Information And Communication Technology Integration Research Articles

Level of teachers’ information and communication technology (ICT) integration in teaching and learning English

This study highlighted the level of teachers’ ICT integration in teaching and learning English. This determined the English teachers’ attitude towards ICT integration. The study was anchored on Davis’s Technology Acceptance Model which originated from Ajzen & Fishbein’s Theory of Reasoned Action. Moreover, the descriptive research method was used in this study, involving a purposive random sampling method in obtaining data from respondents. Teachers were profiled, details and results were enumerated. Several findings were made about the English teachers, that there is no significant difference in the ICT integration in teaching and learning when grouped according to their highest educational attainment; there is no significant difference in the ICT integration in teaching and learning when grouped according to teachers’ seminars/trainings in ICT; there is no significant difference in the ICT integration in teaching and learning when grouped according to perceived usefulness of ICT in teaching and learning; and the perceived usefulness and perceived ease of use highly influenced the teacher-respondents’ actual usage of ICT. English teachers’ level of ICT integration in teaching and learning is fair or below satisfactory. Recommendations included school administrators, teachers, and future researchers, to support the integration of ICT in the teaching and learning process, create more opportunities for students to experience impactful learning with ICT, so that these interventions may further substantiate the contribution of ICT in the field of education, especially in English language teaching and learning. Further research anticipated to be undertaken leveling up to more focused tasks on ICT-centered activities.

Cultivating Digital Classrooms: Exploring Pakistani ESL Teachers’ ICT Knowledge and Attitudes towards ICT at the Graduate Level

This empirical study aimed to investigate Pakistani ESL teachers' knowledge and their attitudes towards information and communication technology (ICT) integration in language classes. This study was descriptive and exploratory in nature. Mixed method of research was used to guarantee triangulation, including questionnaire and a semi-structured, face-to-face interview. Cronbach’s alpha (?) was implemented to check the reliability of the questionnaire, and a pilot study was conducted to evaluate the validity of the research questions. The teachers who have been teaching Graduate-level courses were included as the population of research. Data analyzed through SPSS indicated that 78.3% teachers were more comfortable with ICT as compared to traditional teaching methods. According to 71.7% of them, ICT works like a catalyst and speeds up the teaching learning process (TLP) and enhance learners’ level of interest. Their knowledge of technology, however, directly correlates with their positive attitudes towards ICT integration as 56.7% of the participants know internet browsing. Moreover, study suggests that knowledge is a crucial factor effecting ESL teachers’ attitude towards ICT use. Subsequently, they should be given training to promote learning through digital system (LDS).

CHALLENGES MITIGATING AGAINST EFFECTIVE ADOPTION AND USAGE OF E-LEARNING IN CURRICULUM DELIVERY IN SOUTH AFRICAN UNIVERSITIES

The advent of the Fourth Industrial Revolution has brought about a significant transformation in the global education system. The incorporation and usage of diverse educational technologies facilitate the acquisition of knowledge in a tangible, effortless, and enjoyable manner, concurrently stimulating students' motivation to engage in the learning process. The advent of the COVID-19 pandemic has brought to light the importance of Information and Communication Technology (ICT) in the realm of education. The objective of this study is to investigate the implementation of e-learning in the context of higher education in South Africa, with a focus on challenges against effective adoption and usage of e-Learning in curriculum delivery. The significance of e-learning in revolutionising pedagogy through the usage of diverse learning technologies and online platforms for instruction, learning, and evaluation is undeniable. However, several obstacles have impeded the efficient integration of ICT in South African Higher Education Institutions. The research employed a systematic literature review methodology, drawing from diverse sources. Diverse educational institutions have reportedly encountered distinct obstacles in their efforts to successfully incorporate information and communication technology (ICT) into their instructional methodologies. The challenges that impede the efficiency of learning technologies include insufficient ICT resources, inadequate ICT skills, and power outages, among others. Consequently, the research suggests implementing tactics to improve the usage of information and communication technology (ICT) for electronic learning (e-learning) in academic establishments, in order to tackle the obstacles.

