Information Communication Technologies In Education Research Articles

Information Communication Technology in Education

Information communication technologies (ICT) at present are influencing every aspect of human life. They are playing salient roles in work places, business, education, and entertainment. Moreover, many people recognize ICTs as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information communication technologies. In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. ICT improves teaching and learning and its importance for teachers in performing their role of creators of pedagogical environments. ICT helps of a teacher to present his teaching attractively and able to learn for the learners at any level of educational programmes. Today in India teaching training programmes making useful and attractive by the term of ICT. Information and Communication Technologies (ICTs) exemplified by the internet and interactive multimedia are obviously an important focus for future education and need to be effectively integrated into formal teaching and learning – especially in a teacher education institution.

PARENTS’ PERCEPTION ON INTERGRATION OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN EDUCATION AND ITS INFLUENCE IN SCHOOL CHOICE IN PRIVATE PRE PRIMARY SCHOOLS IN TANZANIA

After independence, Tanzanian government had made various efforts of changing the educational system in various periods to suit the world changes needs. Among the efforts is that of integration of information communication technology (ICT) in various levels of education. Currently, Tanzania has finalized its information Communication Technology (ICT) policy…. for basic education which incorporates the integration of ICT in pre-primary, primary, and secondary education. This paper intended to assess parent’s perception on Integration of Information Communication Technology in education in preprimary level and to examine the influence of Integration of Information Communication Technology in education on parent’s preprimary school choice in Tanzania. The data were collected from 5 parents with children in private pre-primary schools in urban Njombe. The study revealed that most parents who send their children in private pre-primary schools in Njombe perceive ICT as very important for their children’s future life, and also the parents do choose private pre-primary school by considering the ICT facilities as the factor for their choice. The findings revealed that apart from parents having a positive perception on ICT most schools have insufficient infrastructure for teaching and learning ICT and also parents are worried on the proper control of ICT use from their children. This is an implication that the situation forces the integration of ICT in education but the stakeholders are not yet fully prepared. The study recommends the Ministry of Education, Science, Technology and Vocational Training (MoESTVT) to fast track the ICT infrastructure in both private and public schools for all levels of education starting with pre-primary schools as a foundation of all other levels and involve all educational stakeholders especially parents. Article visualizations:

Factors that influence teachers’ adoption and integration of ICT in teaching/learning process

Information communication technology (ICT) is becoming increasingly important in our daily lives and in our educational system. There is a growing demand on educational institutions to use ICT to teach the skills and knowledge students need for the digital age. The adoption and integration of ICT into teaching and learning environment provides more opportunities for teachers and students to work better in a globalised digital age. ICT has the potential to play an increasingly important role in education be it in classroom, administration and online instruction or other activities. There is tremendous potential for teachers and students to harness the power of ICT to improve the quality of teaching and learning in the classroom. The purpose of this study is to identify the factors that may influence teachers’ decision to adopt and integrate ICT in teaching and learning process. The study is chosen because of the strategic importance of ICT in education in general and particularly, its great potential, to transform the ways in which teaching is carried out in the classroom. It provides opportunities for greater flexibility, interactivity and accessibility for engaging teaching and learning at the individual, group and societal levels. There are a lot of studies in the area, but very little empirical research has been conducted to examine this phenomenon from the teachers perceptive. In order to achieve the study objectives, in-depth case studies, conceptualised within the grounded theory method will be used to generate thick description and explanation of the phenomenon. The diffusion theory and the technology acceptance model will provide the theoretical foundation for this study.

