Integration Of Information Communication Technology Research Articles

Role of Information Communication Technology in Enabling Management of Day Secondary Schools

World over, the teaching and learning institutions have been redesigning their methodologies of service delivery using the modern and efficient platform if information technology propelled by the forth industrial revolution paradigm shift. The study sought to establish the role of information communication technology as an enabler in the management of secondary school affairs. The study sought to: Establish the availability of information communication technology (ICT) used in the day to day teaching and learning services at day secondary schools; Find out the status of day secondary schools’ principal’s current awareness on the use of ICT in the day to day running of their schools’ affairs; and assess the extent of ICT employability in the management of school records. The study employed descriptive survey and systematic random sampling drawing a sample of 110 respondents who responded to interview schedules and questionnaires. The study established that 49% of the teaching force in day secondary schools were had bachelor’s degree. On ICT integration, 87% of the sampled academic and examination departments conducted their activities through ICT processes. The study concluded that information communication technology is as an indispensable tool in the daily management of secondary schools, teaching and learning process during the 4th industrial revolution era of information technology. Finally the study recommended that schools should endeavour to retool teachers on ICT skills and competencies as enablers for 21st century pedagogies for teaching and learning.

Adult learning theory tenets: A panacea to ICT skills gaps among educators in South Africa

The integration of information communication technology (ICT) in education is vital for achieving educational objectives, and South Africa has undertaken diverse efforts and initiatives to promote this integration in schools. Despite policy support and financial backing, there persists a gap in educators' ICT skills uptake. This paper adopted conceptual analysis to make sense of the principles of adult learning theory (ALT) as a veritable tool for improving ICT skills uptake among educators. The paper outlines the Department of Basic Education's efforts in promoting ICT integration in schools and discusses the associated challenges. Overall, the article advances ALT tenets in planning and implementing ICT-focused, school-based teacher professional development (SBTPD) in schools. These tenets include the need-to-know principle, self-concept or self-directedness principle, learners' experiences principle, readiness-to-learn principle, orientation-to-learning principles, and intrinsic-motivation principle as effective correlates of ICT-oriented SBTPD training. Based on the explication, the paper recommends reforming existing teacher professional development policies, promoting a decentralised approach to ICT training, and conducting comprehensive ICT needs assessments to design effective ICT-oriented needs-based SBTPD training.

Examining the barriers to the adoption and integration of information communication technologies as e-Government in Africa

The study explored the adoption of information communication technologies (ICT) and its integration in Africa as an e-Government system. The article contributes to the continuing debate regarding the constraints that developing-country e-government systems face when it comes to the implementation and adoption of ICT as e-Governance for service delivery and the realization of socio-economic development. The study covers the various stakeholders who may have an impact on the implementation of e-Government at the grassroots level. It also highlights the barriers cited by other scholars of e-Governance that require local government attention. The impediments include challenges with governance, access to resources, leadership, ICT skills and funding. The study primarily relies on secondary data that is available in both the private and public domain to produce qualitative primary data. The research observations are on the essential role that local municipalities play in pursuing e-Government by using inductive thematic data analysis. The research concluded that the planning and implementation of e-governance should focus on finding methods to address a variety of issues which includes amongst other ensuring that the existing e-Governance initiatives gives valuable insight into what works and what does not, and provides meaningful guidance in developing and refining e-governance.

Information communication technology integration via Bloom’s taxonomy in accountancy curriculum

Accountants should stay relevant to the business world, making Information Communication Technology (ICT) competencies essential, as highlighted by professional bodies and employers. For this reason, how and when ICT competencies can be integrated into the accountancy curriculum following the guidelines of Bloom’s taxonomy was investigated. ICT competency integration into the accountancy curriculum remains a challenge at South African universities, further highlighted by online teaching during the COVID-19 pandemic. This research followed a qualitative approach. Data collection was done through a literature review of Bloom’s taxonomy, ICT requirements from the South African Institute of Chartered Accountants (SAICA) and employers, responses from a self-developed questionnaire from lecturers of two participating universities focusing on the perceived inclusion of ICT competencies and when these competencies should be taught in the accountancy curriculum. The participants agreed with the inclusion of MS Excel and MS Word with a discrepancy of when.Contribution: Based on the sample selected, the results highlighted that how and when ICT competencies could be integrated is not in line with Bloom’s taxonomy approach. It is recommended that universities integrate ICT competencies for MS Excel and MS Word in the accountancy curriculum through the assignments already available in a structured and scaffolded approach. This research contributes to the body of knowledge of how and when ICT competencies can be integrated into the accountancy curriculum. Higher education must keep up with the fast-changing business environment and aim to transform their learning accordingly through applying Bloom’s taxonomy in a holistic view when integrating ICT competencies within the accountancy curriculum.

