Information Communication Technologies In Education Research Articles

Contribution Of Ict To Didactics: A Case Study In Algeria

Information communication technologies (ICTs) are becoming very essential and unavoidable in our daily life. Today in Algeria, ICTs exemplified by the internet and interactive multimedia are obviously an important focus for future education. They need effective integration into formal teaching. The problem question of this study is: To what extent is the contribution of ICT to didactics in Algeria? Hence, this study analyzes trends in using ICT by teachers and students in classrooms. Quantitative research was used to collect data from respondents using online Google forms. The principal issues and challenges deemed important in using ICTs in education were: Quality of internet connection, limited time, and lack of effective training. Keywords: ICT, Didactic, Connectivism, E-learning

PREPARATION OF STUDENTS OF PEDAGOGICAL UNIVERSITIES TO CREATE AND USE WEB QUESTS

Modern educational information technologies are a powerful stimulus that allows to develop students’ cognitive activity, improves the quality of knowledge, promotes the development of skills of independent acquisition of knowledge. Therefore, the information and communication competence of future teachers is an integral and important component of their professional competence. One of the modern interactive pedagogical technologies, which demonstrates an example of integration of information technologies with common pedagogical technologies (project learning, role play, business game) is web-quest technology. The article considers the basic concepts of web-quest technology, the analysis of problems of preparation of students of pedagogical universities for development and use of a web-quest in the course of teaching schoolchildren Mathematics has been carried out with the emphasis on the need of purposeful preparation of future teachers for creation and use of web-quests in their professional activity.
 Information and technological support of the educational process is important for a clear organization of students’ accomplishing the stages of the web-quest and achievement of its educational, cognitive and developmental goals. The authors describe the advantages of using the e-learning environment Moodle as an integration tool for organizing work with web quests. Moodle allows not only to post the necessary materials and links to the resources online, but also to communicate between the teacher and quest participants through personal messages, chats, forums, seminars and to evaluate students’ achievements. The results of the web quest can also be displayed on the e-course page.
 The article offers training courses in Mathematics and methods of teaching Mathematics in the study of which it is advisable to use the technology of web-quest as one of the means of forming information and digital competence of students and also provides two examples of educational web quests. The first of them is designed for students of pedagogical universities and is aimed at mastering by them the course program «General methods of teaching Mathematics». Another web-quest gives students the opportunity to master the topic of «Text problems» in the course of Mathematics in a more profound way, to develop critical and logical thinking of students, as well as their research skills. Web-quest technology is an effective tool for integrating project method and information-communication technologies in education, and the use of web-quests in the educational process of a pedagogical university lays a solid foundation for the application of this tool in the further professional activity of a Mathematics teacher.

Deployment of Information Communication Technology for Teaching and Learning Engineering Technological Skills: A Case of National Polytechnics in Kenya

The knowledge economy expansion has significantly affected the methodologies of knowledge transfer and skilling of human resource. The demand for skillful workforce is significant to the development of an ingenious educational approach to teaching and learning engineering. Integration of Information Communication Technology (ICT) in teaching and learning provides a number of endless interactive modernizations of training approaches to engineering processes and applications. The purpose of this study was to establish the status of integration of ICT in teaching and learning of practical engineering concepts in National Polytechnics in Kenya. The study surveyed the trainers’ competencies on the application of ICT for the teaching and learning engineering processes and practices. The descriptive research design was employed and involved both quantitative and qualitative data. The study was based on the constructivist theory of learning and under the framework of technology, organization and environmental theory. Qualitative data was collected through Interviews and observation while questionnaires produced quantitative data. Three National polytechnics; Eldoret, Kisumu and Kenya Technical Trainers’ College, were selected and a sample of 75 respondents consisting of trainers was selected using stratified simple random sampling, while administrators from mechanical, electrical, and automotive and civil engineering departments were selected by simple purposive sampling; to provide information on the trainers’ competence on virtual teaching and learning engineering. The data was analyzed using descriptive statistics. The triangulation of the bi-data collected through mixed method strengthened the overall outcome as one approach offset the weaknesses of the other method. The findings of the study identified the constraints getting in the way of trainers to effectively integrate ICT in teaching and learning engineering and the pointer centred on the inadequate knowledge on the application of simulations and unavailability of virtual laboratories; 64% of the engineering trainers reported that their computer proficiency was good while 36% reported to be moderately proficient in the use of computers. However, a depressed 17% had the capacity to employ simulation software for TL. The study recommended enhancement of trainers’ competence on the application of ICT and provision of appropriate ICT infrastructure.