ICT integration in the educational system of Philippines

Purpose - The paper aims highlight the state of ICT integration to the educational system of the Philippines, including the challenges, efforts, and possible solutions. Design/Methodology/Approach - The study is a review of two scholarly works focusing on the case of ICT integration in the educational system of Philippines. The paper reviewed were the paper of Kubota, Yamamoto, and Morioka (2018) entitled, Promoting ICT education in developing countries: Case Study in the Philippine and the research work of Bonifacio (2013) entitled, Developing Information Communication Technology (ICT) Curriculum Standards for K-12 Schools in the Philippines. Findings - The critical analysis of the reviewed papers revealed several policy actions to fully integrate ICT in education in the case of Philippines such as added trainings for teachers, provision of computer infrastructures, integration of ICT in the curriculum in a strategized manner, and lastly a strong leadership. Originality - The paper provided a lens both on the problematic situation on the actual school set-ups and also the possible key steps to be undertaken for improvement. It is a review of the selected academic papers which delves into the ICT-Integration in the Educational System of Philippines. The formal efforts of the government were also highlighted including the prime importance of ICT in education. The paper does not only embolden a problem of the inadequacy of the school facilities but it highlights how this problem affects the competitiveness of Filipinos in the job market and the backwardness of the standing of the country in technological advancement.

Does the use of ICT enable easier, faster and better acquiring of knowledge?

The aim of this paper is to examine whether the use of information communication technologies (ICTs) enables easier, faster and better acquiring of knowledge. The study included 218 students from the College of Professional Studies Educators, Aleksinac, Serbia. A 5-point Likert scale for students has been designed. The scale was made up of 45 claims, and its purpose was to determine whether the use of ICT enhances students' skills. The results of the research show that the use of ICT enables easier, faster and better acquiring of knowledge. Both qualitatively and quantitatively, students' opinions were given and hypotheses were confirmed. Keywords: ICT in education, high education, students' abilities, attitudes of students.

Facilitation strategies used in e-learning by nurse educators in Rwanda

Knowledge and skills for teachers to deliver course contents in an e-learning environment is essential. Information Communication Technology (ICT) is being increasingly used in tertiary education as it is flexible and offers many possibilities to meet the needs of a large number of learners. The implementation of e-learning platforms in Rwanda in 2012 for nursing and midwifery instruction has had a positive impact on the quality of nursing education. Educators' facilitation skills play an important role in motivating students in the computer-mediated learning environment. The aim of this paper is to explore the facilitation strategies used in e-learning by nurse educators in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three campuses completing the research instruments. The results from this study indicated that the majority of the participants (84.1%) had the same vision of integrating ICT in teaching and learning as their colleagues, the institutional administration, and other staff. 97.7% used computers and/or the internet to prepare lesson and deliver instructions 95.5% reported using facilitation strategies of self-directed learning, 93.2% case studies, 88.6% group discussions, 81.8% small group activities, 72.7% formal lectures, 70.5% role play, 68.2% brainstorming, 63.6% situations of integration, and 63.6% videos. An average of 50% reported using research, and 43.2% workbooks. 27.3% used projects, 25% core lectures, and 11.4% Portfolio. E-learning requires a comprehensive approach of incorporating ICT in teaching and learning. The success of e-learning does not only depend on technological tools available, but also on the pedagogical design, with teachers being required to use innovative teaching approaches to deliver their course contents.

ICT (Information Communication Technology) in Teacher Education

ICT (Information Communication Technology) in Teacher Education

Lebanon’s 2011 ICT education reform strategy and action plan: Curriculum success or abeyance

AbstractThe purpose of the present study was to investigate the effectiveness of Lebanon’s Education Reform Strategy and Action Plan (LERSAP) set in 2011 as a form of the educational reform the curriculum underwent through focusing on promoting and employing the information communication technology (ICT) tools. The LERSAP was launched to equip teachers with the expertise and competencies adopted to bridge the disparity between the 1997 curriculum guidelines, general and instructional objectives on the one hand and the curriculum implementation, textbooks, and pedagogical practices on the other hand. The general objectives, introductions, instructional objectives, and activities for grades 3, 6, and 9 of the Lebanese English language curriculum were analyzed using the qualitative design implemented to serve the purposes of the study and to build on the approaches that inform about the theoretical/conceptual and empirical literature on education in Lebanon. The findings of the study indicated that the synth...

