Information Communication Technologies In Education Research Articles

THE HUMAN ASPECT OF ICT IMPLEMENTATION IN THE JAPANESE EDUCATION SYSTEM: A CASE STUDY OF PRE-PANDEMIC SECONDARY EDUCATION IN KANAGAWA PREFECTURE

This article is based on a case study done at one public secondary school in Yokohama, Japan with supplementing data from surrounding schools. The aim of the research is to bring attention to student and teacher lifestyles concerning information communication technology (ICT) prior to the pandemic (before it became an enforced necessity) in personal and school-related settings and discuss possible implications for ICT policies at secondary schools in Japan. After a yearlong observation period, a questionnaire was conducted to find specific patterns that could impact ICT policies for the school. Additionally, teachers and parents were interviewed for details and information to highlight potential reasons behind the survey results along with additional findings. Interviews from surrounding schools were conducted to further supplement the case study. The analysis focused on finding patterns that highlight positive and negative elements of ICT perceived by the students, teachers, and parents at the school. Discovered patterns were further discussed to find implications for policy development and areas for future research. Critical findings included the deterring factors for teachers to use ICT being nearly identical to the desired factors for parents, thus creating a conflict of interest when it comes to ICT use cases for school-related purposes. Additional findings include the parents’ roles in assisting ICT-related productivity work in conjunction with modern-day smartphone consumerism, which leads to a lack of productivity mindset for the students. It was identified that without measures in place to address teachers, it is difficult to expand the usage of ICT for teachers with just a general policy and device availability. This implies that post-pandemic ICT plans could still produce resistance and issues from users despite their proliferation and that any progress in ICT for education can enter stagnation unless the issues found in this study are addressed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0102/a.php" alt="Hit counter" /></p>

Mapping the imaginary of Information Communication Technologies (ICTs) in education: the case of Botswana

ABSTRACT This article investigates policy-as-discourse and policy-as-technology with specific focus on how the deployment of Information and Communication Technology (ICT) in education is positioned as a redemptive force in the case of Botswana. Therborn's theory of inequalities was adopted to catalogue ways in which supranational organisations and the national government of Botswana consider the potential of ICT and/ICT in education to address (in)equalities in Botswana. A deductive Directed Qualitative Content Analysis (DQICA) was adopted focusing on how the national government and supranational organisations view and present ICT in education in Botswana with regards to being an equaliser. The analysis of the evidence points to ICT in education being seen and operationalised to ameliorate existing inequalities in education and broader society, without, necessarily, questioning broader socioeconomic structural arrangements and factors sustaining inequalities.

Stakeholders’ Perceptions on Adoption of Blended Learning Approach in Tanzanian Secondary Schools

Integrating information communication technologies in education goes with many digital learning applications. Blended learning Approach (BLA) has been an important strategy that facilitates students’ learning. This study investigated stakeholders’ perceptions on the adoption of a blended learning approach (BLA) in Tanzanian secondary schools. Specifically, the study identifies stakeholders’ perception on the adoption of BLA in secondary schools, examines the learning environments that support the adoption of BLA in Tanzanian secondary schools and assesses the extent to which the BLA is used in secondary schools. Data were collected via self-administered questionnaire and interviews; the response of 620 participants were analysed. The results showed that participants adequately had confident perception towards the adoption of BLA on students’ learning; further, in the studied schools, learning environments were perceived to be supportive in the adoptions of BLA based on available devices and services; this will, later, positively facilitate the adoption and influence the increase of level of BLA usage among teachers and students. However, poor infrastructure, lack of institutional support and insufficient hardware and software facilities impinged the use of BLA. In conclusion, BLA is well perceived; thus, the resolution to the challenges would promote its application in the classroom.