A DEMOGRAPHIC PERSPECTIVE ON UNIVERSITY LECTURERS’ USE OF INFORMATION COMMUNICATION TECHNOLOGIES IN TEACHING

The study sought to establish the use of information technology in literacy instruction by university lecturers. The focus was on the main demographic factors which significantly impact on the use of Information Communication Technologies (ICTs) in literacy instruction. The following variables were of interest: age, gender, highest qualification attained, work experience, tenure and employment status. The research was carried out at Great Zimbabwe University (GZU), a university in Masvingo Town, Zimbabwe. A descriptive survey was used as research design. Interviews and questionnaires were used as data collection instruments to eighty (80) lecturers from the Robert Mugabe School of Education and Culture based at GZU. The current study rides on the knowledge gap that previous studies had a tendency to look at primary and secondary school practitioners’ use of ICT and yet the problem could be at institutions of higher learning. The research looked at GZU’s perspective or policy to the use of ICT, teaching /learning outcomes for both students and lecturers, impediments to the use of technology and uses of technology by both lecturers and students. Quite significant therefore, is the fact that the research empowers all stakeholders to redirect their efforts to address the use of technology to enhance literacy instruction in institutions of higher learning. The results of the study revealed that there is less use of ICTs by lecturers in teaching and learning at the Robert Mugabe School of Education and Culture, Great Zimbabwe University. Variables such as age and gender were seen to affect the use of ICTs. Educational and academic qualifications and use of ICTs had an inverse relationship whereby an increase in one’s educational/academic qualifications showed a decrease in the use of ICTs. It is recommended that the university has to come up with a clear policy to guide lecturers on the use of ICTs in research, lecture preparation and presentation and assessment. Members of staff (Lecturers) were to frequently attend refresher workshops and seminars on the use of ICTs in education. It is also envisaged that personal computers and laptops are availed to teaching members’ offices and computer laboratories. This would result in effective teaching and research.
 
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Information Communication Technology in EFL Classroom

Information Communication Technology (ICT) has penetrated into the teaching of English as a foreign language (EFL) around the world, not to mention in Morocco. However, due to some obstacles faced in its implementation, its effectiveness needs to be improved. This paper is intended to explore the potentials of ICT to be used in EFL classes in Morocco and how to prepare teachers to be ready in incorporating the ICT in their language teaching. The potentials cover, among others, what multimedia resources are available, how to make use of them and how ICT becomes the tools to develop student's English language skills. As the teachers' role is very significant, they should get professional development training in ICT for education

Se-LMS: Secured learning management systems for smart school

One of the research topics that focus on Information Communication Technology in Education is Learning Management System (LMS). LMS is a web-based software application developed to create, manage, and delivered e-learning courses. Many research works have been conducted on different learning options in LMS. However, the increased use of LMS has brought with it the security issues such as the denial of service attack, malware and privacy. In order to protect the different actors of LMS such as students, instructors and controlling authorities, this paper proposes a multi-factor authentication and identity management for securing LMS. Se-LMS is capable of dynamically authenticating users using different methods such as a seamless combination of Oauth2.0 and 2FA or Username/Password and 2FA as proposed. Also, the paper explains the situation and existing research relating to security in Learning Management Systems in smart school. The proposed framework has been applied to cloud-based LMS to show the ability to mitigate an attack.

