Integration Of ICT In Education Research Articles

Aligning Preservice Teachers’ Experiences for ICT Integration in Education in the School of Education at the University of Technology in South Africa

The poor correlation between fieldwork and the preservice teachers' coursework for technology integration has been observed since the introduction of technology as a teaching and learning tool in education. The quantity and quality of the preservice technological experiences as part of the teacher education program have a significant impact on how new teachers use technology. This paper highlights how the educational programs and the fieldwork experiences of the preservice teachers should be aligned to integrate technology in teaching and learning. To gain insight into the current practices in the School of Education at the University of Technology in South Africa, the embedded mixed method approach, was utilised. For quantitative data, a TPACK questionnaire was distributed to 480 preservice teachers. Observation, interviews, an open-ended questionnaire and document analysis were employed for qualitative data. To analyse quantitative and qualitative data, the Statistical Package for Social Sciences (SPSS) and Atlas.ti were employed, respectively. The findings revealed a lack of synergy between the preservice teachers’ coursework and the fieldwork for technology integration in education. It was recommended that for the preservice teachers to thrive in integrating technology in teaching practicals and in their future workplaces, the School of Education should ensure the development of programs that involve coursework and fieldwork in the school context.

School Heads’ Perceptions on ICT Integration in Teaching and Learning in Rural Primary Schools in Buhera South District Zimbabwe

School Heads’ Perceptions on ICT Integration in Teaching and Learning in Rural Primary Schools in Buhera South District Zimbabwe

Individual Consideration Practices of Principals on Teachers Integrating Information Communication Technology in Public Secondary Schools in Kenya

Leadership behavior is one of the issues that has received a lot of attention internationally, particularly the personal considerations of a transformative leader. A teacher’s confidence grows under the supervision of a good leader who can handle particular requirements, including a lack of ICT competency and the availability of additional technologies. This study sought to determine the extent to which Principals’ individual considerations practices influence teachers’ adoption of technology in classroom instruction. The present inquiry adopted a mixed method approach built on an explanatory sequential design. Data was collected from 62 principals and 186 teachers using interviews and questionnaires. from public secondary schools in Kakamega county Expert judgment was used to validate the instrument, obtaining a Cronbach coefficient Alpha index of 0.75, while the test-retest method was used to determine the reliability of the research instruments. Quantitative data were analyzed using frequencies, percentages, and Pearson correlations. In contrast, qualitative data were examined by grouping common themes and characterizing participants’ ideas and viewpoints. The findings revealed a significant relationship between principals’ individual consideration and the integration of ICT in teaching and learning (r (108) = 0.584, p<0.001) meaning encouraging the practice of individual consideration would increase use of ICT in Instructions. This paper recommends that principals must prioritize the unique demands of teachers. This will inspire and instill trust in teachers on the utilization of technology.

The Use and Challenges of ICT in Primary Schools: A Study of Selected Primary Schools in Ilala, Tanzania.

The advancement of science and technology has led to profound changes in human life. The educational system, in particular, has greatly benefited from global progress, especially with the introduction of ICT. Today, teachers and students enjoy convenient access to vast information and resources through various technological tools like computers, tablets, smartphones, projectors, and online platforms. These developments have created opportunities for interactive and personalized learning experiences. In Tanzania, like other countries, ICT has been integrated into the education system. This study aimed to explore teachers’ knowledge and understanding of ICT utilization and its integration in classrooms and the challenges encountered during implementation Deliberating to the objectives of this research, the design of this study is descriptive quantitative research using questionnaires to gather insights. The findings indicate that; teachers possess a certain level of ICT proficiency, enabling them to incorporate it into both their classrooms and daily lives. However, obstacles such as inadequate availability of ICT devices, unreliable internet connectivity, insufficient technical support, and a lack of professional training programs were identified as hindrances to the process. Based on these findings, the study provides recommendations for individuals, school administrators, and the government to ensure the successful integration of ICT in education.

