Information Technology In Schools Research Articles

Research on the Innovative Teaching Model of Information Technology in Middle School based on Artificial Intelligence Technology

Research on the Innovative Teaching Model of Information Technology in Middle School based on Artificial Intelligence Technology

Teaching Strategies for High School Information Technology Classroom Based on Project Learning

Teaching Strategies for High School Information Technology Classroom Based on Project Learning

Teaching Strategies for High School Information Technology Classroom Based on Project Learning

Teaching Strategies for High School Information Technology Classroom Based on Project Learning

Challenges in Equipping Learners for the Fourth Industrial Revolution: School Leaders’ and Teachers’ Powerlessness

The work landscape is evolving with the advent of the Fourth Industrial Revolution (4IR), potentially rendering current jobs obsolete and necessitating new skills or retraining of existing occupations for future employment. This revolution is disrupting nearly every sector, including education, highlighting the need for education to address issues like unemployment, poverty, and inequality. However, to adequately prepare learners, this can only be achieved with sufficient material and human resources. Understanding these dynamics is crucial in determining whether school leaders and teachers possess the power or autonomy to develop the necessary knowledge, skills, and competencies to empower learners for the 4IR. Power, the ability to achieve organizational objectives, is essential for school leaders and teachers responsible for information and communication technologies in schools to acquire the resources and competencies needed for the 4IR. Drawing on critical theory, this qualitative study explores how school leaders and teachers experience powerlessness due to the challenges they encounter in preparing learners for the 4IR. Semi-structured interviews facilitated participants’ reflections and meaning-making of their experiences in this regard. The critical analysis of data yielded themes that underscore the complexities of preparing learners for the 4IR in underserved contexts ill-equipped for such endeavours: time constraints; teacher uncertainty; insufficient infrastructure, incapacitating influence of powerful top management; and detrimental control of district circuits. Participants felt constrained within their job descriptions, lacked the freedom to exert authority over their work, and faced obstacles in making independent decisions and implementing necessary changes.

Relationship between Teacher Professional Development and use for ICT in Teaching and Learning in Primary Schools in Sabuli Sub-County, Wajir County

Information and communication technology use in education has become an indispensable aspect in the contemporary education system. This explains why many governments including Kenya government have invested in information and communication technology to foster the quality of education. However, despite efforts to avail information and communication technology resources, their use and impact on instructional delivery has been minimal, especially in primary schools in Kenya. Consequently, there has been concern on relationship between availability of information and communication technology and teacher professional development in primary schools. This situation has necessitated the proposed study which is aimed at assessing the relationship between teacher professional development and use for ICT in teaching and learning in primary schools in Sabuli sub-county, Wajir County, Kenya. The study used correlation research design. The target population 94 teacher comprising 30 head teachers and 64 teachers of primary schools in Sabuli sub-county, Wajir County. Given the small number of teachers in public primary schools in Sabuli sub county, the study purposively selected all teachers and head teachers as participant to avoid reducing the ambiguity of a study. Thus, the sample population was 94 respondents. The researcher gathered data using questionnaires from teachers and used semi-structured interview for head-teachers. Data was analysed using descriptive and regression statistics. The findings highlight a statistically significant positive relationship between teacher professional development and ICT use, indicating a direct relationship between the two variables.

Development of an Information-Based Leadership Evaluation Index System for School Management Teams: A Comprehensive Approach

In the context of educational informatization reform, there are many uncertain factors in the process of education development. To optimize the educational environment so that it can be effectively combined with information technology, teachers need to change their teaching ideas, strengthen the school’s own adaptability to informatization, and promote the development of informatization construction in schools. As a branch of information leadership, the management team should establish an evaluation index system for information leadership in order to ensure the construction of school informatization, so as to provide a boost for the integration of school resources and information technology. Based on the overview and connotation of information-based leadership of the management team, this paper explores the construction of an evaluation index system of information-based leadership of the school management team, aiming to provide references for the research of relevant personnel in the future.

ICT’s Impact on Teaching Information Technologies in Albanian Secondary Schools Through an Empirical Study

This study presents an empirical investigation into the effects of Information and Communication Technology (ICT) integration in the pedagogical approaches adopted by secondary school teachers in Albania, specifically focusing on the teaching of information technologies. Through a meticulously designed assessment, data was collected and analyzed to ascertain the impact of ICT utilization on teaching methodologies. The research involved a cohort of secondary school teachers actively engaging with ICT tools and platforms to deliver information technologies education. Findings revealed noteworthy enhancements in instructional delivery, resource accessibility, and interactive learning experiences resulting from ICT integration. Furthermore, the study identified challenges and areas requiring further attention to optimize ICT's potential in fostering enriched learning environments. The outcomes of this research provide valuable insights and implications for teachers, policymakers, and stakeholders seeking to advance educational practices by leveraging ICT tools in teaching information technologies at the secondary level in Albania.