Teaching and Learning Foreign Languages with ICT

Abstract The use of information and communication technologies (ICT) in teaching and learning foreign languages has risen sharply among the educational community. Teachers access and implement innovations without always realizing their full implications for them and their students. However, this is not necessarily a negative thing, because if no one used innovations, little progresses would be made and there would be nothing to evaluate. The article presents certain features of ICT that can be used to good advantage in a rich learning environment, and the use of video as an ICT tool in the foreign language class. The paper also discusses the role of the teacher in implementing technologies and we argue that it is the teacher, not the technology who determines the quality of the learning and teaching. There are people who are afraid that the teacher’s role would be compromised if we integrate information communication technologies in education; however we militate for a ‘techno-humanistic’ system, in which teachers, learners and technology would form a lasting meaningful alliance.

A case study: Cultural preferences concerning the willingness of Batswana students to use ICT in distance education at North-West University

ABSTRACTThis investigation was conceived of as fundamentally interpretative and designed within the framework of hermeneutic phenomenology as it focuses particularly on the world as it is lived and experienced by Batswana Advanced Certificate in Education (ACE) students in order to determine the views of these students regarding their willingness to use Information Communication Technology (ICT) in Distance Education (DE). For this article, the researcher also undertook an interpretivistic hermeneutic analysis of Social Capital Theory in order to identify directions and norms which could serve as benchmarks to establish whether DE at the North-West University (NWU) could contribute to the structure of social capital. When implementing technology in DE, a sense of community should be created within which Batswana DE ACE students can function in a social structure and where a sense of social cohesion and interconnectedness prevails, as well as a sense of belonging Technology (whiteboards etc.) in DE should consequently be implemented according to the needs and skills of these students.

Analysis of Early Childhood Teachers’ Level of ICT Competency

As new Information Communication Technologies (ICT) become available, school teachers and early childhood teachers need to make sure they keep their technology knowledge and skills up to date. This study was conducted on 433 early childhood teachers to diagnose of their level of ICT competency. The cut score for judging the achievement of ICT competencies were set by experts, and early childhood teachers’ achievement was measured and assessed based on them. According to the results of this study, the achievement level of early childhood teachers’ ICT in education was around 85% of the cut score, which was the lowest level in the ability area. Based on the analyses of the correlations between ICT areas, high ability was correlated to frequent utilization. This result implies that the construction of infrastructure does not necessarily ensure an increase in the total ICT in the education index value. When early childhood teachers had a high ability to use ICT in education they used ICT for their profession more frequently and felt a higher satisfaction with using ICT in education.

Evaluation of E-Learning Web-Portal (e-HearMe) Designed for Hearing-Impaired Learners

E-Learning is the use of electronic educational technology in learning and teaching, where there is no face-to-face interaction as advanced online learning is held in virtual learning atmospheres. Learning Information Communication Technology (ICT) is crucial in the Hearing-Impaired Education Development as the visual display plays an important role in helping hearing-impaired learners understand a task. The objective of this research is to implement and evaluate the ICT education courses constructed from the E-Learning Portal developed based on their knowledge and attitude in using the Web-Portal. To achive the aim of the study, the research locations were chosen from 3 schools performing the Hearing-Impaired Education Program in Malaysia. By doing so, 72 Hearing-Impaired Students were chosen from Form 4 and Form 5 of the Secondary Level as the research sample. In the evaluation phase, questionnaires for the teachers, the students and the expert evaluators are the research instrument of this research. The Computer Graphics course, among all the ICT courses, has the majority selected by the Hearing-Impaired Individuals, mostly for reasons as intensifies deaf-creativity. The analysis conducted through this research shows a positive feedback on the part of the teachers and Hearing-Impaired Students towards the interest, skills and the knowledge in learning computer courses. In terms of the E-Learning Portal E-HearMe, the teachers and the students were really satisfied with the existence of this medium. DOI: 10.5901/mjss.2015.v6n4s1p248

Achieving the improvement of efficiency and vitalization of ARD-based ICT experiential education contents