Enhancing teachers’ digital skills in teaching of economics in south african secondary schools

The ICT integration in teaching and learning of economics survey indicates that it is only in seven countries that 40 % to 50 % of learners in grades four to twelve were taught by digitally skilful teachers who had minimum access to ICT, with very minimal difficulties to use ICT tools in schools, (EU-LLP, 2020). This contributes largely to learners’ lower academic performance and hinders the effective teaching of economics in South African schools and thus forfeits the objectives of ICT usage in teaching and learning. Little is known about how teachers’ ICT skill deficiency can be addressed. In closing this knowledge gap, we investigated how can teachers’ digital skills be enhanced and how the Economics CAPS document can be amended to guide teachers towards a successful ICT integration. Guided by an interpretive paradigm, this qualitative study employed a case study design. Four schools were purposively sampled, document reviews and semi-structured interviews were used for data collection. We found professional learning communities, continuous professional development and the introduction of ICT champions as contrivances in enhancing teachers’ digital skills. CAPS was reported imperceptible on how teachers can resourcefully utilise ICTs, thus restructuring, such that direct video conferencing links, and Moodle be incorporated to support teachers becoming techno-savvy and self-motivated individuals who innovative facilitators of ICT mediated lessons were recommended. Furthermore, policymakers, department and government should outsource funding to ensure that equipment needed for ICT integration is available and consider ongoing training for economics teachers which has implications for addressing worldwide ICT learning challenges.

Research trends on ICT integration in Education: A bibliometric analysis

Research trends on ICT integration in Education: A bibliometric analysis

Assessment of The Integration of ICT in Teaching and Learning in Tertiary Institutions in Imo State, Nigeria, in The Era of Insecurity

The study investigated the assessment of the integration of ICT in teaching and learning in tertiary institutions in Imo state in the era of insecurity. Two research objectives, two research questions and one research hypothesis guided the study. The population of the study consisted of all the 2,722 lecturers in the seven tertiary institutions in Imo State, Nigeria. Random sampling technique was used to select 100 lecturers each from four out of the seven tertiary institutions. The instrument for data collection was a self –developed 10-item questionnaire entitled: Questionnaire for integration of ICT (QIICT). Test retest method was used to ensure the reliability of the instrument. A reliability coefficient of 0.8 was determined for the instrument using the Pearson's Product Moment Correlation. Mean was used to answer the research questions while ANOVA was used to test the hypothesis. The study found out that the extent of integration of ICT facilities for teaching and learning by lecturers in tertiary institutions in Imo State is still low even in this era of insecurity where it is necessary for lecturers interact with the students while they are at home. It also found out that the extent of application of ICT facilities did differ significantly among the institutions and that factors such as epileptic power supply and lack of ICT facilities are among the factors that militate against the application of ICT facilities by lecturers.

Challenges and Coping Strategies of Intermediate Teachers in Handling Generation Z Learners

The learners as of the present are called Generation Z learners. This study aimed to come up with the common challenges and coping strategies of teachers in handling Generation Z learners in the intermediate level. The study was conducted during the school year 2019-2020. The participants were the intermediate teachers in District 10 of Ozamiz City Division. This study employed a phenomenological qualitative research design. The focus of this study was to gather the common challenges and coping strategies of teachers based on their experiences. The responses were analyzed through the use of thematic analysis. It was found out that the challenges commonly met by the intermediate teachers were learners’ difficult behaviors, negative impact of technology/inappropriate use of technology and poor academic performance. The study also revealed that the coping strategies of the teachers were ICT integration in teaching, imposing friendly classroom discipline, parent-teacher partnership, and enhancing teachers’ ICT literacy. This study suggested that in planning teachers’ training programs, administrators of the Department of Education should also include topics that focuses on how to cope up teachers’ challenges met in their classrooms. Topics may involve handling Generation Z learners and developing necessary skills in innovative teaching.