The Practice and Research of Junior High School Information Technology Project-Based Learning Based on STEM Education Concept

With the continuous development of education informatization, STEM education has become the global trend of education. Project-based learning is widely discussed and applied as a learning method suitable for combination with STEM education concept. Currently, the problem of "how to teach" in STEM education is widely focused on two typical teaching methods, namely problem-based learning and project-based learning. Project-based learning is also learner-centered and tends to comprehensively apply multidisciplinary knowledge, which attracts more attention. Based on the analysis of the impact of combining applied subjects and STEM education with project-based learning on students and other aspects, this paper proposes the connotation of middle school information technology project-based learning under STEM education concept and how to practice the application of project-based learning in junior high school information technology classrooms under STEM education concept in order to promote the further development of STEM education.

An investigation of the use of information and communication technology in secondary schools: Teachers’ voices

Despite the fact that there has been a lot of research on online learning and the use of technology, researchers have paid very little attention to the use of information and communication technology after the COVID-19 pandemic, particularly on the perceptions of teachers who teach at the middle and high school levels. As a result, this study aims to analyze teacher perspectives on the use of technology, information, and communication, particularly in English subjects. A mixed methods technique will be applied in this investigation. To acquire a deeper understanding of middle and high school teachers' impressions of using ICT in English language learning, researchers utilize quantitative data from surveys and qualitative data from free-form writing. First, the questionnaire will be distributed to teachers using the Snowball method. After all the data from the questionnaire is received, the researcher will distribute some questions concerning the challenges, suggestions, and teachers' opinions on using ICT in English classes to obtain more in-depth information. The findings of this study show that teachers have a positive attitude toward using ICT, particularly in the teaching and learning process. One of the most important considerations is that incorporating technology into the teaching and learning process may improve the classroom atmosphere and engage students in the teaching and learning process. Future studies can explore teachers' perceptions using qualitative methods so that the data obtained will be deeper and can enrich the knowledge related to ICT use after the COVID-19 pandemic.

Adoption Of ICT By Basic Education Teachers: A Systematic Review

The current study seeks to explore the current situation of the adoption of Information and Communication Technologies (ICT) in basic education schools, specifically at the primary level. For this purpose, a systematic review of scientific articles related to the topic published in 2023 was carried out. Three databases were used to find the articles (Scielo, Scopus, ScienceDirect), of which, of the 1169 articles found, 18 were chosen for analysis. examination. The results were obtained that the use of ICT in primary school has mixed effects on academic performance. Its adoption requires conditions such as equity in access to devices and the Internet, development of teaching and student digital skills, curricular adaptations and adequate infrastructure. Otherwise, instead of supporting learning, poor implementation can frustrate the educational community.

Development of the Citizenship Education Method in Fostering Digital Citizenship Through Information and Communication Technology in Schools

The presence of information technology generally has a fairly high positive impact on society. This can help facilitate various community activities. However, unfortunately, there is a lot of misuse of this technology, so as a result there is a need to learn the norms for using technology, especially among students. This research then aims to look at strategies for developing PKN methods so that they can foster digital citizenship by utilizing information and communication technology in schools. This research will be carried out using a qualitative approach. The population used in this research was class XI students at Rawamerta State Vocational School. The results of this research then found that increasing understanding of the concept of digital citizenship can be stimulated through the preparation of Citizenship Education materials that attract students' interest. The attraction of a topic will be an incentive for students to be more active in learning, especially when the material is integrated into the context of everyday life. Contextual digital citizenship material can be presented in the form of concrete experiences, making it easier for students to understand the learning content. Thus, the development of digital citizenship can be successful through this approach.

A Countermeasure Exploration on Integrating Life-oriented Education into Elementary School Information Technology

A Countermeasure Exploration on Integrating Life-oriented Education into Elementary School Information Technology

Research on the Improvement Path of Digital Literacy of Junior High School Information Technology Teachers in the Digital Era

Research on the Improvement Path of Digital Literacy of Junior High School Information Technology Teachers in the Digital Era

Research on the Integration Strategy of Secondary School Teaching and Information Technology in the Background of Internet

Abstract The form of teaching using the combination of Internet resources and information technology has not yet been perfected and popularized in many secondary school curricula, and the teaching conditions are relatively backward. In order to change the status quo of teaching, this paper proposes a strategy for integrating teaching and information technology. Through the TPACK model, information technology and secondary school teaching will be integrated hierarchically. The integration strategy is divided into three steps: considering the matrix covariate factors, using the trace regression model to mathematically model the quantile trace regression model, and solving and statistically inferring the parameters, on the basis of which the learning effectiveness prediction model is constructed to predict the learning effectiveness of students. Using empirical analysis, the behavioral effects of secondary school teaching classrooms under information technology integration were analyzed, and the mean differences in the results were compared as a reflection of the effectiveness of the strategies proposed in this paper. After a controlled experiment, the usefulness of integrating technology for secondary school teaching was analyzed. The results of the empirical study showed that the students’ data of 123.62%, 128.66%, and 110.54% in nine subjects of mathematics, physics, and geography, respectively, were >100%, and the teachers’ indirectly guided behavior was more significant. The total achievement range of the students in the experimental class is around [540,560], the mean value is distributed around 550 points, which is 30 points higher than the control class, and the integration strategy has achieved good results.