Digitized Printed Strategic Intervention Material in Science in District I of Antipolo City: Basis for Enhancement Model

Digitization, technology, and scientific education are strong educational reform drivers. Modern educational institutions use computers and the Internet for all their activities. It’s everywhere now. Thus, digitally printed science intervention material is crucial in schools and society. Today, digitalized printed materials are the main teaching and learning channel. The Philippine Department of Education (DepEd) uses extracurricular activities to help students who struggle in science, technology, and other subjects. Educators, administrators, and curriculum planners use digitally enhanced printed materials and multimedia instructions to develop every aspect of teaching and learning. This study assessed the validity and acceptability of the Digitized Printed Strategic Intervention Material (DPSIM) in teaching Science as expected against evaluation. The respondents of the study were one (1) Technology Expert, five (5) Science Administrators, and one hundred (100) Science teachers who were described in terms of position, educational attainment, training attended in ICT, teaching experiences, and the ability to handle ICT. The validity is assessed in terms of content, manner of presentation, language and style, and evaluative tools. Acceptability is assessed in terms of clarity, usefulness, suitability, adequacy, and timeliness. Various resources such as books, published studies on the net, and other materials were gathered in the construction of the research questionnaire. Descriptive Statistics such as Mean and Frequency, T-test, and ANOVA were utilized to test the statistical significance of the variables presented. Results revealed that there is no significant difference in the assessment of the two groups (expected and evaluated responses) of respondents on the validity of the Digitized Printed Strategic Intervention Material (DPSIM), but there is a significant difference in the assessment of respondents in terms of acceptability of DPSIM. When respondents were grouped according to their profile in terms of position, educational attainment, training attended in Information Communication Technology (ICT), teaching experience, and the ability to handle ICT in Teaching, it was identified that differences in the responses for validity were brought about by the respondent’s difference in ICT training attended and their ability to handle ICT in teaching. The validity of DPSIM is perceived to be a high extent, with Application, Method of Presentation, Language and Style, and Evaluative Tools as the criteria that need further improvement. For the acceptability of DPSIM, there is a significant difference in the responses when grouped according to profile. However, it is worth noting that overall, no criteria were perceived to be needing improvement. Acceptability has also been categorized to a very high extent. It concluded that the Digitized Printed Strategic Intervention Material (DPSIM) is an effective tool in teaching Science. The study included that school administrators should evaluate the DPSIM whether its contents conform to the curriculum standards. Teachers should first examine the DPSIM use to determine the contents that align with the objective of the lesson. Parents should support children with technology materials that supplement the lesson; pupils can explore the DPSIM, which promotes independent learning; and future researchers can conduct similar studies that assess developed DPSIM if the same education will be conducted in the future. Keyword: Digitized Printed Strategic Intervention Material (DPSIM)

ICT in Education: An Effective Tool for Teaching English Language in Secondary Schools in Ikere Local Government Area of Ekiti State, Nigeria

The study investigated ICT in Education: An effective tool for teaching and learning English Language in secondary schools in Ikere Local Government Area of Ekiti State, Nigeria. The sample for the study was made up of thirty (30) English Language teachers who were purposively and simple random sampling technique was used to select ten (10) public and private secondary schools in Ikere Local Government Area of Ekiti State. The study employed a descriptive survey research design. The instrument for the study was questionnaires designed by the researcher based on teachers’ usability of ICT oriented software in teaching English language. Three research questions were raised for the study and answered descriptively. Two research hypotheses were formulated for the study and tested using Chi-square test and t-test analysis of independent sample. Based on the data analysis, findings revealed that there was significant impact of Information Communication Technology (ICT) on teaching English language in secondary schools. Lastly, it was revealed that there was no significant gender difference in the accessibility and utilization of Information Communication Technology (ICT) among English language teachers in secondary schools. The study recommends amongst others that English language teachers should endeavour to employ ICT in the teaching and learning process. Also, effort should be made to enhance the knowledge of English language teachers through various seminars, workshops, in-service training on ICT programme.