USING TECHNOLOGY AS A STRATEGY FOR INSTRUCTIONAL METHOD IN HIGHER EDUCATION FOR POST COVID- 19 INNIGERIA

This study examines the role of technology-based instructional method to achieve the goals of higher education in the face of COVID-19 pandemic. This paper aimed at investigating the effectiveness of instructional technology in higher education institutions in relation to the role and usage of Information Communication Technology (ICT), its effectiveness in faculty teaching and its impact on student learning in universities in the post- COVID-19 in Nigeria. This study applied the Need Assessment Approach (NAA). A self-designed questionnaire, that employed benchmarks from similar studies conducted in the West, was used to collect data for this study. One hundred and twenty-five (n = 125) respondents participated in the study. The results suggest that there are significant relationships between the impact of instructional technology, the usage of instructional technology and students’ academic achievement. An absence of ICT instructional materials, ineffective policy implementation and a lack of other resources (infrastructures) to aid teaching and learning are responsible for short comings in the effective implementation of ICT in education in the post- COVID-19. Even though technology presents higher education with challenges - ranging from planning of technological enhancements to educational programmes as technology changes so quickly and unpredictably; and especially for a nation like Nigeria that will be venturing into the use of technology for education newly; and also, the challenge of funding of technologies for educational applications for higher institutions of learning in the post- COVID-19. The paper concluded that the inability of government tertiary institutions to teach students remotely during the pandemic will have effects that will take some time to eradicate. The study recommended that the government need to increase funding for higher education in the post- COVID-19. Management of higher education need to glean insights from other climes to be able to develop a suitable technological tool for teaching and learning in the nation’s higher education system such that our higher education could once again become a springboard for achieving an effective system that will produce employable graduates.

Foreign and local analysis of the stages of development of information communication technologies in education

The article examines the foreign and domestic analysis of the stages of development of information and communication technologies in education. The situation of the use of information and communication technologies (ICT) in education is also studied. The Internet has changed the way people use information and knowledge, the way they communicate. Technology is one of the fundamental general scientific concepts of the present time. The concept of pedagogical technology appeared in the twentieth century and is passing through various stages of development. Initially, this concept was used as “educational technology” from the 1940s to the mid - 50s, expressing the use of audiovisual techniques in the educational process. The concept of pedagogical technology originally began to be used in the US in the middle of the XX century. The terms” pedagogical technology “and” educational technology” were used in relation to teaching only with the help of technical means. Over time, as a result of the increase in the level of their application, the content also changed accordingly.

A Survey About Teachers' Using Experience and Motivation to Learn About Information Communication Technology (ICT) to Make Use of Designing Classes for ICT Education in Japanese Nursing Schools

A Survey About Teachers' Using Experience and Motivation to Learn About Information Communication Technology (ICT) to Make Use of Designing Classes for ICT Education in Japanese Nursing Schools

Challenges and benefits of integrating online learning in higher education in a pandemicof COVID-19

Objective — to assess peculiarities of distant learning integration in higher educational institutions in the context of the COVID-19 pandemic.Materials and methods. More than 50 literature sources were included to the study. 20 of them were chosen for detailed investigation. Data of use of online educational methods in departments of phthisiology and pulmonology of Kharkiv National Medical University and Bukovinian State Medical University were used.Results and discussion. To provide the asynchronous part of distance learning, the Department of Phthisiology and Pulmonology of Kharkiv National Medical University created distance courses on the Moodle platform. The courses were built in accordance with the topic plans of the department. Study materials on the topic were presented in various formats: files, web pages, videos, links to Internet resources, etc., test tasks were developed for each topic. In addition, lecture presentations with text accompaniment were added to online resources.At the Department of Phthisiology and Pulmonology of Bukovinian State Medical University (BSMU), training sessions have been started online in accordance with the orders of the BSMU: «On the introduction of quarantine at the University» No. 129-Adm. of 03/12/2020 and «On the approval of instructions for teachers for conducting training sessions online using the videoconferencing service» No. 130-Adm. from 12.03.2020. Final modular controls and state exams were provided in online distance learning. Chernivtsi region was in the red zone of quarantine measures until September 21. Thus, the educational process at the BSMU was carried out exclusively in a distance form using the videoconference service. The Google Hangouts Meet service — https://meet.google.com — was selected for online training sessions. To schedule online training sessions using the Google Hangouts Meet video conferencing service, the Google Calendar service — https://calendar.google.com — was used.Conclusions. Despite a number of problems in the implementation of online learning technologies, such as insufficient technical provision, imperfect knowledge of the methodology of modern digital skills by participants in the educational process, the need for a quick change in approaches to continuous teaching in the context of the COVID-19 pandemic has become a powerful impetus in the development and implementation of information-communication technologies in education, which in the future may have positive consequences for improving the quality of education, increasing student motivation and their satisfaction with the educational process.