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.

The Impact of Teachers’ LoTI and ICT Integration Abilities on Students’ L2 Writing Competency in the Context of TPACK Framework

Although the outbreak of COVID-19 necessitated greater emphasis on digital education systems in Lebanon, public schools encountered barriers to implementing such improvements, chief among which involved English language teachers’ lesser level of technology implementation (LoTI) capability in addition to their lower level of technological, pedagogical, and content knowledge (TPACK). Sixty students and four teachers were involved in this study. The teachers were asked to complete a survey and the data collected were analyzed quantitatively to investigate the relationship between the teacher respondents’ level of understanding of information communication technology (ICT) implementation and the TPACK construct. To obtain additional information on the teachers’ ICT competency, each was interviewed at the onset of the academic year using Newhouse’s model (2002). To examine the relationship between students’ performance and teachers’ LoTI, IBM SPSS Statistics (Version 25) was used to analyze the interview data in addition to the results obtained from the experimental and control groups of the pre-and post-tests. These results revealed a constructive association between instructors’ ability to combine their content knowledge with their best pedagogical practices and technology knowledge to leverage students’ writing competency. This research explored this relationship in a novel approach that may be utilized by AlRafid school to provide a basis for further studies in various academic contexts at other public schools in Lebanon regarding teachers’ technology use and understanding and its impact on student achievement.

The rapidly evolving situation of employee work-from-home productivity and the integration of ICT in Post-COVID-19 pandemic.

The study objective explored the changing nature of COVID-19′s emergence on work-from-home productivity in South Africa. Studies show that the formerly coveted, highly attractive work-from-home (WFH) did not show to be one of the best solutions for most employees. The study contributes to the adoption and integration of innovative technologies in the area of information communication technologies (ICT), to improve employees' productivity at the workplace as work from home (WFH). However, WFH is still popular, but not in its current form. The study suggested that better government rules and regulations should be in place to properly regulate and make WFH practicable for all employees in South Africa. The study adopted a survey method for data collection through a structured questionnaire that was administered to selected participants. The study also reviews available literature on the topic under investigation while relying on secondary data as sources of information and analyzing them based on content. The study applied the Trust-Based Working Theory. The study finds that the decision to cease in-person meetings and work was made quickly upon the arrival of COVID-19 but without any instructions on how to do so. It was recommended that the guidance on adjusting to distant online work is one area of policy where preparation and execution are very necessary.

Technological Innovations In the Humanities: A Study Of Its Impact On Nigeria’s Developmental Strides And Emerging

The development of any society to a large extent depends on the degree of the security of lives and property of the citizens. A secure environment encourages intellectuals who are the drivers of nation-building; it also ensures national development. In recent years, Nigeria has been witnessing serious security threats that seem to have overwhelmed the nation’s security network and this has slowed down development in the country. This paper in light if these present realities, examined how technological innovations such as the integration of proper Information Communication Technology (ICT) resolve the emerging security threats bedeviling the country. Integrating ICT in the humanities can help increase the rate of development in the country and also help resolve the emerging security threats bedeviling the country. Data for the paper was derived from a Focus Group Discussion (FGD) conducted via WhatsApp with fifteen selected academic staff who are in the humanities at the University of Jos. The data collected formed the basis of the discussion in the paper. The theoretical framework adopted is Computer-Assisted Language Learning (CALL) because it explains how technology can be utilized in language learning and evidently in the humanities to resolve challenging issues. The paper discovered that the humanities have not been fully integrated with ICT and have also not been effectively utilized in the quest for advancing development in Nigeria and resolving security challenges. The paper recommended amongst others the full integration of ICT in the humanities to expand the scope of the field to be utilized in resolving security challenges in the country.