Teachers’ Self-Efficacy and Attitudes towards the Use of Information Technology in Classrooms

This research aims to measure the level of integration of ICT in teaching, learning, and assessment practices during the COVID-19 pandemic. We propose measuring teachers’ attitude, self-efficacy, and skills in using technology because the quality of education during the pandemic was influenced by these factors. An online questionnaire was distributed amongst 189 teachers from all levels of education, from kindergarten to high school, and the sample was described using the means, distribution, and number of years of experience in education. The statistical analyses employed for the quantitative data included correlational study and mediation analysis. We found a correlation between gender, environment, barrier level and teachers’ attitude, self-efficacy, and skills. Also, the teachers’ attitude mediates the association between ICT skills and ICT integration in the educational process. The results reveal high positive scores in terms of ICT integration in teaching practices, teachers’ attitude, self-efficacy, and ICT skills. The novelty of this research is that this is the first time a questionnaire based on attitude, self-efficacy, ICT skills, and ICT integration in the classroom has been applied in the northern Moldavian region of Romania, and the results underline the educational implications for in-service teacher training.

School Administration Related Factors that Influence Access to and use of ICT in Special Schools of Learners with Visual Impairment

The infusion of Information communication technology into teaching and learning in schools is growing by day. Information Communication Technology is now a reliable source of knowledge for transforming and reforming education. However, the school administrators’ personal beliefs and theoriesabout integration of ICT in teaching and learning are widely considered to play a central role in the implementation of the newtechnologies in schools. Therefore, given the role the head teachersplay, there is need to investigate their influence in the access to anduse of ICT in special schools of learners with visual impairments.The findings are significant for it would help policy makers to understand the role of school administration in the implementation of ICT in special schools with learners with visualimpairments. The objective of the study was to establish school administration factors that influence access to and use of ICT in special schools for leaners with visual impairments in Kenya. The study adopted descriptive survey design. The study targeted sevenpublic special primary schoolsforleaners with visual impairments with a population of 1667, 161 teachers, seven head teachers, sevencomputer teachers and seven ministry of education officers. The study sampled three schools situated in different counties in the country; Kiambu county, Meru county and Mombasa county. Judgmental sampling technique, stratified random sampling and simple random sampling were used to draw the samples. The samples consisted of three primary schools for leaners with visualimpairment, 168 learners, 18 class teachers, 3 computer teachers, three head teachers and three Ministry If Education officials in the counties where the schools are situated. Data collection instruments were questionnaires, interview schedules and observation schedules. Content validity was determined by seeking expert review. The Cronbach Alpha formula was used to compute the reliability of the instruments. A reliability co efficient of 0.72 was used to judge the reliability of the instruments. The data collected was analyzed using descriptive statistics. The study found that head teachers are willing to support the learners with visual impairment to access and use ICT in the schools. However, there are hindering factors such as unstable internet connection, low teachers’ capacity to use ICT, lack of enough time allocated toICT learning, some of the head teachers had little knowledge on how to get adapted ICTs for learners with visual impairment andfinally, there was no mechanism or model for accessibility of the ICT and other assistive resources for learners with visual impairments in the schools. The study recommended that the government through the ministry of education to train head teachers and teachers on the use of ICT suitable for learners withvisual impairments in schools and ensure their functionality and availability. There is also need for a model for access of ICT and provision of the learning support for the learners with visual impairments in the special primary schools in Kenya.

Mathematics Teachers’ Levels of ICT Expertise and Use and Their Beliefs about ICT Integration and Students’ Problem-Solving Skills