Social Work Students’ Reflections on Self-care While Completing Field Education During the Covid-19 Pandemic

ABSTRACTSelf-care is a beneficial practice for social workers to both maintain their general wellbeing and to perform their professional role efficaciously. For students, field education is a prime opportunity to put their newly acquired skills and knowledge of social worker self-care into practice. This article reports from a broader study on the ways social work students construct and practice self-care, with the focus of this article on a student cohort who completed placement during Covid-19 restrictions. To explore how Bachelor of Social Work (BSW) students at an Australian university situated their understanding and practice of self-care within their final year placement, a textual analysis of 26 BSW student assessments, a 600-word critical reflection, was conducted. Two themes emerged from the student reflections. First, while engagement with Information Communication Technologies (ICTs) proved crucial for students to participate in student placement, it also created fresh challenges for their self-care practice. Second, students’ understanding and practice of self-care were critically shaped by their professional and academic peer environments. Knowledge of how social work students understand, and practice self-care is vital for social work educators to critically support student development during field education.IMPLICATIONSSocial work students’ self-care requires further nuanced conceptualisations, including addressing the role of ICTs in contemporary student field education placements.The use of peer groups supports student understanding of self-care during field education.Higher education providers can create further opportunities for formal peer connection during placements to embed self and collective care into students’ emerging practice.

Information Communication Technology (ICT) and Education

COVID-19 has accelerated the shift to blended or fully online learning environments, enforcing educational institutions to embrace technology and offer their students an online or at least blended learning experience [...]

Level and Nature of ICT Use in Teaching and Learning in the Special Primary Schools of Learners with Visual Impairments

Information communication Technology (ICT) has become the most suitable tool for learners with different learning demands exercise their rights to education. Information Communication Technology literacy has enhanced teaching and learning through its dynamics, interactive and engaging content and opportunities for individualized instruction. However, given the role that ICT plays in instruction, the level and nature of ICT use by learners with visual challenges in Kenya should be looked into. The findings are significant for it would help the policy makers as they will be able to come up with effective policies that will aid in the provision, planning and use of ICTs in schools of learners with visual impairment. The objective of the study was to determine the level and nature of ICT use in teaching and learning in the special primary schools of learners with visual impairments in Kenya. The survey adopted descriptive survey research design. The study targeted seven public special schools for visually impaired learners and 1667 learners. The study sampled three schools situated in different counties in the country; Kiambu county, Meru county and Mombasa county. Judgemental sampling technique, stratified random sampling and simple random sampling were used to draw samples. The sample consisted of three primary schools for learners with visual impairments, 168 learners and 18 class teachers. Data collection instrument was observation schedule. Content validity was determined by seeking expert review. The instruments were submitted to experts iteratively for consideration and their suggestions in different items were used to refine them increase validity. The Cronbach Alpha formula was employed to compute the reliability of the instruments. A reliability coefficient of 0.72 was used to judge the reliability of the instruments. Qualitative data was analysed using descriptive statistics. The study found that ICT enjoyed full support from learners with visual impairments and teachers in class. It was seen as an essential tool for teaching and learning in special schools for the learners with visual impairment. However, the use of ICT in teaching and learning was not effective. Both the teachers and learners’ ICT skills were low and the schools were not well equipped with quality ICT resources. The study recommended that schools be equipped with modern technologies and teachers be trained on the use of ICT in teaching learners with visual challenges.

Information Communication Technology in Education: Bringing Innovation in Classroom

ICT (Information Communication Technology) has revolutionized education by bringing innovation into the classroom. This paper explores the integration of four key elements: learning through games and gamification, Bring Your Own Device (BYOD) and mobile education, learning with adaptation and artificial intelligence (AI), and online cooperation and connections. The study examines the benefits and implications of these innovative approaches in enhancing teaching and learning experiences. It highlights how games and gamification engage students and promote active learning, while BYOD and mobile education provide flexibility and access to educational resources. Additionally, it discusses the personalized learning opportunities offered by adaptation and AI, as well as the collaborative and global connections fostered through online cooperation. The research underscores the importance of these elements in transforming education and preparing students for the challenges of the digital era.