Exploring the benefits of information and communication technologies (ICT) and gamification in strengthening reading skills: a systematic review

The aim of this study is to explore the potential benefits of utilizing Information and Communication Technologies (ICT) and gamification strategies to enhance the reading skills of students. The research employs a systematic review approach based on the adapted methodology of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Relevant literature on ICT, gamification, and literacy skills published from 2013 to 2023 was identified from various databases including Dialnet, Scielo, Redalyc, Latindex, and Jurn. The findings suggest that gamification methods have the potential to increase interest in reading, and the use of ICT mediums such as e-books and reading apps can offer valuable opportunities for student engagement in reading activities. However, the study also underscores the challenges of implementing ICT, including ensuring equitable access to technology and the establishment of guidelines that balance screen time with other activities. In conclusion, the research posits that the integration of ICT and gamification strategies into approaches aimed at improving literacy skills and fostering reading motivation among children and young adults holds promising potential.

Correlational Analysis of Information and Communication Technologies’ Integration in Direct and Distance Teaching

This study focuses on the correlations that exist between many items linked to the use and integration of Information and communication technologies (ICTs), through a survey based on the collection of data from questionnaires distributed to qualifying secondary school teachers (N = 102) in the Casablanca-Settat region, Morocco. In this study we will ask questions, and try to get some answers during the correlational analysis of the collected data, through a questionnaire, such as: Are the age and gender directly linked to the integration of ICTs by teachers? And many other questions.
 A Spearman product-moment correlation coefficient was conducted to evaluate the null hypothesis that says that there is no relationship between the selected items, such as: teacher’s gender, teachers’ ages, Information and communication technologies mastery, university degree and many others). Preliminary analysis showed that there a correlation between age and Information and communication technologies mastery, and there was a significant evidence to conduct that there was a negative association between age and Information and communication technologies mastery r(102) = -.57,p=.01. The results also showed that males master Information and communication technologies well, there for there is a correlation between gender and Information and communication technologies mastery r(101) = .56,p=.02. A strong correlation between university degree and Information and communication technologies mastery r(98) = .58 ,p=.01, and others included in this research.

A Study on EFL Teacher Strategies in Utilizing ICT for Regional Public Highschool of Indonesia

This mixed-methods study investigates the strategies employed by EFL teachers in integrating Information and Communication Technology (ICT) into their teaching practices within a regional public high school in Indonesia. By employing a combination of qualitative and quantitative data collection methods, the study draws upon a sample of teachers' perspectives via structured interviews and questionnaire responses. The English teachers of SMA Negeri 1 Maros were involved as the subject of the Research. The findings reveal that teachers utilize a range of ICT tools, such as LCD/LED projectors, PowerPoint presentations, audio-visual technologies, and radio broadcasts, with the primary aim of enhancing teaching efficacy and student engagement. The data suggests that the use of ICT significantly influences student comprehension and learning outcomes, with pupils demonstrating an accelerated understanding of material when taught via ICT-based methodologies. Therefore, the study provides valuable insights into the role of ICT in English language teaching in Indonesia, particularly shedding light on teachers' ICT utilization strategies and the impacts on student learning outcomes. These findings may inform future policy and practice in education, potentially guiding initiatives for ICT integration in the wider context of language education.

ICT INTEGRATION IN SCIENCE,TECHNOLOGY,AND SOCIETY (STS) COURSE

This research study explored information and communication technology (ICT) integration of STS teachers in three higher education institutions. The study utilized a descriptive research design. It uses purposive sampling (N=10) in administering the survey questionnaire to Science, Technology and Society (STS) teachers who voluntarily participated from three state universities in region 8. Results revealed that STS teachers consider ICT integration as highly important in their STS classes and a moderate support of the administration regarding ICT implementation in the universities. Further, STS teachers utilize ICT resources, particularly word processing and PowerPoint software in-class instruction. The results of this study indicate that teachers in higher institutions consider ICT integration as highly important in delivering instruction and providing quality education. To attain successful and sustainable implementation, support from the administration is likewise necessary. It is therefore, recommended to have a comprehensive and integrated ICT framework of the university. KEYWORDS: communication technology, e-learning, implementation, ICT-based instruction, science education

