Information And Communication Technology Integration Research Articles

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.

NARRATIVE REVIEW OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) INTEGRATION IN NIGERIAN SECONDARY SCHOOLS’ HOME ECONOMICS INSTRUCTION

This paper explores how Information and Communication Technologies (ICTs) can revolutionize Home Economics education in Nigeria, particularly at secondary schools. ICT integration aligns with national policy goals of introducing students to technology and enhancing professional skills in Home Economics. Students can access a wealth of online resources, improving their knowledge of nutrition, healthy living, and sustainable home management. However, challenges like limited internet access, lack of ICT facilities, and inadequately trained teachers impede progress. Overcoming these hurdles requires collaboration. The government can invest in teacher training and infrastructure development, while schools can explore cost-effective solutions. Partnerships with communities and the private sector can further support ICT resource acquisition. The paper emphasizes the importance of teacher collaboration and localized digital content creation to enhance learning and cultural identity. By addressing challenges and implementing a multi-pronged approach, stakeholders can empower educators to leverage technology. Students equipped with both Home Economics knowledge and digital literacy skills will be prepared for the future, becoming informed consumers, responsible family members, and innovative contributors to society. Ultimately, ICT integration has the potential to transform Home Economics into a dynamic and engaging learning experience, empowering individuals and society to thrive in a technology-driven world

Model for integration of information and communication technologies in resource sharing practices for enhanced service delivery in academic libraries in southeast Nigeria

PurposeThis study aims to develop a model for integration of information and communication technologies (ICTs) in resource sharing practices for enhanced service delivery in academic libraries in Southeast Nigeria. Seven objectives guided the study; ICT-based resource sharing practices in academic libraries in Southeast Nigeria; ICT infrastructure for resource sharing; ICT needs of librarians for resource sharing practices; stages of ICT integration in resource sharing; perception of librarians towards ICT-based resource sharing; challenges to integration of ICT in resource sharing practices; design a model for the integration of ICT into resource sharing; all in academic libraries in Southeast Nigeria.Design/methodology/approachThe research design adopted for this study is the mixed research design containing the “descriptive survey” research design and the “research and development, R&D.” The population of the study is 164, comprising all of the librarians in federal universities in Southeast Nigeria. All of the librarians of the five federal universities will be involved in the study. Hence, there was no sampling. The instrument for data collection is a structured questionnaire.FindingsThe findings of the study revealed that 88.8% of the librarians use ICT to boost the volume of resources; while 74% of the librarians were positive in all responses pertaining to ICT-based resource sharing practices in the libraries. The study also revealed that ICT infrastructures in the library for resource sharing are highly available and applicable; while computers and internet networks are the most needed gadgets for the operations. Libraries in Southeast Nigeria are in the applying and transforming stages of ICT adoption at a 69.7% response rate; while the librarians have a strong belief and understanding that a lot can be achieved in resource sharing through ICT; and would recommend such. Poor electrification, inadequate funding and unavailability of some ICT technologies were equally identified as challenges. The study conclusively developed a resource sharing model, the Southeast Federal University Library Connect; accessible at https://southeastfeduniconnect.njh.com.ngOriginality/valueThe research study is one of the few types of research that has developed a functional model for resource sharing in academic libraries in Southeast Nigeria.

Bridging knowledge divides: Examining the dynamic landscape of ICT integration in Pakistan’s education sector

This study delves into information technology's (ICT) effects on educational curriculum development, specifically focusing on the Pakistani context. The effects of information and communication technology (ICT) on various nations’ educational curricula are global. Integrating ICT into the academic sector is crucial to advancing educational planning in today's technology-driven era. The research aims to scrutinize the utilization and influence of ICT in Pakistan's educational landscape. A straightforward sampling procedure systematically gathered data from 385 Lahore city respondents spanning five public universities. The outcomes elucidate a substantial positive correlation between the availability and utilization of ICT and the enhancement of students' knowledge and learning skills. The study accentuates the pivotal role of ICT in amplifying educational efficiency and underscores its significance in shaping policies within the education sector. The ramifications of the research extend to educators, policymakers, and stakeholders, emphasizing the imperative need to integrate ICT into educational practices to achieve optimal outcomes effectively. By acknowledging the affirmative impact of ICT on academic development, this study contributes valuable insights that can guide strategies for elevating educational quality and planning in the digital age, ensuring a more robust and technology-enabled educational system. This suggests that integrating ICT positively impacts educational effectiveness and is essential for informing policies within the education sector.

