Information Technology In Schools Research Articles

Evaluation of Assessment of General Administrative Courses at SMK Sumpah Pemuda Jakarta

In general, all aspects and assessment criteria were met. However, it would be better if the supervision was carried out periodically by the school. However, several aspects and criteria have not been achieved, such as a detailed standard review, several general administration learning targets that have not been achieved, and three characteristics of education quality that have not been met. For this reason, the school must continue to evaluate so that later general administration learning is carried out more effectively and beneficially for the parties concerned. This research is a qualitative research. In this study, the author uses a case study as an investigative method. Furthermore, the research design model used is the discrepancy evaluation (DEM) model. Data collection techniques used: interviews with the school (principals, and teachers), students and parents, document study, and observation. In this study, the researcher used Miles and Huberman model data analysis, namely data analysis carried out at the time of data collection and after data collection was completed in a certain period. Activities in the data analysis model are data reduction, data display, and drawing conclusions/verification. The results of this study will have a positive and significant impact on the general administration learning program at this school if the parties optimize as much as possible in minimizing existing gaps and obstacles so that the positive impact of online learning that is carried out is more effective and widespread. Apart from that, future research can continue to explore the alignment between the national learning regulations of general administration and school regulations, as well as the readiness of school information technology facilities in implementing maximum learning.

Analysis of the current situation and influencing factors of information technology education in middle school

Abstract The development of science and technology is becoming more and more rapid, and the educational empowerment of information technology (IT) in middle schools is becoming more and more obvious. The interesting and operational aspects of IT are suitable for middle school students, who are gradually becoming more rational in their thinking and problem-solving skills, and who are curious to discovering new things. This paper analyses the factors influencing the acceptance of IT education among middle school students by reviewing a large amount of literature and compiling technology-related theories. The research variables are determined by combining the characteristics of middle school students, and a structural equation model is constructed to select the factors influencing the acceptance of technology in secondary school IT classrooms, and the hypothesis is proposed, tested and revised, and then the scientific and effective measures are proposed according to the model. By the statistical analysis of variables, it can be seen that the average values of perceived ease of use and social influence (SI) are relatively high, which are 3.9899 and 4.1933, respectively, indicating that SI and subjective initiative have significant positive correlations with the behavioural intentions of middle school students in learning IT. As technological literacy is low, with an average value of only 3.4966, the influence of the technological literacy of IT on middle school students’ learning ability is not significant. This reflects the degree of middle school students’ mastery of the knowledge of IT, which is not enough. Further, the initiative of learning in the network is low and the needs of teachers in IT classes indirectly affect students’ learning initiative. It is hoped middle school students learn IT through the network by their initiative and provide guidance for teachers in teaching, to promote the application and deep popularity of IT in secondary school education.

Research on After-school Delay Service Countermeasures of Information Technology in Primary Schools from the Perspective of "Double Reduction"

The information literacy requirement for talents in modern society is constantly improving, as a result, the improvement of primary school information technology teaching quality has become a concern of all sectors of society. With the implementation of the national "Double Reduction" policy, the after-school teaching and learning of information technology courses in primary schools have posed new challenges. Based on practice and research, we should draw lessons from deep learning theory, attempts to explore the main factors affecting primary school information technology class delay service. We will explore the countermeasures to promote the effective operation of after-school delay service of information technology in primary schools, in order to promote the effectiveness of after-school delay service of information technology in primary schools, and improve the information literacy of students by using after-school delay service of information technology.

School Administration and Its Role in Spreading the Culture of using Information Technology in Secondary Schools in the Al-Karak Education Directorate from the Teachers’ Point of View

The current study aimed to investigate the impact of school administration and its role in spreading the culture of using information technology in secondary schools in the al-Karak Education Directorate from the teachers’ point of view themselves. In the vicinity of the school, the school principal, information and communication technology, provision of technical support and maintenance, provision of appropriate infrastructure, and encouragement of teachers to use information and communication technology, its validity and reliability have been confirmed. The study sample consisted of (1000) male and female teachers. The study revealed the following results: The role of the school administration in spreading the use of information and communication technology was average at the total level and in all fields except for the domain of the school principal and information and communication technology, which was high, and the results showed the presence of significant differences. Statistics attributable to the gender variable at the total level and at the level of each domain, with the exception of the field of providing technical support and maintenance Keywords: school administration, information technology, school community. DOI: 10.7176/JEP/13-17-18 Publication date: June 30 th 2022

Research on Innovation Capability Cultivation Oriented Design-Based Learning: Model and Case of Junior High School Information Technology Curriculum

The cultivation of innovative talents is an important development strategy in China. Especially in the stage of basic education, there is an urgent need for specific instructional strategies for cultivating innovative capability. Based on the theories of "Hands-On Inquiry learning" and Constructionism and teaching practice, this study put forward an innovation capability cultivation oriented design-based learning model in junior high school information technology curriculum. The model has three characteristics: simple teaching links, reverse teaching design and equal teacher-student relationship. It is hoped to provide guidance on teaching operation level for frontline information technology classroom teaching, or for other disciplines’, and to provide a reference for international scholars to do the research about constructing instructional models for skill cultivation in the 21st century.