Online Feedback in Interactive Blogging: Cultivating Students’ Writing Performance and Learning Engagement

Integrating Information and Communication Technologies (ICT) into language learning has shifted how English classes are administered. The shift in teaching instruction from pen and paper-based activities to online-based approaches has led to interactive blogging to make the classes more authentic, motivating, and communicative. Thus, this paper mainly examines two significant issues: 1) how interactive blogging benefited the writing class when online feedback took place and 2) how the EFL students actively participated in the interactive blogging atmospheres. This study employed school-based action research involving 30 students majoring in the English Language Program of a university in Malang, Indonesia, who actively participated in the study. The data were taken from interviews, open-ended questionnaires, and writing tests. The findings revealed that online feedback in interactive blogging increases students’ writing performance covering CAF (complexity, accuracy, and fluency), and it enables students to interact more frequently with their teacher and classmates inside and outside the classroom. This indicates that teachers must empower students with technologies and more student-student and student-teacher interactions in writing classes. However, it is not as easy as paper and pen-based writing activities when giving and understanding online feedback.

A study on the readiness and attitudes of Sri Lankan Tamil medium teachers towards the use of ICT in teaching and learning

Information and communication technology (ICT) in education refers to the utilization of information and communications technology to support, enhance, and optimize the delivery of information within the educational field. As the global landscape continues to expand, the significance of incorporating ICT in education has grown exponentially. It is crucial for teachers to possess the ability to employ ICT effectively in order to integrate their students' learning experiences and adequately prepare them for the challenges they will face in the future. While the integration of ICT in education offers benefits such as the creation of effective lessons, classroom management, and improved stakeholder communication, its successful implementation hinges upon teachers' possession of the requisite skills, knowledge, and willingness. The objective of this study is to evaluate the attitudes and preparedness of Tamil medium teachers in Sri Lanka with regard to their utilization of ICT in teaching and learning. Various previous studies have examined the use of ICT in education, encompassing investigations into teachers' attitudes and integration of ICT, training in International Computer Driving License (ICDL), and factors that influence teachers' adoption of ICT. However, this study focuses specifically on the readiness of Tamil medium teachers in Sri Lanka, an area that has yet to be thoroughly explored in previous research. A survey was conducted among 400 teachers, revealing that the majority exhibited a positive outlook toward the adoption of ICT and displayed a willingness to incorporate it into their teaching and learning processes. Nevertheless, teachers encountered difficulties when attempting to integrate ICT due to the economic crisis prevailing in the country. Consequently, it is imperative for the government and pertinent authorities to ensure the accessibility of affordable ICT equipment for both teachers and students. This study emphasizes the significance of assessing teachers' readiness and attitudes toward the implementation of ICT in their teaching and learning practices in order to ensure its successful integration.

The Perception of Teachers on Integration of Information and Communication Technology (ICT) Into Mathematics Teaching and Learning

Integration of Technology in the teaching and learning process has gained recent attention, most especially whether it favors less endowed countries like Ghana. The purpose of the study was to find teachers' perceptions of the integration of ICT into Mathematics teaching and learning in Ghanaian Senior High Schools and discover the potential barriers hindering effective ICT integration. The population comprised all teachers in the Greater Accra Region. A simple random sampling was used to select the teachers. Two public mixed and one private mixed school from the Ga South Municipality were purposefully selected. A total of twenty-five (25) teachers and sixty (60) students were selected from the three schools. The research design for the study was a mixed method research design. Questionnaires were administered personally to the teacher. The findings revealed that 95.8% of the teachers have not been using computers in their classroom instruction even though they have access to computers in their schools. It was also discovered that 83.3% of the schools do not have specialized software for teaching Mathematics installed on the computers in their laboratories. It is therefore recommended that specialized software for teaching and learning Mathematics be installed on the computers in the various Senior High Schools laboratories to enable the mathematics teachers in the SHS to have access to them and use them in their teaching.