Integration of information and communication technology in teaching English among in-service teachers

The widespread application of information and communications technology (ICT) in the field of education has drawn criticism. This investigation was to discover factors influencing English language teaching (ELT) in-service teachers’ integration of ICT. The sample consists of 1216 in-service teachers who teach English language in China. Four factors are found to influence ELT in-service teachers’ integration of ICT: attitudes, self-efficacy, digital competence, and digital tools use. The findings of the research utilizing the partial least squares structural equation modeling (PLS-SEM) approach demonstrated that all four criteria have a substantial impact on how ICT is integrated by ELT in-service teachers. By considering all the variables that affect ELT in-service instructors, this research offered helpful insights for an effective designs of English language teaching with ICT.

Exploring the students’ perceptions of the integration of web-based and non-web-based ICT in ELT at the vocational high school in Indonesia

Numerous scholarly investigations have been conducted on students' perceptions of integrating information and communication technology (ICT) in English language teaching (ELT). However, existing research lacks specific exploration of students' perceptions regarding web-based and non-web-based ICT in vocational high schools across perspectives of understanding, ease of learning, and learning challenges. Therefore, this study aims to investigate students' perceptions of ICT integration in ELT, specifically examining web-based and non-web-based ICT across perspectives of understanding, ease of learning, and learning challenges. The research method used was a case study. The research involved six students of the two departments (Engineering and Management) at a vocational high school in Malang, Indonesia, as the participants. Data were collected through interviews and analyzed thematically. Results indicate that, based on perspectives of understanding and ease of learning, students exhibit positive attitudes towards integrating ICT, particularly web-based tools like Canva, Quizizz, and Wordwall, alongside non-web-based tools such as LCD and tablet, citing enhanced learning processes. Conversely, in the perspective of learning challenges, challenges like poor internet connectivity for web-based ICT and operational issues for non-web-based tools persist. This study emphasizes the importance of a balanced approach to ICT integration to meet diverse learning needs.

Education Management Strategies to Maximize the Effectiveness of Information and Communication Technology Integration in Teaching and Learning Processes

The integration of Information and Communication Technology (ICT) has become a key factor in driving this change. This research aims to elucidate educational management strategies to maximize the effectiveness of integrating information and communication technology in the teaching and learning process. The research method used in this study is a literature review with a qualitative approach. Data sources are derived from Google Scholar for the period 2004-2024. This research utilizes Google Scholar as the primary source to obtain relevant, credible, original, and publicly available articles for systematic analysis. The study results indicate that in the era of Information and Communication Technology (ICT) development, the integration of ICT in education is crucial to enhance learning effectiveness. To achieve this, focused and comprehensive educational management strategies are highly important. These strategies should be based on a strong understanding of the role of ICT in learning, integration of ICT into the curriculum, training and support for educators and students, development of technological infrastructure, development of supportive policies, inclusive and sustainable approaches in ICT strategy development, as well as collaboration among educational institutions, government, industry, and the community

Investigating Engineering Students’ Needs for ICT Integration in ESP Classes

The innovations in science and technology and the continuous development of educational theories and methods have urged the need for creative uses of Information and Communication Technology (ICT) in English language teaching in Moroccan Higher Education and especially in the teaching and learning of English for Specific Purposes (ESP). For this reason and others, the present study aims to investigate the integration of ICT in ESP classes by identifying engineering students’ needs for ICT integration in ESP classes at the Engineering school (ENSAM), Meknes. To meet this aim, the study adopted a quantitative method approach, which utilized a close-ended questionnaire administered to 64 civil engineering students. The data gathered was analyzed through Statistical Package of Social Sciences (SPSS). The results revealed the significance of ICT integration in ESP classes for Engineering students. Furthermore, the students expressed a number of lacks and necessities to improve their English proficiency level in general. The current research contributes to expanding literature on ESP in Morocco. Additionally, the implications and recommendations proposed will guide future practices and reforms in ESP teaching and learning.

Empowering Mathematics Education in Greek Primary Schools: Bridging the Divide through ICT Integration and Interactive Boards for Enhanced Teacher ICT Literacy

This article advocates for a tech-enriched teaching approach using Information and Communication Technologies (ICT) and interactive boards to enhance students’ understanding and problem-solving skills. Overcoming challenges requires systematic planning, progressive policies, dedicated funds, and regular teacher training. The essay also discusses the benefits and limitations of ICT, the key principles of interactive whiteboard application in pedagogy, and the dynamic challenges faced by Greek elementary schools in redesigning mathematics pedagogy with ICT. It proposes blending modern technologies with traditional instructions, emphasizing the need for continuous teacher development and a positive attitude toward technology. The way forward involves leveraging Optical Character Recognition (OCR) systems and interactive boards, necessitating strategic planning, training programs, and infrastructure investment for a tech-enriched teaching future in Greek primary schools.