Adoption of Information Communication Technology during the Pandemic: Exploring the University Teachers' Experiences in Pakistan

This study aimed at exploring the university teachers’ experiences regarding the adoption of Information Communication Technology (ICT) during the pandemic in Punjab. The sample has been selected conveniently from four public universities based in Punjab. The sample consisted of 28 university teachers teaching in the Education departments. The data were collected with the help of a semi-structured interview protocol comprising 10 questions. The collected data from individual interviews have been analyzed with the help of Thematic Analysis. The results revealed that the teachers working in Distance Education providing universities were already aware of using ICT in teaching. However, those who were teaching in Formal Education mode universities were not well versed in the integration of ICT in teaching. Similarly, the teachers were not given any proper training for conducting online classes. Rather they were given some videos which described how to use online channels for teaching.

Assessment of the Teachers’ Attitude towards ICT and Learners’ Academic Achievement in Geography in Nyamira County, Kenya

The study looked at the influence of teachers’ attitudes towards information communication technology (ICT), on learners’ academic achievement in geography in public secondary schools in Nyamira county, Kenya. The major aim was to assess the teachers’ attitudes towards ICT usage. The study used three questionnaires and one interview schedule to collect data from 190 public secondary schools and 6 education quality assurance officers. The data was collected and coded by using statistical package for social sciences (SPSS) for analysis, use of mixed method approach was used, where descriptive and inferential statistics were analyzed and presented in form of tables. The main issues faced by teachers might have contributed to the limited use of ICT in teaching and learning process, hence affecting learners’ academic achievements in geography. Teachers’ attitudes will be solved when; pre –training, workshops for capacity building and in-service courses for ICT will be enhanced in all learning institutions. The study therefore recommends that teachers get trained for the implementation of ICT in teaching and learning to be enhanced and improvement of infrastructure.

The Influence of Availability of Internet Connectivity on Teachers’ Integration of Information Communication Technology in Teaching and Learning in Public Primary Schools in Kenya

The study sought to investigate the influence of availability of internet connectivity on teachers’ integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. The study objectives sought to determine the influence of the degree of internet connectivity in various categories of schools on integration of information communication technology in teaching and learning and in public primary schools in Kakamega County, Kenya and to establish the influence of internet accessibility on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. The study used Technological Pedagogical Content Knowledge theory. The study used descriptive survey design. The target population of the study was 1County Director of Education, 356 public primary school head teachers and 3204 public primary school teachers. The sample size for the study was 1 County Director of Education, 189 public primary school head teachers and 356 public primary school teachers who were selected using purposive sampling, proportionate sampling, simple random sampling and census sampling techniques. The sample frame for the study consisted of 546 respondents. Data was collected using questionnaires and interview schedule. Data for this study was presented in frequency tables. Both a quantitative and a qualitative analysis of the results was performed. In order to determine the degree of relationship between internet connectivity and teachers’ integration of information communication technology in teaching and learning in public primary schools, the Chi-square (X2) test was utilized. It was anticipated that, the planners and policy makers will use the study’s findings as a basis for revamping the country’s present internet strategy in order to address the problems impending teachers’ integration of information communication technology in teaching and learning in public primary schools, students would graduate with knowledge and abilities that are competitive on a worldwide scale and go on to play an important role in the development of their country. The results of this study showed that, 76.12% of the sampled public primary boarding schools were connected to internet while 23.88%were not connected to internet. 12.84% of the public primary day schools were connected to internet while 87.16% of these categories of schools were not. The Chi-square (x2)test results showed that internet connection in public primary schools was not significantly different in public boarding primary schools than in public day primary schools (X2 =14.249, P Value =0.512). These findings indicate that, most public primary schools were not connected to internet and therefore, teachers’ integration of information communication technology in teaching and learning in public primary schools in Kenya was minimal. The study therefore recommends that, the government of Kenya through the Ministry of Education should offer broadband internet connection packages to teachers at fair installment and payment terms.

