Learning Information Communication Technology Research Articles

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.

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.

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.

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.

Reinforcing the Role of ICT in Enhancing Teaching and Learning Post-COVID-19 in Tertiary Institutions in South Africa

The use of Information Communication Technology (ICT) in higher education is becoming more and more prevalent with the over-proliferation of technological development we find ourselves in. The educational landscape in South African tertiary institutions has been affected by the COVID-19 pandemic, resulting in increased use of ICT. In turn, this has transformed these institutions' teaching, learning, and research. Central to this transformation has been challenges facing both teachers and administrators, including the need for a great demonstration of the value of ICT through improved output on teaching, learning and research. This paper examines the use of ICT in enhancing teaching and learning in South African tertiary institutions during and post COVID-19. Using an extensive secondary review approach, the report observes that ICT has been widely embraced in tertiary institutions during the COVID-19 pandemic lockdown. However, a minority of students and lecturers still lack the technological expertise to utilise modern technologies. In addition, limited funding in some rural universities hinders the purchasing of modern ICT equipment to support teaching and learning in tertiary institutions. The paper recommends increasing the value of ICT usage in the teaching and learning process post-COVID-19. Regular workshops and in-service training of both teaching staff, students and administrators in pedagogical issues and administration should be increased.

Learning Styles Integration in ICT Literacy Module (mLICT-OA) Development for Orang Asli Students

The Orang Asli communities are an integral part of the sociocultural and economic life in Malaysia’s society. Orang Asli students have different learning styles that are considered limited and are less skilled in the field of Information Communication Technology (ICT). These two are factors that hinder the advancement of education among them, thus resulting to them dropping out in higher education. Therefore, this conducted study aims to explore whether learning styles are an important aspect in the development of Orang Asli ICT literacy module (mLICT-OA). This is crucial to ensure students are able to engage in the teaching and learning process, and at the same time develop a meaningful learning environment. Quantitative research was conducted in Malaysia, which involved ninety-two (92) Orang Asli students. Data were analysed using the SmartPLS 3.0 software. Research findings show that learning styles are an important aspect that should be integrated into the ICT literacy module development for Orang Asli students. Therefore, this finding contributes by providing a research direction for improving Orang Asli students' capability in learning ICT by integrating their learning styles in mLICT-OA development.

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.

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.

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:

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.

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

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.

Usability of a virtual community of practice for workforce development of clinical supervisors.

Workplaces are being transformed by technological change. There is great potential for innovation at educational institutions and in the workplace. Creative and effective use of information communication technology in learning and teaching and for continuing professional development of health professionals is imperative. To determine the usability of a virtual community of practice for clinical supervisors, an online survey was administered prior to attendance at professional development workshops. Clinical supervisors were targeted because they were senior nurse leaders and could promote and model the use of the virtual network within their organisations. Survey findings indicated that a community of practice would be useful for communication about clinical supervision and obtaining information from the University. However, respondents were less certain they would share information by actively contributing to the public mobile learning resources. This study indicates there is considerable potential to build capacity of healthcare professionals through workforce development. Support for clinical supervisors to understand and use mobile learning strategies for continuing professional development and promote life-long learning can assist with realising the vision of the National Workforce Development Strategy.

Uses of ICT in English Teaching in Primary Schools in Wei Nan City, China

The purpose of this study is to identify the management of ICT (Information Communication Technology) in English teaching in primary schools in Wei Nan city, China. This study used a survey questionnaire on the role of ICT in primary English teaching and learning. The data obtained from the study for answering the research questions also exploring the outcomes of the use of ICT in primary English programmesr and the current challenges in exercising the use of ICT in Education. The results showed that the use of computers makes classes more vivid, motivation and effective to students . Key words： Management of ICT, English Teaching and Learning, Primary School, China.