Understanding factors affecting fundamental school teachers’ use of technology in Luxembourg through a survey study

Over the last few decades, Information and Communication Technologies (ICT) have brought about significant disruptions across nearly every industry, including education. Acknowledging the power of the digital revolution to make a positive change, educational policy makers in Luxembourg have made efforts to translate these trends into policies leveraging the potential of technologies while also tackling the challenges they present. However, these efforts and their impact on teacher ICT integration behaviors in Luxembourg are rather underexplored. The aim of the study was to examine and understand factors associated with efficient educational technology practices. The study data were collected through an online survey of 159 teachers and analyzed through a mixed-method approach, including regression and correlation analyses. Findings shed light on the connections between professional use of ICT and a set of interrelated factors such as (a) teacher attitudes followed by (b) subjective norms, (c) teacher self-efficacy beliefs, (d) facilitating conditions, (e) teacher value beliefs, and (f) fundamental pedagogical beliefs. The study also revealed possible deterrents and challenges of ICT integration in Luxembourgish fundamental schools, including gaps between teacher ICT competencies and advanced ICT uses, class management issues, and developed suggestions for professional development training to ensure efficient and advanced ICT uses in the classroom.

Problems, Challenges and Prospects In Integrating ICT In English Language Teaching: Bangladesh Perspective

This research paper explores the integration of Information and Communication Technology (ICT) in English Language Teaching (ELT) within the context of Bangladesh. The study delves into the various problems and challenges that educators face while incorporating ICT tools into ELT practices. It examines factors such as limited access to technology, inadequate digital literacy among teachers and students, and infrastructural constraints. The paper also highlights the potential benefits and prospects of utilizing ICT in ELT, including enhanced engagement, interactive learning opportunities, and exposure to authentic language resources. Drawing on qualitative data, the research aims to provide insights into the current status of ICT integration in ELT, shedding light on both barriers and opportunities. This analysis offers recommendations for addressing challenges and maximizing the benefits of ICT integration, thereby contributing to the improvement of English language education in Bangladesh's educational landscape.

EXPLORING BARRIERS TO TEACHING SCIENCE TO HEARING IMPAIRED LEARNERS IN LESOTHO SECONDARY SCHOOL

Globally, there is a strong advocacy for including all learners in the education system, irrespective of their disabilities. This initiative, known as Education for All (EFA), is articulated in policy documents across different countries. Lesotho has actively embraced this international protocol by welcoming learners with diverse needs into its educational fold. This inclusivity extends to hearing-impaired learners (HIL), who now have the opportunity to study all subjects, including Science. Science is considered pivotal in cultivating critical skills essential for addressing societal and economic challenges, making it a mandatory subject at the secondary level in most countries among which is Lesotho. However, teaching Science to HIL presents unique challenges.
 Notably, HILs often face language deficiencies, and Science, being an abstract subject, relies on verbal communication for effective learning. This linguistic barrier contributes to suboptimal performance not only among HIL but also among learners without disabilities in various schools. To explore teachers' views on the barriers they experience when teaching science to hearing-impaired learners in Lesotho secondary schools. Semi-structured interviews were conducted with four Science teachers. The collected data underwent content analysis, employing both the opportunities to learn and a capabilities framework to understand teachers' difficulties encountered. The study revealed that language is a primary obstacle to the effective teaching of Science to HIL. In response, teachers employ diverse teaching approaches to facilitate learning for HIL, although these strategies often prove time-consuming. In light of these findings, the study recommends comprehensive in-service training for teachers to enhance their preparation for teaching HIL effectively. Additionally, teachers should be equipped with the skills to integrate Information and Communication Technology (ICT) into their teaching methods, allowing HIL to learn at their own pace. Furthermore, encouraging regular teachers to learn sign language can aid in detecting and addressing misconceptions among HIL. It also appeared that sign language interpreters should receive training in science subjects. In conclusion, addressing the language barrier is crucial for creating an accommodative learning environment for HIL in Science.

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.