Teacher Training and Integration of Information Communication Technology in Teaching and Learning in Public Primary Schools, Kenya

The purpose of the study was to investigate the influence of teacher training in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County in Kenya. The study objectives sought to determine the level of teachers’ training in information communication technology for integration of information communication technology in teaching and learning; ascertain the influence of teachers’ academic qualification in information communication technology on integration of information communication technology in teaching and learning and to establish the influence of teachers attendance of in service course in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. Technological Pedagogical Content Knowledge theory was used for the study. A descriptive survey research design was used for the investigation. The sample size was determined using the census sampling, proportionate sampling, simple random sampling, and purposive sampling techniques. The sample size included 356 public primary school teachers, 189 public primary school head teachers, and 1 County Director of Education. The study used questionnaires and interview schedules to collect responses from 546 participants. Tables and charts were used to present the data. The results were analyzed both quantitatively and qualitatively. The Chi-square (x2) test was used to assess the degree of correlation between teachers’ use of information and communication technology and teaching and learning in public primary schools. Cronbach alpha (0.05) was the criterion for significance. This study was significant since it increased our understanding and aided in the development of future ICT integration strategies for teaching in the classroom. The study revealed that the majority of public primary school teachers lacked Information Communication Technology training. In order to integrate ICT into teaching and learning, the study recommended that teachers acquire training in information and communication technology.

Demystifying The Use of Information Communication Technology in Teaching and Learning in Day Secondary Schools

In recent years, the impact of information communication technology (ICT) on education and society in general has grown substantially and therefore it’s considered main enabler of achieving vision 2030 and sustainable development goals (SDGs). This study sought to demystify the use of ICT in teaching and learning in day secondary schools. The specific objectives were to: find out the resources mobilized by boards of management; determine the status of ICT usage and establish the merits of ICT in the teaching/learning and running of day secondary school activities. The study employed cross-sectional survey design to randomly sample 22 principals of secondary schools and teachers. The study established that majority of the teachers had a smart phone that was compatible with ICT and internet facilities and; that the wi-fi internet connectivity in schools was limited to principal’s office only and linked with closed circuit television (CCTV) cameras to secure the school against intruders. It concluded that ICT promotes student-centered learning, helps in cooperative learning, promotes higher order thinking and problem-solving, and improves the effectiveness and efficiency of school management. The study recommends that schools board of management and parents association work together to consolidate resources to equip their schools with ICT facilities.

Applications of Information Communication Technology in Education

Information and communication technologies (ICT) have influence on the areas of human existence. They are playing (an important role in the workplace working organization, point of trade, educational institutions, and places of entertainment. Moreover, the public thinks ICTs as change agents, affecting changes in a working situation, information handling and discussion teaching methodology, learning strategies, scientific procedures, and access to information and communication technologies In this digital world, utilizing ICT in the classroom is essential for giving students a chance to learn and apply 21st-century skills.. ICT improves the teaching-learning process, and its significance for teachers in their role as creators of pedagogical environments cannot be overstated. ICT allows teachers to present their teaching to students in an attractive and convenient way at all levels of education. In our country, ICT is playing a key role in making useful and attractive training programmes. Teaching and learning, especially in institutions that prepare teachers, must more effectively incorporate the use of technology such as the internet and interactive multimedia.

A Feminist Ethics of Care Within Counterspaces: Supporting Inclusion in Postsecondary ICT Education

There is a dichotomy in computing education. The information communication technology (ICT) field, which includes all areas that pertain to technology, computing, or computational reasoning (e.g., computer science, computer engineering, and machine learning), needs diversity to thrive. Yet, the undergraduate programs that support the field have a difficult time attracting and retaining that diversity <xref ref-type="bibr" rid="ref1" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[1]</xref> . In undergraduate education, ICT is one of the most exclusionary of the science, technology, engineering, and mathematics (STEM) cultures <xref ref-type="bibr" rid="ref2" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[2]</xref> for women. Exclusion challenges a woman’s sense of belonging <xref ref-type="bibr" rid="ref3" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[3]</xref> and identity—her sense of “personal relevance, ownership, and integration into the sense of self” <xref ref-type="bibr" rid="ref4" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[4, p. 208]</xref> . Significantly, women’s intersectional identities (e.g., the intersection of race, gender, and disability) frame their experiences with oppression, causing problematic experiences in ICT education to compound and hurt computing identity <xref ref-type="bibr" rid="ref5" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[5]</xref> .