Teachers’ perspectives on the use of ICT in the teaching of a South African home language, Sesotho

The study sought to unpack teachers’ perspectives of teaching one South African language, Sesotho, as a home language using information and communication technology (ICT) in secondary schools in South Africa. Teachers were recruited to participate in the study by providing lesson plans for analysis. From the analysis, four teachers were selected to participate in semi-structured interviews. The Technological Pedagogical Content Knowledge (TPACK) framework guided the study. The following findings emerged from our analysis of data in the study. Firstly, regardless of having limited ICT resources, teachers nevertheless attempted to use those available in their schools to ensure that teaching does not solely depend on traditional methods. Secondly, teachers in the district studied lacked technological knowledge (TK). In addition, teachers seemed to lack knowledge of ICT policies. Finally, lack of Sesotho content on ICT resources affects the adoption of ICT in the teaching and learning of Sesotho. We recommend that in addressing the issue of the digital divide, there is a need to focus on provision of ICT resources to all schools, irrespective of quintile level, and to provide teachers with proper training, focusing on Sesotho and other African languages as subject.

How to Cultivate Students' Creativity in Junior High School Information Technology Classroom Teaching

How to Cultivate Students' Creativity in Junior High School Information Technology Classroom Teaching

The Views and Practices of Teachers in Different Learning Areas about Inquiry and Inquiry-based Instruction

<p>臺灣的十二年國民基本教育課程綱要將探究納為中小學的核心課程之一，許多前導學校被官方指派發展示範性探究課程。由於探究是一個可同時指涉不同意涵的字詞，教師可能因對探究的認識不一，而在嘗試合作實施探究教學的過程中遭遇困難。發掘探索不同學科背景教師對「探究」概念之差異，使師資培育單位／師資培育相關教師以之規劃合適的教師專業發展活動。本研究旨在探索實際開發示範性課程的情境與過程中，教師對探究與探究教學的看法與實務。我們於一所開發並試行跨學習領域探究課程的前導高中，對課程開發團隊中十一位不同學科背景（歷史、地理、公民、資訊、生物、物理和化學）的教師進行半結構訪談。繼而運用開放編碼技術分析訪談轉錄稿、教案與課室錄影。訪談結果發現，多數教師認為探究是問題解決。然而，自然科學教師視探究為方法，社會科學教師視探究為過程。自然科學教師通常會設計情境，讓學生確認研究問題並執行研究，且認為英文閱讀理解是進行探究的必要技能；時間是其發展課程時的主要考量。社會科學教師傾向於提供問題並引導討論；特定主題的專業諮詢為其進行課程發展之主要需求。課室觀察結果顯示傳統講述平均佔三成以上的課程時間，操作或執行研究是自然科學課程的主要探究活動。研究建議，相關師資培育單位／師資培育相關教師應深化教師探究相關知識，並根據教師持有的學科特質觀點協助他們進行相關專業發展。</p> <p> </p><p>All elementary, junior high and senior high schools must provide inquiry as one of the core requirements according to the 12-year curriculum for basic education. Several pioneer schools were officially appointed to develop exemplary inquiry courses. On the account of inquiring being a term that connotes different meanings at the same time, teachers may encounter many challenges when they attempt teaching collaboratively due to their different views about inquiry. Exploring different beliefs of teachers teaching different subjects allows educators to provide appropriate professional development activities. This study explored the views and practices of inquiry and inquiry-based instruction of teachers in the context and process of developing exemplary courses. We conducted semi-structured interviews with 11 teachers with different subject backgrounds (history, geography, citizenship, information technology, physics, chemistry, and biology) in a pioneer high school, where cross-learning areas inquiry courses were developed and piloted. We then applied the open coding technique to analyze interview transcripts, teaching plans, and class videos from these teachers. Findings from interviews show that most teachers considered inquiry as a form of problem solving. Nevertheless, natural science teachers viewed inquiry as a process, whereas social science teachers equated inquiry as content. Most natural science teachers preferred offering contextualized learning activities for students to frame research questions and conduct investigations. They also considered reading comprehension in English as the main threshold for retrieving references, and time and equipment were critical factors for curriculum development. Social science teachers usually emphasized providing research questions and guiding a whole-class discussion. Moreover, professional consultation on specific topics was a major demand for curriculum development. The results from classroom observation reveal that teachers spent more than 30% of classroom time on traditional didactic instruction. In addition, carrying out investigations was the main inquiry activities of natural science classes. We suggest that teacher educators should deepen schoolteachers’ epistemic knowledge and provide them with professional development activities in accordance with their views about the peculiarity of the discipline.</p> <p> </p>