Digital Pathology and ICT in Medical Education in the Pre-COVID Era: Measuring the State of Readiness of Medical Students in a Nigerian Medical School for the Changing Technological Landscape

Background: Information Communication Technologies (ICTs) have caused significant improvement in the practice and teaching of medicine worldwide. The novel coronavirus disease (COVID 19) pandemic has heightened the need for increased development and improvement in ICT skills and infrastructure. ICTs are causing a revolution in the way Pathology is practiced and taught worldwide. This study was carried out to evaluate the utility of ICTs in undergraduate pathology education in a tertiary institution in Nigeria.
 Materials and Methods: This was a cross sectional study in which a structured questionnaire was used to assess students’ access to ICT, ICT skills and perceptions regarding ICT in pathology education. Questions regarding learning challenges and knowledge of pathology related resources and the current state of utilization of computer based/ digital tools in pathology education in the institution were also examined. Data was analysed using SPSS version 20 and reported in charts.
 Results: Questionnaires were administered to 146 students out of which 97 responded. Only 44% of the students had personal computers with 24% using their computers daily and 69% having internet connectivity. Most were proficient in Word processing (84%) and Email (80%), while very few had programming or database skills. Eighty-nine percent (89%) considered ICT as being useful in pathology learning, while 65% considered ICT as being more effective than traditional learning methods. Gross demonstrations were rated as being superior to digital images in gross pathology by 55%. The most commonly used ICT tools by the students were photomicrographs, online lecture notes, images and tutorials with interactive ICT tools (webinars, teleconferencing and simulations) hardly being used.
 Conclusion: The need for formal training in relevant ICT skills in specific content areas is very necessary in our environment, more so now with the appearance of the COVID - 19 pandemic on the scene.

Integration of Information Communication Technology in Teaching: The Underpinning Factors Among Kenya’s Primary School Teachers

This study was carried out with 86 primary school teachers in Kenya’s Narok County and explored factors affecting integration of ICT in teaching and learning. Multiple regression was used for data analysis. The results revealed that 32.5% of the variance was explained by the independent and extraneous variables (R2 =0.325, P=0.001) and was statistical significant. Attitude was found to be a significant predictor of teachers’ behavioural intention to use ICT in teaching and learning (β=0.259, p<0.05) while Performance expectancy (β=0.148, p>0.05), Effort expectancy (β=-0.185, p>0.05), Social influence (β=0.029, p>0.05), facilitating condition (β=0.194, p>0.05), Self-efficacy (β=0.195, p>0.05) and anxiety (β=0.074, p>0.05) were not significant predictors. The study recommends training of teachers on subject specific ICT technologies, laptops and computers be availed for use by teachers and pupils, school heads be trained on how to monitor and support integration of ICT by teachers and governments to provide schools with requisite ICT infrastructures.

The Influence of Information Communication Technology (ICT) integration on teaching and learning in South African Schools

Despite recent emphasis on the quality of education for all in South Africa, the department of education still face major challenges that hinder the progress of implementing quality education, especially in the rural areas. Consequently, this study followed an action qualitative method. The overall purpose of the study was to determine the influence of ICT integration in on the quality of teaching and learning in the classroom and to further examine the benefits of using ICT to enhance personal growth, individual performance, critical thinking skills reading and writing skills. The research questions were semi-structured and open-ended. The researcher interviewed nine (9) learners and seven (7) teachers in a two session focus group, first session involved only teachers and last session had only grade 12 learners. The themes of the sessions were documented separately, however, relationship between the themes were identified. The study also performed observation in the classroom to access situations that would have been almost impossible to identify in an interview or a questionnaire. Results shown that a lot still need to be done by the government to initiate the process of integrating ICT in education or empower teachers with ICT skill and to do away with the traditional teaching method. The study however concluded on the positive influence of ICT integration on teaching and learning practices in the classroom for both teachers and learners. Consequently, the study recommends the following: government must provide training and incentives to encourage personal development in teachers and for young graduates to value teaching; policies about lost equipment must be drafted and understood by all parties; deployments of technology innovation, as well, as the imperatives of following the recommendation of UNESCO’s four stages of ICT integration