This study aimed to determine the relationship between the secondary Mathematics teachers’ level of ICT expertise, level of ICT use and students’ problem-solving skills. It employed two data collection tools: the Mathematics Teachers' Survey Questionnaire (MTSQ) and the Mathematics Assessment on Problem Solving (MAPS). The samples encompassed 40 Grade 7 Mathematics teachers and 2,439 Grade 7 students from three school divisions in Ilocos Norte, Philippines. The results demonstrated that teachers are highly competent in basic ICT skills and applications, and they have positive beliefs about the use of ICT in teaching. However, because preparing ICT-enriched instruction takes more time, they only use ICT in teaching once or twice a week on average. According to the study's findings, teachers who are younger and have attended more ICT-related training are better equipped with ICT skills, use ICT in classroom instruction more frequently, and have a better disposition towards ICT integration in teaching. The study further discovered that when teachers believe they have a high level of ICT expertise, they are more likely to use ICT in their classrooms. Similarly, when teachers are more knowledgeable about using ICT, they are more inclined to support ICT integration in the classroom. Notably, the study reveals that students' problem-solving skills are significantly related to teachers' level of expertise, level of ICT use, and their beliefs about ICT integration.

Constraints Hindering ICT Integration in Ethiopian Public Secondary Schools: A Literature Review

This study's main objective is to identify the constraint hindering ICT integration in education. The study's results demonstrate that Integration of ICT is still in its infant stages due to a lack of infrastructure, insufficient funds, lack of technical and administrative support, lack of time, teachers' knowledge, abilities, and use of technology are lacking. Those challenges are distinguished as teachers-related challenges, students-related challenges, resource-related challenges and administrative-related challenges. The implication is that ICT integration is not The implication is that using ICT integration to improve learning and teaching is not happening in accordance with the national ICT policy strategy thus to reap the greatest benefit from ICT integration all concerned bodies, actors at all levels should pay special attention to ICT integration practices in the study area from the higher-level ministry of education to the lower level woreda education office and schools. finally, it is suggested that in the future a countrywide study involving all other variables and private secondary schools not considered in this study, should be conducted.

Gender Influence of College Tutors Perception of ICT Integration in Teaching and Learning in Volta Region of Ghana

Purpose: One of the key areas of research in education has been the gender variations in academic performance. This seems to be reflecting among teachers well, particularly because it may reveal potential gaps and inequalities in particular areas. While these disparities have mostly been studied in traditional fields like math, reading, and science, the body of experimental research on ICT literacy is far smaller yet is rife with interesting results. This study investigated the sex influence on Colleges of Education (CoEs) tutors’ perception of ICT integration in teaching in Volta region of Ghana.
 Methodology: The study employed a cross-sectional analytic survey design with 121 participants. The Tutor ICT Integration Perception (TIIP) questionnaire which consists of 12 items was used to elicit information from selected tutors. Data collected was analysed using a median and Mann- Whitney U sample t – test. Three variables of tutor ICT integration perception were considered; tutor competence, improve tutors’ teaching and student learning and no effect on lesson delivery in relation to sex influence.
 Findings: The result showed that majority of the tutors disagreed with most of the statements and there was no significant sex difference influence on tutor perception. It is concluded that integration or no integration of ICT in the classrooms should be anticipated from all tutors irrespective of their gender.
 Unique Contribution to Theory, Policy and Practice: The unique contribution of tutors' perception of ICT integration in teaching and learning is that it provides valuable insights into how technology is being used in the classroom and the effectiveness of its integration. By understanding tutors' perceptions of ICT integration, educators and policymakers can make informed decisions about how to use technology effectively in the classroom, ultimately improving the quality of education for students.

Computer self-efficacy and ICT integration in education: Structural relationship and mediating effects.

Students become more actively involved in their studies when teachers integrate ICT into their lessons. Since computer self-efficacy is positively related to the integration of technology in education, improving pre-service teachers' computer self-efficacy could increase their intention to use technology. The present study explores the association between computer self-efficacy (basic technology skills, advanced technology skills, and technology for pedagogy) and pre-service teachers' intentions to use technology (traditional use of technology and constructivist use of technology). Data collected from 267 Bahrain Teachers College students were used to validate the questionnaires using confirmatory factor analysis. The Structural equation modeling approach was used to explore the hypothesized relationships. Mediation analysis was also performed, and the results indicated that basic technology skills and advanced technology skills mediated the relationship between technology for pedagogy and the traditional use of technology. Advanced technology skills did not mediate the relationship between technology for pedagogy and constructivist use of technology.