Navigating Challenges and Maximizing Benefits in the Integration of Information and Communication Technology in African Primary Schools

Navigating Challenges and Maximizing Benefits in the Integration of Information and Communication Technology in African Primary Schools

The Application of "Three Comprehensiveness " Model in Chinese Primary School Labor Education

Objective: This paper focuses on the comprehensive development of the five education programs in schools, truly leveraging the important role of labor education. The school conducts practical research on the "Three Comprehensiveness" model curriculum system of labor education, which involves full participation, comprehensive implementation， interdisciplinary integration, to enable students to acquire labor skills, learn cooperation and cultivate new generations who understand, know and love labor.
 
 Method: Conduct research using sampling and testing methods.Using a simple random sampling method, 100 Grade 6 students were selected from Min’an Primary School, Nantou Town, Zhongshan City. The research was conducted by questionnaire survey of students, teachers and parents, teacher interview.Through SPSS reliability and validity analysis, students' labor concepts, labor skills and labor values are analyzed.Through the action research method, observe the changes of students in labor habits and labor values.
 
 Result: All students participate in labor education, which is carried out through a combination of on campus and off campus education, integrated with the seven disciplines of Chinese, mathematics, English, science, art, physical education, and information technology. This enables students to increase their labor knowledge, acquire labor skills, cultivate good labor habits, and establish correct labor values.
 
 Conclusion: Understand the level of labor awareness, attitude, skills, daily life, labor education, labor value, and labor habits of sixth grade students; The integration of labor education in the seven disciplines of primary school Chinese, mathematics, English, science, art, physical education, and information technology; By investigating students, education, and parents' attitudes towards labor education, we can understand the methods and approaches for cultivating labor education both on and off campus.

Managing the Implementation of Information Technology in Schools

Modern technology has had a transformative impact on educational systems, learning, and teaching practices. The advent of the internet and the development of various digital tools have opened up new opportunities for education. Unfortunately, teachers and scholars, who may have educated themselves or being educated in a whole different era and time of schooling, find it really difficult to teach in the new modern ways. Different sides often blame each other for not being ready to innovations: the public blames teachers and superintendents for not adopting new technology in school and in turn teachers blame the state itself for not providing enough money and time. The authors claim that steps must be taken to implement IT in schools, and list possible steps.

Survey on the Teaching Status of Junior Middle School Information Technology Course—Take Experimental High School of YNNU as An Example

Survey on the Teaching Status of Junior Middle School Information Technology Course—Take Experimental High School of YNNU as An Example

Entrevista a Begoña Vigo Arrazola por Hélia Bracons e Jacqueline Marques

Interview with Begoña Vigo Arrazola by Hélia Bracons and Jacqueline Marques Project Inclusive Practices of Creative and Innovative Teaching, using Information and Communication Technologies in Information and Communication Technologies in Inclusive Education Schools - PIECIT PIECIT is a program that integrates creative and innovative teaching practices, using information and communication technologies, in information and communication technologies in inclusive schools. It is a project, with the support of the Erasmus+ K-A2 program, promoted through a partnership between four universities and three between four universities and three primary schools (6-12 years old) from Spain, Cyprus, Italy, and Portugal. It aims to generate different actions that contribute to the recognition and development of inclusive pedagogical of inclusive, creative, and innovative pedagogical practices, using digital media. media. The Institute of Social Work was one of the partners of this program. At its conclusion, we interviewed the coordinator Begoña Vigo Arrazola of Campus Iberus.

Cognitive-motivational engagement in ICT mediates the effect of ICT use on academic achievements: Evidence from 52 countries

Despite huge investment of information and communication technology (ICT) in schools across the world, recent studies showed its non-positive association with academic achievement. While educators or policymakers may doubt the contribution of ICT in education, few studies examined the indirect effect of ICT use on academic achievement via ICT-related dispositions, such as students' perceived autonomy, competence, and interest in ICT (cognitive-motivational engagement in ICT). Guided by self-determination theory (SDT) and related literature, we hypothesized a three-level structural equation model to examine the interplay between ICT use, cognitive-motivational engagement in ICT, and academic achievement based on 15-year-old secondary students from 52 countries in the PISA 2018. The results showed cognitive-motivational engagement in ICT exerted a positive mediating effect between ICT use and academic achievement at the student and school levels, indicating ICT use exerted an indirect positive effect on academic achievement, and satisfaction of students' basic psychological needs in a specific area such as ICT is likely to promote their optimal functioning in other areas such as learning. Hence, students should be provided more opportunities to orchestrate technologies in formal and informal contexts helps develop their self-determination, discernment, and self-regulation in ICT use, and thereby creating the conditions in which better learning outcomes are more likely to occur. These findings also deepen our understanding of SDT and provide a guiding framework for educators to design pedagogies that can better address students’ ICT-related psychological needs. Finally, this study shows that a quadratic term should be modeled when examining the relationship between ICT use and academic achievement.