Do learning ICT usage affect the learning process quality? an empirical study in private university

Information Communication Technology (ICT) brings new opportunities to many aspects of society. Applying ICT in education is a valuable contribution to improving quality, especially improving the quality of the learning process in higher education. This study explains the relationship between research variables by testing the description hypothesis. Variables include Learning process quality, ICT learning usage, Technology Characteristics, Individual Characteristics, and Motivation to use ICT. The Structural Equation Modeling (SEM) was used to analyze the data in this study. The results show a significant positive effect of learning usage ICT variables, Technology Characteristics, and Individual Characteristics on the quality of the learning process, then Individual Characteristics and Motivation use ICT on ICT learning usage. Meanwhile, the Technology Characteristic variable has no significant positive effect on ICT learning usage. The influence of significant positive variables is expected to be able to be utilized and managed properly so that, in the future, a high-quality learning process will be achieved. Campuses can also act as a forum by providing various competency training so that teaching staff becomes more prepared and competent in learning using ICT. Furthermore, the provision of learning using ICT can be better optimized so that the potential characteristics of the technology can be utilized to the fullest.

A Review on the Role of ICT in Enhancing Effective Learning in Higher Educational Institutions

This paper explores the role of Information Communication Technology (ICT) in enhancing higher educational learning in the Gambia. The use of ICT in higher education positively impacts teaching, learning, and research. The rapid growth of technology has enabled the higher education system to grow significantly in the last few decades to meet the demand of quality education. This study has shown that ICT is an effective means of widening educational opportunities. The pivotal role that ICT plays in higher education learning is becoming more relevant, and this relevance will continue to grow and develop in the 21 st century. Major findings of this study revealed that the acceptance and use of ICT in education positively impact teaching, learning, and research.

WHERE ARE WE IN SPACE: EXAMINING TEACHERS’ ICT COMPETENCY IN TEACHING LEARNERS IN SPECIAL SCHOOLS IN KENYA

&lt;p&gt;Information Communication Technology (ICT) plays a central role in facilitating education in the 21st century. For successful integration of ICT in teaching and learning teachers play a key role. As such, there is a need for competent teachers in applying ICT skills to teach and facilitate learning. This study sought to examine teachers’ ICT competency in implementing Digital Literacy Programme (DLP) in public primary special schools in Nairobi County ii Kenya. The study used a semi-structured questionnaire tool to collect data from 99 teachers and 41 head teachers from public primary special schools in Nairobi County. Mixed-Methods Research (MMR) where both Statistical Methods and thematic analysis approaches were used to analyse the data. Statistical Methods used include descriptive analysis such as frequencies and percentages and bivariate analysis approaches including Chi-square tests of hypothesis regarding the relationship between teacher’s ICT competency and implementation of DLP. The study found that the role played by DLP in building teacher ICT skill capacity is 28.4% lower in special schools compared to regular schools. As a result, teachers of children with disabilities and special educational needs have limited relevant ICT skills such as assistive technology to support teaching and learning. The study also found that whilst there may be a significant proportion of teachers skilled with ICT skills, lack of access to digital devices and internet connectivity makes it difficult for them to demonstrate their competency and apply the same to the teaching of children with disabilities. Based on the results of this study, recommendations for policy enhancement and improvement of practice have been made.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0978/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The Integration of Information Communication Technology in Education: A Review of Policies and Practices in Angola, South Africa, and Zimbabwe.

The use of Information and Communication Technologies (ICT) in education has expanded significantly worldwide. Many countries develop Educational ICT policies to promote national agendas for economic, social, and political growth. The implementation of ICT in education is designed to prepare students to assimilate into the global market, attain equal access to education, and to be technologically prepared citizens. Many African governments are therefore developing ICT policies to expand integration of ICTs in primary and secondary education. However, successful integration of ICTs requires concerted efforts across stakeholders, as well as consistency in policy implementation and evaluation. Although several Southern African countries have ICT policy blueprints for education, not much is known about the implementation of the policies on the ground. This study reviews educational ICT policy implementation, successes, and challenges in three Southern African countries: Angola, South Africa, and Zimbabwe.