los cuales proponen innovadoras modalidades de interacción educativa, ayudando también a su labor de docente investigador. Conclusiones. El panorama actual se presenta como un reto para la educación universitaria, por tal razón el docente de educación superior no deber ser esquivo al uso de entornos virtuales; asimismo, al desarrollo de competencias digitales donde ha de combinarse el conocimiento, las habilidades y uso responsable de las TIC.

Analysis of the Use of Online Teaching Tools in Specific Circumstances

E-learning can be viewed from a technical and pedagogical aspect, so the application of e-learning in teaching requires ICT knowledge and skills and pedagogical competencies for the use of ICT in teaching. Work on the topic: "Analysis of the use of online teaching tools in specific circumstances" consists of two parts. The first part of the paper, which uses a scientific method of content analysis, presents types of online teaching tools in specific circumstances and explanations of online teaching tools in specific circumstances. Also, the advantages and disadvantages of the online learning tools (as well as the advantages and disadvantages of the LMS, i.e. learning management system) are described. The second part of the paper presents the research results obtained by the scientific method of interviewing. Based on the surveys, answers (results) were obtained to the nine questions asked. Hypotheses were set in the paper: Ht1 and Ha1 and Ht2 and Ha2. Based on the results obtained by interviewing the respondents (analysis of answers), the paper confirmed the basic hypotheses (Ht1 and Ht2), while the alternative hypotheses (Ha1 and Ha2) have been rejected.