Discussion on the Integration of Primary School Information Technology and Mathematics Classroom Teaching

Discussion on the Integration of Primary School Information Technology and Mathematics Classroom Teaching

Discussion on How to Apply Diversified Evaluation in Junior High School Information Technology Teaching

Discussion on How to Apply Diversified Evaluation in Junior High School Information Technology Teaching

Network Interactive Teaching in High School Information Technology Classroom

Network Interactive Teaching in High School Information Technology Classroom

Construction of Educational Management Software Design Pattern Based on Deep Neural Network

With the popularization of information technology and network in schools and education management departments, the whole school management model based on campus network has become the mainstream of the development of education management information system. Relying on the theoretical basis of the information management system MS, the system application platform designed and developed for the teaching management of colleges and universities can assist the staff to efficiently process various kinds of information in the school and provide information services for the teachers and students of the whole school. Deep learning under steam education means that students, under the guidance of teachers, actively, joyfully and interactively participate in teaching activities around challenging, integrated and ideological topics, realize the understanding, connection and transfer of knowledge on the basis of original experience, and apply it to problem solving in real situations, so as to finally form a critical and creative high-level thinking ability. In view of the shortcomings of the traditional course push model algorithm, this paper combines the multi-layer neuron model algorithm with the personalized recommendation algorithm, and verifies the course data.

EDUCATIONAL ROBOTICS AS A MEANS OF DEVELOPING PUPILS’ AND STUDENTS’ COMPUTATIONAL THINKING

The accelerating development of technology over the past decades has brought many radical changes in all aspects of life and has unquestionably affected the functioning of our society. The expansion of the digital space and the technological innovation in industry, commerce and household have given rise to a large number of new concepts relating to digital and information technology and their use. In the context of supporting these activities and needs, the FEP document has been updated for the educational area Information and Communication Technology in elementary schools but also in general and technical secondary schools. This innovation is built primarily on the development of computational thinking, which is based on two pillars—algorithmization/programming and educational robotics. The present paper uses educational research to analyse the area of educational robotics as one of the important tools for promoting the concept of developing computational thinking including a description of the specific tools for the implementation of this type of teaching. The aim of the research study was to analyse the current level of pupils’ awareness of and practical experience with educational robotics, both in school and in extracurricular activities. The research tool for data collection was an online questionnaire designed by the authors.

Practice and Research of Online Teaching of High School Information Technology Binary Search

Practice and Research of Online Teaching of High School Information Technology Binary Search

Predictors of Behavioural Intentions of Teachers to Adopt and Use Information and Communication Technologies in Secondary Schools in Zimbabwe

The use of information and communication technologies (ICTs) also known as educational technology in the teaching and learning context, has become a new normal in all sectors of education world-wide. The most important driver of the use of ICT in education has been the rapid advances in technology and to some extent, natural disasters such as COVID-19 that has affected access to education across all sectors of the education system. As a result, it has become very important that teachers in secondary schools adopt ICT for their teaching. This study therefore seeks to establish factors influencing the behavioural intentions of secondary school teachers to adopt ICT in Zimbabwe. A sample of 251 teachers were selected using stratified random sampling strategy from 10 secondary schools to participate in the study. A structured questionnaire adapted from the Oscarson Scale for Measuring Adoption-proneness (OSMA) was used for data collection. Results of the study showed that the use of technology in teaching, professional development, attitudes toward ICT, gender and ICT support services have a significant influence on the behavioural intentions of secondary school teachers to adopt ICT. A number of challenges that affected the adoption of ICT in secondary schools were also identified. The study has implications on both policy and practice with regard to the adoption of ICT in secondary schools.

Understanding enterprise data warehouses to support clinical and translational research: enterprise information technology relationships, data governance, workforce, and cloud computing.