Use of technology through utilization of ICT (Information Communication Technology) in field study area is rapidly increasing. Thus, when applying ICT to experiential education, apart from experiential education contents in simple form, the demand for new high quality contents is increasing considering change in education paradigm focusing on creativity. As a result, high quality interactive experiential education content for developing self-directed future talents is required. As a result of this, the development of ARD-based ICT experiential education content system that enhances learning effect of students by integrating ARD-based (Augmented Reality Display) ICT and experiential education to promote existence and immersion is being tested. This paper aims to improve efficacy and achieve vitalization through case analysis of AR-based ICT experiential education content. As a result of case analysis, the composition of content for improving education content included 1) constant securing and strengthening of experiential education content, 2) necessity for development of participating education content by diverse age groups, 3) development of differentiated ICT experiential education content, and 4) securing professional manpower and development of content in connection with education process. Therefore, with the efficacy of ARD-based ICT experiential education content, this study can first, enhance bond between students, second, enable self-directed learning, third, increase practical understanding in contents that were difficult to control by textbook contents, and fourth, increase interest and immersion in learning. Therefore, the contents on new converging technology that can maximize the development of constant content and cooperation between ICT technology and pedagogy for educating creativity and autonomy of ICT experiential education content.

USING ICT IN EMPOWERING TEACHERS FOR QUALITY EDUCATION

The quality education depends upon the quality of teachers. Teacher education plays a vital role in developing quality education which is the present requirement in the modem information & communication era. Teachers educators are the basis producing the future teachers who are the pillars of nations. The quality of teacher education programmes depend on the quality of teacher educators who are the teachers of teachers. They should be well equipped with the latest knowledge's in their subject by undergoing orientation & refresher courses, seminar etc., management skills, communication skills, good qualities to inculcate among the teachers trainees. Teachers educators should be a friend, philosopher and guide to teachers trainees and be a role model to the teacher trainees. A teacher with technology is the need of the hour. The techno-teacher is one who integrates the content with technology in the classroom. The teacher has to use the simple technology to higher technology that is black board to space-board. The Information Communication Technology (ICT) heralds the world of knowledge on the screen hence the learners learning will be enhanced in a split of second meeting the demands of the society at large. Education is the backbone of a nation. The introduction of ICTs in the education has profound implications for the whole education process especially in dealing with key issues of access, equity, management, efficiency, pedagogy and quality. Information and communication technology (ICT) is a force that has changed many aspects of the way we live. l21 In developing countries, education is also linked to a whole batch of indicators of human development. Education of women influences the health of children and family size. The experience of Asian economies in particular in the past two decades has demonstrated the benefits that public investment in education can bring. Integrating ICT in teaching and learning is high on the educational reform agenda. Often ICT is seen as vital tool to fully participate in the knowledge society.

Possibilities of “Smart City” Concept Implementing: Russia’ s Cities Practice

The article deals with the “smart city” concept which comprises the intellectual transport system, public security, energy consumption management and control, measures to protect the environment, and information-communication technologies (ICT). To analyze and assess the state of affairs, we have chosen one of the five “smart city” key elements, namely, the information-communication technologies including the following: new urban technologies, ICT in education, ICT in public health care, in electronic government and public services. The situation in three biggest Volga Federal Region cities (Kazan, Samara and Nizhniy Novgorod) has been analyzed. Recommendations on how to implement the “smart city” concept in other Russia’s cities are made. DOI: 10.5901/mjss.2014.v5n12p129

The impact of changing policies about technology on the professional development needs of early years educators in England

This paper considers the implications of UK policy approaches to ICT (Information Communication Technology) in education by exploring the views of early years (0–8 years) educators about their ICT CPD (continuing professional development) needs. UK policy approaches to ICT may be visualised as a ‘house that Jack built’. The policies are cumulative and they can be interpreted as being flawed due to their contradictory nature. As ICT educational policies in the UK are shaped by politicians, the contradictory policy approaches are a consequence of different political ideals. Recent research has identified a significant gap in early years practitioners’ knowledge and their understanding of pedagogical practice in relation to technology. Attention is drawn to the importance of facilitating an innovative use of technology within pedagogy in early years. For this to happen it is important to facilitate CPD that responds to the needs of early years pedagogical practitioners. The paper explores how CPD can be developed in this area by reflecting on the views of selected participants about their technology CPD needs.