Integration of Information Communication Technology Instructional Resources on Students’ Motivation and Achievement in Chemistry Practical in Secondary Schools in Kenya

Purpose: The main aim of this study was to determine the types of ICT instructional resources integrated and the level of motivation and achievement in learning of chemistry practical in secondary schools.
 Methodology: The study was conducted through descriptive survey design. The target population for this study were the teachers of chemistry, form three students and the heads of the institutions who were key informants. The schools were selected using stratified random sampling to ensure that there was equal representation of the region. The teachers of chemistry and ICT assistants were selected using simple random sampling technique while purposive sampling was used to select the heads of institutions. The learners were selected using simple random sampling. In the mixed secondary schools, stratified sampling technique was used to ensure gender equality. A sample is a smaller group selected from the target population; 34 teachers of chemistry were used in this study, 14 ICT assistants were used and 282 form three students in Bungoma County. This study used questionnaires as the main tool for collecting data. Work sheet was availed to the students for the experimental research; the work sheet contained simple questions in chemistry practical. The data collected was analyzed through descriptive and inferential analysis and the results were presented in tables and figures.
 Findings: The findings showed that majority of the schools that participated in the study have integrated ICT in teaching and learning of chemistry practical. The computers were available in the sampled schools and were accessible by teachers and form three students for integration in teaching of chemistry. The smart phones were also available but only teachers accessed these smart phones. The smart phones had the appropriate content that could be integrated in teaching chemistry practical. The media platform available in the smart phones could also allow teachers to project the content by use of overhead projectors and allow learners to view simulations and virtual chemical processes. Very few schools lacked the necessary infrastructure to handle ICT integration in teaching and learning of chemistry such as electrical installation and other fittings that could enable the projection of the content. There was no school in the study area that had the smart board which could allow teachers and learners to interact and manipulate the content to suit the needs for particular specific classes.
 Unique Contribution to theory, practice and policy: It was concluded that integration of ICT instructional resources could assist learners to perform some experiments in chemistry and provide better opportunities for teachers and students to interact with the content and with each other in the course of teaching and learning chemistry.

The Use of Digital Resources in Teaching during the Pandemic: What Type of Learning Have They Promoted?

The COVID-19 pandemic induced an accelerated transition to digital teaching in all countries. We ask ourselves whether this massive use of digital resources promoted student–centred, dialogical, and multimodal teaching, as shown in some experimental studies, or whether, on the contrary, these resources were used only as a substitute for the teacher’s voice, maintaining content-centred teaching. We analysed 269 activities carried out during the lockdown by teachers in Spain through the System of Analysis of Teaching Activities. This analysis system considered the resources used and the learning they promoted within activities. In general, the activities were content-centred independently of the resource used. However, in a few cases, activities were student–centred. The greatest systematic difference between the two types of activities was related to who managed these resources. Only when the student managed the digital resources were the activities student-centred. Conversely, when the tasks were content-centred, teachers managed the resources. These results indicate the need to achieve proven ICT integration in education, which in turn requires a boost in teacher training aimed at both familiarising teachers with the use of digital resources and, above all, promoting a change in teachers’ conceptions about their use.

A Competency-Based Approach to ICT Integration in Teacher Education: Perspectives from Tutors and Teacher-Trainees in Tanzania Mainland

This study aimed to examine implementation of a competency-based approach to ICT integration in Teacher Education in Tanzania. Specifically, the study sought to determine the access to ICT resources, the level of knowledge and skills among tutors and teacher-trainees for integrating ICT in teaching and learning activities and explore the views and opinions on the challenges facing the integration of ICT in Teachers Colleges in Tanzania Mainland. The study adopted mixed methods approach. Data were collected using interviews, focus groups, questionnaire and observation. Questionnaires were administered to 177(128 teacher-trainees and 49 tutors) respondents from two Teacher Training Colleges. Findings indicated that access to ICT resources and availability of training linked to integration of ICT in teaching and learning practices. For effective integration of ICT in teaching and learning there is a need to enhance access to ICT resources, training and re-training programmes more specifically in basic ICT skills and pedagogical integration of ICT and a favourable environment on use of ICT among tutors and the teacher-trainees.