Language teachers’ ICT up-take in a single university in the developing country Kazakhstan

This article reports on the findings of what we consider to be the first study of its sort on the use of ICT (information and communication technology) in English, Russian, and Kazakh language teachers in a single university in Kazakhstan. Participants include 111 (English, Russian, Kazakh) instructors from three departments. The study’s goal was to look at these language teachers’ ICT use and the elements that influence their use of ICT as a teaching tool. The following study issues were addressed using questionnaires and follow-up semi-structured interviews: What is the present state of information and communication technology (ICT) use among a group of language teachers in a single university in Kazakhstan? What ICT skills do language teachers have, and what training is available? What are factors that encourage/discourage the use of ICT in their teaching and learning? Findings support the idea that most teachers have owned their own computers to be used in the class and most teachers in the study had adequate skills. However, computer use is mainly limited to PowerPoint presentations but there are patterns of creative ICT use. Positive factors affecting ICT use include willingness to ICT use in teaching and the benefits to both teachers and learners, while negative factors include inadequate professional support, poor training, and the need for a more holistic approach to ICT integration. The conclusions are that ICT is acknowledged as essential and advantageous to language learners as well as teachers from a teaching perspective and that teachers require additional training: to provide training opportunities at the institutional level to support their ICT use and to help language teachers better understand the pedagogy of technology use and incorporate ICT into their instruction. The authors propose that this type of support might be offered through professional development activities that are tailored to the context of language teaching and learning.

Teaching Information and Communication Technology (ICT) in Zimbabwean Polytechnical Colleges: Success and Challenges

The aim was to investigate the success and challenges of Information Communication Technology (ICT) in Zimbabwean Polytechnics. The study was guided by the objectives that included assessing the success in common computing skills levels among the staff and students, investigating levels of usage of ICT skills adoption and integration between students and staff, and to investigate the challenges in ICT skills adoption and integration between staff and students. Relevant literature was covered in chapter two. The literature was presented by referring to different researchers that wrote on challenges of ICT adoption and integration in the form of constructive argument by the aid of authors in support and those against. The research adopted interprevist research philosophy he target population of the study constituted 220 employees of the polytechnics and was reduced to 140 making use of sample size determination model by Krejice and Morgan. Operating systems, word processing, spreadsheets, presentation software, and use of the internet were the common computing skills level among the staff and students. Frequency use of ICT tools in teaching and learning, frequency use of computers and the Internet for teaching and learning purposes, mandatory use of computers for teaching and learning, students being conversant with the use of ICT tools, and having a college budget to support ICT skills development determined the levels of usage of ICT skills adoption and integration between students and staff. The challenges in ICT skills adoption and integration between staff and students were lack of funding from the government and stakeholders, improper ICT infrastructure, expensive hardware and software costs and lack of skills and expert knowledge. The recommendations of the study were that the institutions should upgrade their ICT infrastructure and resources in order to maintain the success in computing skills level of staff and students, come up with short computer courses with diverse computer packages to enhance the level of ICT skills usage of staff and students and identify critical needs in the community and come up with potential projects to sustain themselves and build a reliable ICT infrastructure.

Integrating Task-Based Learning and ICT in Reading and Writing Classes in Hybrid Setting

Several ICT tools are chosen as media in reading and writing courses, such as socrative for practicing and testing vocabulary, google form for practicing and evaluating reading ability, and writeabout for practicing students' writing skills based on given topics. The study analyze classroom practices of a reading and writing course in hybrid setting which integrated Task-Based Learning (TBL) and Information and Communication Technologies (ICT). It is a case study with quantitative approach. This project was done in 6 classes of reading and writing course consisted of 159 students in total. The data was gathered through classroom observation, pre-, and post-test scores analysis, and questionnaire analysis about students' feedback. The pre-and post-test scores were analyzed using descriptive statistical analysis, paired sample t-test, and changing level analysis.The findings indicated that teachers integrated TBL and various ICT tools to accomplish the course description and objectives. The result of those three data analyses described significant improvement in students' learning outcomes. The course received positive responses from the students with a 4.02 out of 5 (good level). The integration of TBL and ICT in a reading and writing course is considerable in enhancing students' achievement and enjoyment in hybrid setting. This study provided benefit from insight into the knowledge and practice for reading and writing lecturers to integrate TBL and ICT in their instruction particularly in hybrid context.