Using Cooperative E-Learning Teaching Strategy to Enhance Students’ Creativity in Secondary School Biology: A Study of Selected Schools in Nakuru County, Kenya

Creativity and innovation are among the key pre-requisites for industrialization. One of the key defining features of the 21st century is the use of information communication technologies (ICTs) in every sphere of life. For Kenya to realize her vision 2030 of transforming to a newly industrialized, middle-income country that provides a high quality life to all citizens by the year 2030, there is need to integrate the use of ICTs in education. This would enhance creativity and innovation and spur industrialization and economic growth. This study investigated the effects of Cooperative E-Learning (CEL) teaching strategy on students’ creativity in biology. Solomon Four Non-Equivalent Control Group design was used. The study involved four County secondary schools in Nauru County and focused on Form Two (second grade in the secondary school cycle) students. Convenience sampling was used to select the four schools. A total of 200 students participated in the study. The instrument that were used in this study a Creativity Achievement Test (CAT). with a reliability coefficient of 0.98. Data generated was analyzed using Analysis of Variance (ANOVA), t-test. Statistically significant values were accepted at α =0.05. The findings show that the students exposed to CEL teaching strategy were more creative than students exposed to conventional teaching methods. It is concluded that CEL is an effective strategy that can enhance creativity and innovation and should be incorporated in the teaching of school biology and teacher education programs.

Teachers’ Self-Development in Applying Information Communication Technology

AbstractThis paper reports a case study of my self-development in applying Information Communication Technology (ICT) to teaching. I analyzed my own growth from three perspectives: technical confidence and competence, pedagogical development and self-efficacy. Classroom observation, interviews, reflective journals and questionnaires were used to explore how professional self-development occurred when I changed my teaching belief in teaching, and how I understood the development as a practicing teacher in learning by teaching. I participated in various projects based on action research in order to meet the challenges of the teaching reform in the new era. The results indicate that teachers can develop their informational quality and professional competence in applying ICT in teaching.

Appraising the Role of Information Communication Technology (ICT) as a Change Agent for Higher Education in Nigeria.

Information and communication technologies (ICTs) have become inseparable entities in all aspects of human life. The use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business, governance and civil service. In education, ICT has begun to have a presence but the impact has not been as extensive as in other fields of endeavour. The moving of the world to digital media and information has made the role of ICT in education to become more important and this importance will continue to grow and develop in the 21st century. Information and communication technology (ICT) is an indispensable part of the contemporary world. Infact, culture and society have to be adjusted to meet the challenges of the knowledge age. Undoubtedly ICT has impacted on the quality and quantity of teaching, learning and research in tertiary educational institutions in Nigeria. The various constraints to ICT utilisation as a change agent for higher education must received prominent attention, for the ICT to continue playing its lofty role as a change agent for Nigerian tertiary institutions. Key words: Information and communication technology (ICT), educational institutions, higher education in Nigeria.

Selected student and tutor perceptions of ICTs in further and higher education in England

By 2008 a total of 87, 339 students were studying on foundation degrees in the UK (Foundation Degree Forward 2009). This article reports on the views of selected students and academic tutors regarding ICTs (Information Communication Technologies) associated with the Early Years Sector Endorsed Foundation Degree (EYSEFD) in England. The students study part time at five further education (FE) colleges working in partnership with a UK higher education institution (HEI). The research project has gathered data on the views of students and programme tutors about ICTs since October 2009. Data has been gathered through questionnaires with students and focus group discussions with selected students and tutors about the perception of ICTs. A main finding is that the students in this study associate ICTs with computers and software whereas their academic tutors focus on the wider pedagogical learning associated with technology. The article discusses some of the debates that surround pedagogical practice and ICTs in further and higher education. The students’ association of computers and pedagogical best practice appears to reiterate current neoliberal educational values as opposed to reflecting the learning goals of their academic programme. This article presents the findings of this study and the conclusions that are drawn will be of relevance to those involved in the delivery and development of higher education in further education contexts.