Exploring Portuguese preschool educators’ attitudes and practices on information and communication technology (ICT)

AbstractThis study aims to explore preschool educators’ attitudes towards to information and communication technology (ICT), its factors and implementation of ICT tools in preschool education by the educators. To this end, a mixed-method research approach was applied, comprising qualitative and quantitative data, collected using survey and field observation. The data, gathered from 58 preschool educators from the north of Portugal, were analysed by SPSS and the qualitative data gathered by five classroom observations analysed by thematic analysis method. Findings indicated that preschool educators have positive attitudes towards ICT integration in education regardless of age, years of teaching experience and attending professional course predictors. Additionally, educators use ICT tools as materials to enhance classroom activities, engage children, and conduct research with them. The results of this study reveal that preschool educators hold positive attitudes toward ICT and actively implement activities using ICT. However, educators are still the main users of ICT in the classroom. It was also observed that as these five classrooms lack the technological infrastructure, the educators usually rely on their personal resources. The lack of ICT resources could affect the independent use of ICT by the children. According to the findings, the study recommends that there are some schools in Portugal that lack ICT infrastructure. In order to overcome this situation, school leaders and policymakers should invest in ICT infrastructure in preschool institutions in Portugal that face a lack of ICT tools.

Perceived Benefits and Disadvantages Associated with the Use of the Electronic Consultation Register by Health Providers in the Health District of Toma, Burkina Faso.

Most countries in sub-Saharan Africa need to catch up in integrating information and communication technologies (ICT) into their health systems. This is mainly because of the need for more infrastructure that allows for reasonable use of the technologies. To support the actions of the Ministry of Health of Burkina Faso, a Non-governmental Organization (NGO) has implemented the integrated electronic diagnostic approach (IeDA) Project. The project includes the deployment of an electronic consultation register (ECR). This article aims to explore the perceptions of healthcare providers on the benefits and disadvantages of using the ECR. We conducted a qualitative, descriptive study through individual semi-structured interviews with healthcare providers. Data were collected in the Toma health district in December 2021. In addition, a thematic analysis was performed using NVivo software. Thirty-five healthcare workers were interviewed (19 nurses, 7 midwives, 6 mobile community health and hygiene workers, and 3 birth attendants). Two main themes emerged from our analyses, which are the advantages and disadvantages perceived by ECR users. Our data suggest that using the ECR had many benefits ranging from improving healthcare providers' knowledge and performance in terms of patients' care, assisting and helping in patient diagnosis and treatment and improving patient satisfaction. However, the participants also shared their negative perceptions about the ECR, mentioning that it increased their workload. They also reported lengthened consultation time and work duplication as the tool was still in its trial phase and was used along with the paper consultation register. The ECR is an effective tool for diagnosis and management, which has several advantages and reasonably satisfies patients. However, disadvantages, including increased workload and lack of fluidity and stability of the system, must be considered to ensure better usability.

Overcoming Distance Education Challenges in Nigeria: A Call for Collaborative ICT Integration

This article looks at the benefits of Distance Education (DE) or Open Learning Systems as the means of providing education that meets the growing demand for education on the account of the financial concerns and changing priorities. The historical development of communication methods is one of the factors that shaped the education sector considerably and now we have the open learning systems as a popular way of. The aim of the establishment of DE as highlighted by scholars is to create another parallel system which can be integrated with formal education. Other objectives include promoting flexibility, constructing an egalitarian society, facilitating in-service and lifelong education and utilizing communication technology for wider outreach. ICTs hold the key to global educational initiatives, providing an environment of collaboration and disseminating ideas in the most effective manner. Although ICTs belong to one of the most transformative technologies, Nigeria is faced with challenges of integration of ICTs, among them deficiencies in ICT infrastructure. Distance education has proved to be successful for the purpose of widening educational chances but Nigeria faces problems like low ICT penetration, erratic power supply, and meagre economy. It is noted that ICTs play a critical role in the development of distance education in Nigeria and that this research stresses the need for collaboration among all relevant stakeholders— government, private companies, and international organizations—to enhance ICT infrastructure, implement international cooperation frameworks, and integrate ICT literacy and use into academic courses. Keywords: Distance Education (DE), Information and Communication Technologies (ICTs), OLS, Education Issues, Flexibility in Education, ICT Infrastructure, and Inclusive Learning.

Research Field of Informatization in Special Education: Bibliometric Analysis of International Trends in Recent 15 Years

In the current era of educational informatization, the integration of information and communication technology (ICT) into special education has witnessed significant growth. Utilizing the expansive Scopus database and leveraging the Bibliometrix tool, this study systematically examines 130 scholarly documents within the domain of special education informatization, spanning the years from 2006 to 2021. Complementing a quantitative analysis, the study conducts a qualitative examination of 10 pivotal and widely cited works in the field. The research findings unveil a primary focus on the diverse application of ICT in special education, particularly its effectiveness in the diagnosis and intervention for various categories of special needs. Noteworthy concentrations of research output are identified, with a clear emphasis on publications in prestigious journals such as the International Journal of Emerging Technologies In Learning, Revista Brasileira De Educacao Especial, and Technology & Disability. Furthermore, the examination brings to light the dominance of keywords like "special education" and "information technology" in the literature, underscoring their pivotal role and persistent significance in the discourse. The consistent recurrence of these terms highlights their critical influence in shaping the landscape of special education informatization research. In conclusion, this comprehensive bibliometric analysis provides valuable insights into the trajectory of special education informatization research, elucidating key thematic areas and prominent journals. As the educational landscape continues to evolve, a nuanced understanding of the dynamics of ICT integration in special education becomes imperative for educators, policymakers, and researchers. This study serves as a foundational resource for further exploration and advancement in the ever-evolving field of special education.
 