ICT as a Didactic Tool to Facilitate the Learning Process in the Subject of Mathematics in Combined Classes

Information and Communication Technologies (ICT) has become a common entity in all aspects of life. The use of ICT has fundamentally changed the practices and procedures of almost all forms of endeavor within the learning process. The use of ICT in education lends itself to more learner-centered learning environments, and this often creates some convenience for teachers and students. On the other hand, with the small number of students, schools are facing the merging of several classes led by one teacher. A combined classroom is when students from more than one grade level learn from the same teacher, in the same classroom. Therefore, this study aims to explore the process of integrating ICT into teaching and learning practices in combined classrooms in the subject of mathematics. The study is a qualitative study that focuses on a case of elementary and lower secondary school "River Heroes" in the Republic of Kosovo. In this study, the descriptive survey method was chosen to evaluate teachers' experiences in the integration of ICT in the teaching and learning process in combined classes. The total number of participants in this study was 9 primary school teachers of this school. This particular study used interviews to collect qualitative data. The results of the study show that the use of technology in teaching can be a powerful tool to help students develop their mathematical skills, especially in schools with mixed classes. The results of this study can help the Ministry of Education, Science, and Technology, Municipal Directorates of Education, school teachers and principals, as well as other interested bodies to design intervention and rehabilitative measures related to the integration of ICT in teaching and learning, especially in combined classes.

Meaningful ICT integration into deprived rural communities’ multigrade classrooms

An innovation project’s key features for meaningful information and communication technologies (ICT) integration into multigrade classrooms of non-internet access and deprived rural communities are explored. Although the project implementation achievement differed in each school, the article focuses on the concurrent conditions that enabled ICT integration in some cases. The research evidence stems from open structured interviews in six multigrade primary schools and two regional workshops, and one selected lesson’s focused ethnography. Considering a wide-ranging ICT integration impediment review, it stands out the value of the Project’s lesson planning model that, in turn, has features suited to traditional student autonomy rooted in Mexican rural schools. The conclusion is that the synergy occurred amongst a minimum of equipment and digital resources, a planning model highlighting academic subject links, learning activities based on multi-modal resources, and the tradition of student autonomy. Even though the Project’s digital technologies are not cutting-edge, their innovative adaptation to multigrade schools in deprived communities is a pressing necessity in many countries.

Challenges in Teaching Science and its Transition to Post-Pandemic Education

The COVID-19 pandemic has had a significant impact on the education sector globally, with over one billion students being held out of school as a result of quarantine measures. In response, education systems had to quickly shift to online learning to ensure that students could continue their education. The sudden shift to online learning has resulted in educators having to adapt to the use of technology in education rapidly. The COVID-19 pandemic has highlighted the importance of digital literacy for educators and the need for ongoing training in digital skills. The pandemic has served as an example of emerging, more creative methods of teaching methods, and technology use in education will continue to evolve. Hybrid learning will be critical to delivering realistic educational experiences, and teachers must adapt to become facilitators instead of teachers. The pandemic experience will affect educators’ attitudes towards integrating information and communication technology (ICT) in education, resulting in a rise in the proportion of people who have a favorable opinion of integrating ICT to education. Ongoing training in digital abilities is necessary to gain a viable education. This paper highlights the need for educators to embrace digital literacy and adapt to emerging technologies to provide a quality education in the post-vaccine world.

Information and Communication Technology in Lifelong Learning: Opportunities for People with Disabilities

People with disabilities are underrepresented in adult education programmes that integrate information and communication technology (ICT), posing a challenge in adopting the pace of change facilitated by technological advancement. The increased use of ICT in facilitating lifelong learning presents challenges for training and retraining people with disabilities in the sense that, they are denied access to ICT. This study employed constructivism and communities of practice theories to investigate innovation in how ICT can be used to create lifelong learning opportunities for people with visual and hearing disabilities. The study involved 30 people with disabilities enrolled in ICT skills training classes at the Open University of Tanzania. Data were collected through interviews. The findings suggest that people with disabilities can learn the use of ICT if involved in collaborative action research. It was also found that enhancing ICT skills training for people with disabilities faced physical, fiscal, and human resources challenges. The study recommends increased funding for ICT skills training for people with disabilities to enhance their participation in lifelong learning.