Emerging Trends in Teaching and Learning with ICT and Barriers in ICT

This paper is about the concept of information communication technology its role, importance, usage in teaching and learning. The field of ICT joins science and technology .it contains the package of computer tangible and intangible items, cell phones and telecommunication, web, internet, guided and unguided media, digital cameras, artificial intelligence and the rest. It combines the field of computer and information science tremendous and speedily growing knowledge base that is developed by researchers and scholars. ICT has declared to be beneficial in solving problems in teaching, learning, education and related field. There are two types of learning mediums. Traditional medium and ICT medium.ICT replaced the traditional medium with smart technology devices. Emerging learning tools such as podcast, blog, integrated learning module Wikipedia and m-learning have begun developing rapid strides in teaching learning processes. There are some barriers of ICT in teaching/learning process were discussed using general talk survey, unstructured interview and observations. It exposed that teacher factor, chalk and talk, inadequate funding, infrastructure, internet connectivity were some of the barriers of Information communication technology in teaching and learning process.

Promoting Information Communication Technology Adoption and Acceptance for Aging-in-Place: A Randomized Controlled Trial.

The prevailing digital divide along with barriers to information communication technology (ICT) adoption among older adults is well elucidated. To contribute evidence on ICT education, a 2-year randomized controlled trial verified the long-term effect of a novel individualized ICT training program for older adults in demographic cohorts who are known to underutilize ICT (n = 42 in the training and n = 43 in a control group). Mixed-model repeated measures analysis of data was conducted from baseline and 6-month intervals (df = 4, 1) post training. Older adults in the training group engaged in a wide range of leisure (p = .03), health management (p = .006), and instrumental activities of daily living (p = .02) significantly more than those in the control group. They also reported significantly enhanced technology acceptance and sustained sense of independence in key ICT-based activities. The study supports the implementation of one-on-one ICT training programs to promote access and utilization of digital resources for aging-in-place.

A Critical Reflection on Relationship between ICT and Change Management in Enhancing Teaching and Learning Performances

Abstract Numerous studies have pointed out direct positive impacts of Information Communication Technology (ICT) on education quality. From just tool, ICT is being viewed in itself as quality or as catalyst for quality improvement. These findings have led universities worldwide to adopt ICT regardless of uncertainties. Consequently, not all of them succeeded. Proofs from cases around the world show that ICT produces positive impact only in the environment that fits. Such environment is fostered by an effective change management approach. The main aim of this paper is therefore to present the symbiotic relationship between ICT and change management, zeroing on how changes are managed to attain a proper ICT ecosystem for education quality improvement. It also aims to understand, through the conducts of extensive bibliographical research, along with critical content analyses, the roles of ICT in education, its design and impacts, and what constitutes effective change management approach for ICT inclusion. Key findings include: that the integration of ICT alone does not necessarily produce direct positive impact on teaching and learning, but its design; that a good design requires a proper change management process, driven by ICT, and that the involvement of all stakeholders, particularly functional managers, is critical to attain better performances.

FOREIGN LANGUAGE TEACHING AND INFORMATION COMMUNICATION TECHNOLOGY: IS THERE OPPORTUNITY FOR QURANIC LANGUAGE TEACHERS?