 Received: 10 October 2023 / Accepted: 23 January 2024 / Published: 5 March 2024

Economics Teachers' Integration of ICT for Enhanced Economics Curriculum Implementation

Information and communication technology (ICT) has gained tremendous attention as a tool for instructional delivery and assessment. However, high school Economics teachers have yet to fully utilize this educational tool to implement the Economics curriculum effectively. Information and communication technology enables teachers to communicate with learners outside the physical classroom, encourages learner engagement, facilitates differentiated teaching, simplifies abstract concepts, and helps teachers design, distribute and provide immediate assessment feedback. Nevertheless, there is sparse research on Economics teachers' integration of ICT to enhance Economics curriculum implementation in South Africa. This empirical study explores Economics teachers' ICT integration to enhance Economics curriculum implementation. Mediated learning experience (MLE) was the theoretical framework which guided this study. A qualitative approach was used in this study. Three teachers from three different research sites were purposefully selected for the study. Using a case study design, data were obtained through semi-structured interviews and classroom observations. The study findings reveal that the teachers in this study were utilizing ICT to enhance their teaching. However, there is still room for improvement in teachers' ICT integration. The study recommends continuous teacher development on ICT integration to enhance economics curriculum implementation.

Implementation of ICT-Based Quiz Design Training in Improving the Pedagogic Competence of Madrasah Ibtidaiyah Teachers in Sei Tulang Raso District

Information and Communication Technology (ICT)-based quiz design training is important in improving the pedagogical competence of Madrasah Ibtidaiyah teachers in Sei Tulang Raso District. In the context of modern education, the use of ICT as a learning tool has a very significant role. This study aims to explore the impact of ICT-based quiz design training on the pedagogical ability of Madrasah Ibtidaiyah teachers. This study used quantitative and qualitative approaches to collect data from teachers who attended this training. The results showed that ICT-based quiz design training was effective in improving teachers' pedagogic skills. Teachers who attended this training experienced an increase in designing engaging and interactive quizzes using technology. They also gained a better understanding of the integration of ICT in daily learning, which in turn improved the quality of teaching in Madrasah Ibtidaiyah. This research makes an important contribution to our understanding of the importance of ICT training in the context of religious education, particularly in Madrasah Ibtidaiyah. The practical implication of this research is the development of better training strategies to support teachers in the face of 21st century learning demands. In addition, the results of this study also provide a basis for more effective and relevant education policies in the future.

An analysis of E-governance in Pakistan from the lens of the Chinese governance model

In this era of digitalization, the role of information and communication technology (ICT) has significantly increased. The integration of ICT into the government system has improved efficiency and working processes. Some countries such as China have successfully integrated ICT into their governance system. However, many other countries especially the developing world are yet to effectively utilize the role of ICT in their governance structure and these countries are struggling to produce a better governance system. It is, therefore, imperative for the developing world to learn from successful nations and devise their governance systems so that ICT can be fully utilized and produce good governance. However, such comparative analyses are not done as such to bring strengths and weaknesses in the integration of ICT into the governance system especially in developing countries' governance systems. This study contributes by conducting a comparative study on the China-Pakistan e-government progress. China has widely implemented e-government, which has helped the country to ensure good governance. Pakistan, on the other hand, is also moving towards digitalization and making efforts to implement e-government. This research examines the United Nations' E-Government Development Index (EGDI) reports and rankings. The findings of our research show that China has significantly improved its ranking, whereas Pakistan's ranking has indicated a gradual decline except for the year 2008. This happened because of a lack of investment in infrastructure, scarcity of financial resources, weak institutional capabilities, and limited access to advanced technologies. Moreover, there is a big gap between public policy and public implementation in Pakistani scenarios. However, it has been dug out in this study that employing the Chinese model and seeking cooperation with China can improve e-governance ranking and overall governance in Pakistan. The study advances the understanding of e-governance and its challenges in Pakistan and the findings of the study will assist researchers, policymakers, and officials in the implementation and development of e-projects in Pakistan.