Effects of ICT Integration in Teaching Using Learning Activities

Progress in schooling using competence-based teaching for students is a priority in setting up a quality-centered educational process. Thus, using ICT tools as teaching–learning techniques represents an important objective in reaching scholastic performance and the capacity to offer students various experiences in teaching. Starting with an analysis of research on integrating ICT tools in the educational environment, this study is aimed at presenting teaching opportunities for all students, seeing education through the lens of those instruments specific to a secondary school level, referencing the subject of geography. The applied research design includes mixed methods applied to a total of 674 students, based on results received before and after a written evaluation, to determine the level of knowledge of the students. The present study evaluates the learning environment in which a successful and practical integration of ICT tools is anticipated in the teaching and learning process, from the perspective of the comparative measurement of the impact on the tests, resulting from the formative assessment. The conducted experiment and the Google Forms questionnaires suggest, through the degree of involvement of all students, how technology can facilitate the teaching–learning process. The results showed that there are statistically significant differences between the experimental and the control group, and that information and communication technologies (ICT) represent an important tool for improving performance and developing participatory skills, having the ability to provide students with positive results.

BAZE UNIVERSITY COMPUTER SCIENCE STUDENTS' PERSPECTIVES ON PEN AND PAPER EXAMS FOR PROGRAMMING, AND DATABASE MANAGEMENT

Information and communication technology (ICT) is becoming common in various industries, including education. Technology enhances teaching and learning. It aids instructors to do their part as pedagogical environment designers. ICT enables teachers to make their lessons engaging and understandable for students at all levels of educational programs. ICT integration in education is a technologically oriented teaching and learning process that is closely related to the usage of ICT as educational instruments in classrooms. Baze University fully utilizes ICT for both teaching and learning. In addition, the students of the Department of computer science at Baze University are been thoroughly exposed to the theoretical and practical applications of programming languages and constructs. Although anecdotal evidence and some published data suggest that paper-based exams are still frequently utilized in introductory computer programming and design courses, students frequently express a preference for computer-based exams. At Baze University, students are been examined using the pen-and-paper examination method throughout their study. The research approach was centered on a quantitative research methodology, utilizing focus group sessions for data collection to acquire data from 200 – 300 level students. The purpose of the research is to determine the satisfactory level of students that are been assessed using pen-and-paper exam methods for programming, database, and system design courses at Baze University. The findings of the research show that Baze University students would generally prefer a computer-based exam approach for programming, and database management courses.

Primary Teachers’ Challenges in Implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the Post-Pandemic Era in Uganda

Information and communication, technology (ICT) has become a necessary tool in education post-COVID-19 pandemic. However, integrating ICT into teaching and learning has been a daunting challenge in many developing countries, such as Uganda. This qualitative case study investigated the challenges that primary school teachers face in implementing ICT in teaching science, technology, engineering, and mathematics (STEM) subjects in Uganda. The study found various challenges divided into three categories: infrastructure and internet connectivity; individual factors and administrative support; and curriculum and learner support materials. A significant obstacle was the lack of computer access, internet connectivity, and ICT textbooks. Additionally, teachers lacked the ICT skills necessary to integrate technology into their teaching methods, and administrative support was insufficient. The identified challenges in this study will require a multi-pronged approach that includes increasing investment in infrastructure, providing training and support to teachers, and developing relevant and appropriate ICT curriculum materials. In conclusion, this study highlights the challenges that primary school teachers face in implementing ICT in teaching STEM subjects in Uganda. By addressing the identified challenges, policymakers and stakeholders can take steps towards improving ICT integration in primary school education and bridging the digital divide in Uganda and other developing countries.