Critical success factors for motivating and sustaining women's ICT learning

Information Communication Technology (ICT) has changed the way people think, behave, communicate, and work. As a result, digital literacy, an essential skill for career development, lifelong learning, freedom of expression and social inclusion, is now one of the most important issues facing women today. The aim of this study was to identify the key factors and the possible mechanisms that motivate middle-aged and older females to acquire and utilize ICT skills. Drawing on Social Cognitive and Social Capital theories, we developed a theoretical model and validated it through Partial Least Squares (PLS) and mediation analyses. A survey was administered to 181 participants in an ICT learning program for digital-illiterate and middle-aged females. 133 responses were available for final analysis. The study revealed that social capital does not directly predict computer self-efficacy but depends on learning satisfaction as a mediator. In other words, unless participants develop a sense of satisfaction in class learning, a high level of social capital may not transfer into a high level of computer self-efficacy. In addition, our study shows that computer self-efficacy mediates the relationship between learning satisfaction and ICT usage, and that ICT usage and social capital both predict increases in subjective well-being. ICT utilization plays an important role in the well-being of the middle-aged and older females who often are unable to use ICT regularly due to their cultural roles. This study provides practical implications for the delivery of ICT training programs for females and other under-privileged groups.

Learning ICT in Schools — DE Program in Orissa

Computer and information technology arising from it have created a revolution of sorts as far as classroom teaching is concerned. Use of the Internet and multimedia tools have engendered a newfound quest for knowledge both among the students as well as the teachers. Use of information communication technology (ICT) in the classroom teaching has given a cutting edge advantage to teachers who have understood and internalized the benefits of supplementing traditional teaching methods with computers, especially the Internet and curriculum softwares, rich in multimedia content. In some instances it has revolutionalized conceptual understanding, propelling teachers and students to explore new frontiers. Orissa being one of the most backward states of India in terms of resources and availability of basic infrastructure, posed peculiar challenges as far as the implementation of the Digital Equalizer program is concerned, which started in November 2004. From extreme poverty, remote inaccessible areas, damaged school buildings ravaged by the devastating “Super Cyclone” to tackling traditional mindsets, we have faced it all in implementing the Digital Equalizer Program. The article starts with a brief description of the ICT landscape in the state of Orissa with focuses on computer-aided learning before moving into an in depth analysis of the implementation challenges and the learning's gleaned from the pilot phase. Training, Monitoring and Evaluation, Content and Sustainability issues on which the success of a large scale ICT program like the Digital Equalizer (DE) depends, have been subjected to an in depth analysis. The customizations made to the DE Program as necessitated by the geographic factors, historical traditions and the cultural landscape in the state of Orissa will serve as a rich source of learning for policymakers in the government, program managers, management practitioners, academicians, researchers and last but not the least, students of management.

Learning barriers in adopting ICT among selected working women in Malaysia

PurposeThe purpose of this study is to identify learning barriers in information communication technology (ICT) adoption among working women in Malaysia. Regardless of gender, it would be advantageous for all individuals in today's society to acquire basic ICT skills. Despite significant growth in ICT professionals during the last two decades, there remains a gender imbalance, particularly in developing countries such as Malaysia.Design/methodology/approachThe study uses a self‐developed questionnaire to measure the learning barriers and ICT adoption. The survey instrument was developed from the constructs used in the individual innovativeness theory and theory of perceived attributes. The questionnaires were administered face‐to‐face to a total of 315 working women, who participated as respondents in this study.FindingsThe findings revealed that the working women in Malaysia possess only average level of ICT skills. They seldom use the internet and e‐mail at their workplace or at home, they do not face serious learning barriers with respect to ICT, and they have complexity as their innovation characteristics. However, they are innovators in the adopters' categories. The combined variance in the characteristics of learning barriers, ICT skills, and ICT usage amounted to 70 per cent in innovation characteristics.Practical implicationsThis study reduces the knowledge gap regarding the identification of learning barriers, ICT skills, and ICT usage as predictors of ICT adoption among working women in Malaysia. These factors have been overlooked by some previous researchers. This study also calls attention to the fact that employers and training agencies that are responsible to provide ICT training to women employees must understand and employ the proper learning approaches and methods that ought to be used in adult training and education. Malaysian women are able to adopt an innovation with a high degree of uncertainty at the time of adoption, and it is believed that with correct and suitable training schemes Malaysian working women can acquire appropriate ICT skills and become competent in using ICT at the workplace. With managerial skills and ICT‐based competencies, the working women would have a lot more knowledge seeking skills, increased access to up‐to‐date information, be effective in decision making, and establish networking and linkages. With this they will stand a better chance for promotion and advancement.Originality/valueThe sample of this study is unique. This study was conducted in a multi‐ethnic, multi‐cultural and multi‐lingual society. Malaysia presents an interesting case study on working women because it is a society undergoing rapid changes from its strong traditional religious and cultural norms to modern values about women.