Among National Institutes of Health Clinical and Translational Science Award (CTSA) hubs, effective approaches for enterprise data warehouses for research (EDW4R) development, maintenance, and sustainability remain unclear. The goal of this qualitative study was to understand CTSA EDW4R operations within the broader contexts of academic medical centers and technology. We performed a directed content analysis of transcripts generated from semistructured interviews with informatics leaders from 20 CTSA hubs. Respondents referred to services provided by health system, university, and medical school information technology (IT) organizations as "enterprise information technology (IT)." Seventy-five percent of respondents stated that the team providing EDW4R service at their hub was separate from enterprise IT; strong relationships between EDW4R teams and enterprise IT were critical for success. Managing challenges of EDW4R staffing was made easier by executive leadership support. Data governance appeared to be a work in progress, as most hubs reported complex and incomplete processes, especially for commercial data sharing. Although nearly all hubs (n = 16) described use of cloud computing for specific projects, only 2 hubs reported using a cloud-based EDW4R. Respondents described EDW4R cloud migration facilitators, barriers, and opportunities. Descriptions of approaches to how EDW4R teams at CTSA hubs work with enterprise IT organizations, manage workforces, make decisions about data, and approach cloud computing provide insights for institutions seeking to leverage patient data for research. Identification of EDW4R best practices is challenging, and this study helps identify a breadth of viable options for CTSA hubs to consider when implementing EDW4R services.

ICT in mathematics education: an HLM analysis of achievement, access to and use of ICT by African Middle School Students.

This study examined the influence of access to and frequent use of information and communication technology (ICT) in school and home settings on achievement in mathematics for Grades 8 and 9 African students. A large-scale international database, that of the 2015 Trends in International Mathematics and Science Study was used and hierarchical linear models were employed to examine school- and student-level variables. Findings showed that student access to ICT during a lesson was significant and a positive predictor for student learning outcomes in mathematics, while teacher integration of ICT into pedagogy as a mediating factor had a negative association. Student-level ICT predictors, for example access to ICT at home, had a positive association with student learning outcomes in mathematics, while intensity of student ICT use was a negative predictor; this applied even after controlling for age, gender, and educational resources at home.

The significance of online learning in enhancing information technology literacy for Lubuklinggau City Vocational High School teachers

The use of Information Technology (IT) in State Vocational High School (SMK N) 4 Lubuklinggau city has not been greatly optimized. Similar deduction was obtained for existing learning facilities and media, despite wifi availability. Also, the motivation for learning during the COVID-19 pandemic has drastically declined, due to poor IT literacy among teachers. This circumstance is possibly observed from the students’ attitudes in participating in online classes, using Google Classroom and WhatsApp platforms. The assessment commenced with a pre-test, followed by a training on strengthening IT literacy as well as the development of Google Classroom and Kahoot in online learning. Subsequently, independent assignments and evaluations were conducted. The results showed an acceptable performance, with materials on "Strengthening IT Literacy", "The Development of Google Classroom in Online Learning" and "The Development of Kahoot in Online Learning", reporting 81.30, 82.72 and 82.69% comprehension rate, respectively.

Inclusão digital nas escolas do campo

O artigo que se apresenta busca entender como são utilizados os laboratórios de informática e o uso das Tecnologias da Informação e Comunicação (TICs) nas escolas do campo da 17ª Coordenadoria Regional de Educação do Estado do Rio Grande do sul. Sendo assim, tem como objetivo geral analisar como as TICs por meio dos Laboratórios de Informática Educativa (LIES) estão sendo utilizadas como ferramentas de apoio pedagógico nas escolas do Campo. Foram pesquisadas dezesseis escolas do campo, para o desenvolvimento da pesquisa buscou-se como aporte metodológico o estudo de caso, tendo como instrumento de coleta de dados questionários aplicados a todos envolvidos no processo, quais sejam: equipe diretiva das escolas, educadores e educandos, além de pesquisa bibliográfica que buscou entender como se consolidou o programa nacional de tecnologia educacional lançado pelo governo federal em 1997, no que diz respeito a implantação de laboratórios de informática nas escolas. Os resultados encontrados apontam para ainda se faz necessário formação para os educadores para implementar em suas práticas pedagógicas a utilização dos recursos disponíveis nos LIES e também a necessidade de manutenção dos equipamentos fornecidos pelo governo.

Students’ attitudes toward chemistry, environmental protection and information technology in a bilingual vocational secondary school in Budapest, Hungary

ABSTRACT Students’ attitudes toward science are complex phenomena depending on numerous factors. The factors studied in this work are students’ interest in science, their enjoyment of science lessons and career interest in science. Our objective was to investigate the attitudes of students based on these factors. The main question was whether the students enrolled in a bilingual vocational secondary school for chemistry, environmental protection and information technology had chosen the institution and their professional field according to their personal interests and whether this interest was independent of age and gender. Surveys were conducted in two academic years (2015–2016 and 2017–2018) among students from grade 0 or 9–12. Three factors of the Test of Science-Related Attitudes (TOSRA) questionnaire and self-constructed questions were used and analysed in our research. The results for the self-composed factors of our questionnaire provided evidence to state that the choice of school and that of profession is based on personal scientific interest of students. We have found a negative relationship among TOSRA items and age; regarding gender, there are differences among chemists and IT specialists.