Pedagogical Experiences of Bishop Stuart University Students on School Practice about the New Lower Secondary School Curriculum in South Western Uganda

The study aimed at documenting pedagogical experiences of Bishop Stuart University students on school practice about the new lower secondary school curriculum in southwestern Uganda. A descriptive research design was employed where 90 students pursuing different programmes in the Faculty of Education, Arts, and Media Studies in the academic year 2021-2022 were involved in the study. Probability sampling technique was used. Data was collected using focus group discussions, documentary analysis, and observation. The findings reveal effective integration of Information communication technology, addressing individuality among learners in activities of integration, lack of adequate instructional resources, need for constant monitoring of learners, lack of finances, poor attitude, and little training on assessment as major pedagogical challenges. It is concluded that this approach shall help in the attainment of Uganda’s efforts to achieve Vision 2040, which is seeing Uganda become a middle-income country. The study recommends more training on effective integration of ICT, assessment, evaluation, teacher attitude change, provision of adequate instructional materials, financing, and constant monitoring. Proper planning for afternoon sessions so that students are not left redundant is also essential. It is imperative that teacher training institutions support systems for the proper adoption of the new curriculum. Individuality among learners in activities of integration should also be attended to

EFL Students’ Perceptions and Attitudes towards ICT Integration in British Civilization Courses

Making use of Information Communication Technologies (ICT) has become an inevitability to cope with modern teaching of British civilization courses to stimulate English as Foreign Language (EFL) students as well as to meet their needs and interests. The current research paper aims to investigate students’ perceptions and attitudes towards the implementation of ICT in British civilization courses at the Algerian university as well as to explore the impacts of these digital resources in enhancing their achievements in EFL context. Thus, to obtain the required data, a survey research was conducted where a questionnaire was anonymously administered to the 2nd year LMD student at Mascara University. The results demonstrated that the integration of ICTs in civilization courses ameliorated students’ learning and motivated them. Furthermore, they revealed a positive attitude towards its uses in these courses.

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.

Stakeholders’ Perceptions of ICT Integration on KCSE Chemistry Performance in Public Secondary Schools in Kisumu County, Kenya

Information Communication Technology (ICT) integration is embraced in education to improve the quality of learning and performance globally. In 1996, the Ministry of Education in Kenya directed secondary schools to introduce computer studies into their curriculum. In 2006 (with studies having demonstrated a positive correlation between ICT integration and performance), under its national ICT policy, the ministry encouraged ICT integration in education using even basic infrastructure, including mobile phones and the Internet. It jumpstarted the program with grants for ICT equipment to 5 schools in every constituency in the republic. Chemistry is expected to benefit more because the versatile ICT tools concretize concepts and enhance the learning of its abstract content. This study aimed to assess stakeholders' perceptions of ICT integration on Kenya Certificate of Secondary Education (KCSE) Chemistry performance. The study was anchored on the 'stimulus and response' theory involving Teacher Quality, Instructional Quality, and Student Outcome. A descriptive survey and a sequential exploratory design were used. Quantitative analysis of data was done using descriptive statistics that included frequency counts, percentages, means, and standard deviations, while qualitative data was analyzed thematically. Findings indicated that stakeholders had positive perceptions that ICT integration improves performance, but teachers seldom used it in instruction. The study concluded that all schools should have instructional websites and go digital with all their pedagogical activities.