The role of information and communication technologies in Implementing sustainable development strategy of Higher education in Ukraine

This research aims to analyze modern problematicity of examining and evaluating ICT role in implementing sustainable development strategy of higher education in Ukraine. Education for sustainable development is considered as a key instrument to achieve sustainable development goals and must respond to the 21st century challenges and aspirations as well as develop the right values and skills that will lead to sustainable and inclusive growth and peaceful coexistence; as an integral part of quality education, inherent in the lifelong learning concept. It has proved that various technology-based learning resources have become the new favorites of research and educational practice; they revolutionized the field of education. ICT integration in education is considered as having the potential to transform teaching and learning practices; it intensifies both teaching and learning processes, the quality and accessibility of education, learning environment, learning motivation, the scholastic performance; it increases the speed of perception, understanding, and the huge knowledge depth. In the research terms, it has been specified that ICT pose different challenges (lack of technical knowledge, training experience, limited ICT tools, poorer physical health, and increased vulnerability to cyberbullying, suicide, binge drinking, etc.)

Integration of ICT in Teaching and Learning, Teachers Motivation and Skills of Teaching Literature: A Structural Model Equation on Academic Performance

Aims: To investigate the most appropriate model in academic performance using structural equation modeling (SEM) as the basis for the tool's design to analyze the relationship between the integration of ICT in learning and teaching, teacher motivation, and skills in teaching literature.
 Study Design: Descriptive-causal design.
 Place and Duration of Study: The study was conducted among 400 college students from both public and private academic institutions in Regions 11 and 13 during the school year 2021-2022.
 Methodology: The respondents were selected using stratified random sampling. Mean, standard deviation, Pearson product-moment correlation, and multiple regression analysis were used to analyze the collected data.
 Results: Results revealed that the ICT integration in learning and teaching, teacher motivation, and literature teaching skills had the highest means while academic performance was high. The integration of ICT in learning and teaching, teacher motivation, and literature teaching skills had a significant relationship with academic performance. The most appropriate model for academic performance was model 5, with indicators of personal status, study habits, home-related factors, school-related factors, and teacher-related factors.
 Conclusion: The result proved that the knowledge of the integration of ICT in teaching and learning, teacher motivation, and teacher skill in teaching literature are predictors of academic performance.

Planning and Integration of ICT on Teacher Education Professional Development for Enhancing Teaching and Learning of Yoruba Migrated Indigenes of Lagos State in Diaspora

This study examine planning and integration of ICT on teacher’s professional development among yoruba migrated indigene of Lagos State in Diaspora. This study adopted a descriptive correlational research design. A simple and purposive random sampling techniques was adopted to select the sample for this study. Data was collected through a self-designed questionnaire titled” Planning and Integration of ICT on Teachers Education for Professional Development for Migrated Yoruba Indigenes of Lagos State in Diaspora” (PLICTTEPDMYILSD). The instrument was validated through face and content validity and was found reliable at 0.71 coefficients using a test retest reliability method. Data collected for testing the hypothesis at 0.05 level of significance was analyzed using Pearson’s Product-Moment Correlation Coefficient. The results showed a significant relationship between ICT and teaching and learning outcome of Yoruba Migrated Indigene in Diaspora: a significant relationship between Information communication Technology and teaching effectiveness of Yoruba Migrated Indigenes of Lagos State in Diaspora: a significant relationship between teacher and student accessibility to Information Communication Technology and the productivity the Yoruba Migrated Indigene of Lagos State in Diaspora. It was recommended that proper planning and integration of ICT in education among Yoruba Migrated Indigene of Lagos State in Diaspora.