Information Communication Technology (ICT) is one of the globally acknowledged learnings and teaching space today as well as one of the critical propellants of globalization. Development in ICT has vastly transformed every sphere of life and permeated all human actions and endeavors. The influx of ICT is responsible for the e-everything that is now in vogue e-learning, e-mail, e-library, e-registration, e-this, and e-that. This has brought great relief to pedagogy but cannot replace the role played by teachers. However, despite the immense merits of utilizing ICT in teaching, it has been observed that some Arabic language teachers do not make use of such development but stick to the old method of teaching, whereas the language teachers need to incorporate new ideas and technologies into the learning environment to make learning interesting for their students. Based on this premise this paper aims to inform Arabic Language teachers opportunities offered by ICT, used to learning of Arabic. The subjects of the study were students of Arabic Language Education at UIN Maulana Malik Ibrahim Malang Indonesia 2018 academic year and students and Department of Arabic, Faculty of Arts University of Ilorin, Nigeria. The findings of the research are that ICT if adequately harnessed and utilized will go a long way in enhancing the quality of teaching of Arabic, as it was established to teaching other languages of the world.

Important Role of ICT in Library and Information Science Education with Special Reference to Dr. C.V. Raman University Kota Bilaspur - A Case Study

This paper presents a study of library and information science (LIS) Education With special reference to Dr. C.V. Raman University Kota Bilaspur – A case study and information communication technologies (ICT). ICT has shown a great impact on the services of the libraries. Today libraries are using it for better services and fulfill the user needs. The use of ICT has greatly revolutionized the ways in which information can be accessed by all those in need today technology is becoming a powerful tools for communication and as a mean research for learning in Education area role of the teacher training in the process of Educational innovation and the Implementation of ICT. ICT in library and information science Education it moved to more student centered learning as world is moving rapidly toward digital information Universities need ICT based library and information science (LIS) Curriculum and to adopt to modern web technology. Library and information science (LIS) education and skill in the knowledge Era. The paper focus use of E-library Resources by student, researcher library staff, non teaching staff faculty members of Dr. C.V. Raman University Kota, Bilaspur. Information Communication Technologies (ICT) facilitate the process of identification, storing, processing of identification, collection and dissemination of information. The library and information science professional are utilizing ICT to keep pace with the problem of information explosion.

Teachers’ Perceptions on Integration of Information Communication Technology in Teaching and learning in Secondary Schools in Uasin Gishu County, Kenya

The purpose of the study was to establish teachers’ perception on integration of information communication technology in teaching and learning in secondary schools in Uasin Gishu County. The study was guided by the Minimalism theory. The study utilized ex post facto research design. The target population included all private and public secondary schools in Uasin Gishu County and all teachers in private and public secondary schools in the county. Stratified and simple random sampling procedures were to select the respondents for the study. The study utilized questionnaire and observation schedules for data collection. The study concluded that most of teachers in public and private secondary schools in Uasin Gishu County had favorable perceptions of availability of ICT infrastructure in their school, The study further concluded that both private and public secondary teachers in Uasin Gishu County had favorable perceptions of availability of plans for ICT integration in teaching in their school and that there is a significant relationship between public and private secondary teachers mean perception scores on ICT integration in Uasin Gishu County. the study recommended that the county Government of Uasin Gishu should provide ICT infrastructure in both private and public secondary schools and The principals and school managers in Uasin Gishu County should develop ICT integration plans at the school level which should inform the process of integrating the same in classroom teaching and learning.

From Implementation to Efficacy: Factors Affecting Kenyan Secondary Teachers’ Technology Integration

ABSTRACTTeaching is a complex practice that requires teachers to draw upon their content knowledge, pedagogical approaches and strategies, and knowledge about learners in order to support learning. Integrating technology into the teaching and learning practice of a classroom is a strategy that many teachers are drawing upon. This article reports on the initial findings on information communication technology (ICT) implementation in Kenyan secondary schools and discusses factors affecting effective technology integration. The study used questionnaire and classroom observation data to examine what types of ICTs for education are available in secondary schools in Kenya and what training teachers have had in using ICTs for education; teachers’ perspectives regarding the role of ICT in teaching and learning; and what factors might influence ICT integration in teaching and learning in public secondary schools in Kenya. The study found that while few teachers are integrating ICT into their teaching and learning, many teachers are implementing ICT in their teaching.