LIKA: Lightweight Identity Based Key Agreement Protocol for Secure Data Transmission in Advanced Metering Infrastructure of Smart Grid

Integration of information communication technology via the Internet of Things devices and sensors can enable an efficient power service for utility providers to consumers in advanced metering infrastructure. Authentication and cryptographic mechanisms protect identity, data security and privacy from unauthorised interception for smart meters to servers. In the last couple of years, many key agreement protocols have been prescribed and deployed to fix those issues. Unfortunately, the deployed protocols did not work inside the same protocols, specifically parameter detection and recognition for session key generation, as they entail high computation time and communication bits overheads. Furthermore, the absence of forward secrecy and user anonymity affects the authentication. Therefore, we have proposed a lightweight identity-based key agreement (LIKA) utilising the Diffie–Hellman cryptography with a trusted authority. It seeks to cover both the security and performance criteria with equal weight. The protocol is evaluated by the Canetti and Krawczyk adversarial model, Avispa and cryptographic analysis released the session keys that were not considered as an adversary during mutual authentication. Moreover, as compared to related work, the proposed protocol took the least amount of time (5.319 ms and 1056 bits) for the entire process of session key generation. Furthermore, comparative analysis has shown that the LIKA adequately encompasses computation, communication, and security assessments. Consequently, it is more convenient for practical implementation for a smart grid.

Relationship between Economic Stimulus Programme and Information Communication Technology Integration in Selected Public Secondary Schools in Kenya

Relationship between Economic Stimulus Programme and Information Communication Technology Integration in Selected Public Secondary Schools in Kenya

Learning Literature in English in the 21st Century: Turning Digital World Challenges into Grabbable Opportunities

The 21st century unravels how education needs to provide learners with transformative skills, knowledge, attitudes and competencies to help them maximize opportunities while coping with challenges related with the digital world. Teaching Literature nowadays must target not only literary competence development but also other subjects especially in a world driven by Information Communication Technology (ICT) in all sectors of life. In this study, the researcher delves into the merits and demerits of learning literature in a second language in a digital world. Using questionnaire administered to students in literary combinations, information collected revealed lack of access to some important online materials, few or lack of ICT gadgets, oral tradition dwindling, the copy paste culture, students laziness and little interest in reading among other challenges. Opportunities were identified such as accessible various online sources, fresh materials, easy material storage, research and innovation facilities, English language learning through literature and integration of ICT in literature among others. To produce graduates fitting the needs of the current century, it is pertinent to address the reported challenges and grab the identified opportunities with two hands.

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

<p>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.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0978/a.php" alt="Hit counter" /></p>

Persepsi Guru terhadap Integrasi Teknologi Informasi Komunikasi dalam Pembelajaran IPS Selama Daring

This study aims to determine the teacher's perception of the integration of information and communication technology in online social studies learning at Karang Anyar Junior High School, Rupit District, North Musi Rawas Regency, South Sumatra Province. This study uses qualitative research methods that can be characterized and tend to use an inductive approach to analysis. with data collection techniques of observation, interviews and documentation. The research subjects were social studies teachers. The data analysis technique in this study used a qualitative descriptive data analysis interactive model from Milles and Michael Huberman which consisted of three concurrent activity lines, namely; data reduction, data presentation, and conclusion drawing. The research findings show that 1) teachers play an important role for students online. Teachers who are involved in online learning activities really help students to achieve a grade. 2) The implementation of the integration of ICT in this online period is by using power points, and also like voice recording so that students can understand what I explain when I teach online. In conclusion, the teacher's perception of the integration of Information and Communication Technology (ICT) in online social studies learning at SMPN Karang Anyar obtained information if the teacher has an important role for students in the online period. Teachers who are involved in the activities of the learning process really help students to achieve the expected competency targets
 
 Keywords: Information Communication Technology Integration, Teacher Perception, Online Social Studies Learning

An Empirical Study of Integrating Information Technology in English Teaching in Artificial Intelligence Era

Affordance of information technology in artificial intelligence era is accelerating its increasing integration into English teaching all over the world. However, the implementation of integrating information and communication technology requires the transformation of teaching concepts, the optimization of teaching strategies, and the innovation of teaching methods.This empirical study, which is based on analysis of status quo of college English teaching modes in China, aims to explore pedagogical challeges and motivate English teachers to take initiative to transform their clarssrooms with technology. It further proposes a framework as well as some innovative strategies in implementing the reform in college English classrooms. An exploratory study was conducted using the framework, indicating that integrating information communication technology into education can greaty enhance teaching efficiency, effectively improve learning outcomes, and promote students’ positive attitude towards learning.

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.