Information And Communication Technology Integration Research Articles

Teaching in Digital Age: College of Education Students and in-Service Teachers’ Confidence in Integrating Information and Communication Technology (ICT) in their Educational Practice

The current study aims to examine college of education students’ and in-service teachers’ confidence in integrating information and communication technology (ICT) into their educational practice. In addition, the study examined the variations in participants’’ confidence in integrating ICT into the educational practice based on a set of variables. The study followed a descriptive research design in which a questionnaire instrument was used to collect data. The questionnaire was developed based on Technology Integration Confidence Scale (TICS). Two hundred thirty-eight Kuwaiti college of education students and 85 in-service teachers completed the questionnaire. The results showed that the confidence level of college of education students and in-service teachers in integrating ICT into their educational practice is ranging between "fairly" to "quite” confident. In addition, in the favor of the students, the findings showed that there were statistically significant differences between the college of education students and in-service teachers in only one dimension out of the five dimensions of TICS which was the technology application dimension. Furthermore, the results showed there were no significant variations in the participants’ confidence in integrating ICT into educational practice based on their demographic variables. A series of recommendations were presented in light of the findings.

Attitudes on ICT Integration among SPAMAST Instructors in the New Normal

The study of attitudes on Information and Communication Technology (ICT) integration in the new normal was conducted at Southern Philippines Agri- Business and Marine and Aquatic School of Technology. Descriptive-research design was employed and a total enumeration of the respondents was used. Data were gathered with the used of adopted survey questionnaire and the data collected were subjected to statistical analysis using percentage, mean and frequency count.
 The result of the analysis revealed that most of the respondents are female. Moreover, the SPAMAST instructors had very high positive attitudes of integrating ICT in teaching. Therefore, they are willing to learn more about effective ICT integration approaches to teaching and learning. With regards to obstacles faced by the teachers, it was revealed that a minimal obstacles faced by the teachers after incorporating it in teaching. The effort when integrating ICT tools in teaching, network connectivity, ICT tools are changing too fast to be up -to date and students lack of ICT skills were the obstacles faced by the teachers in integrating ICT in teaching.

Impacto de las políticas de tecnología educativa en la educación superior: mejoras, retos y perspectivas

The purpose of this research is to evaluate the impact of educational technology policies in the field of higher education, covering both the progress achieved and the challenges faced, as well as future perspectives. In order to carry out this study, a qualitative methodology has been selected based on the analysis of documents related to information and communication technology (ICT) policies and programs in the educational system, as well as on the research of innovative practices of ICT integration in the teaching and learning process. The results obtained show that, although ICTs have had a substantial impact on the transformation of higher education, significant challenges remain, such as the need to promote greater digital inclusion and to design and implement policies and programs more effectively. Regarding future perspectives, the importance of strengthening ICT-related policies and programs, as well as promoting innovative practices for the integration of these technologies in education, in order to achieve inclusive and high-quality education, is emphasized.

Navigating the digital frontier: exploring ICT integration in teaching for enhanced learning experiences

In today’s technologically driven world, Information and Communication Technology (ICT) integration in education has emerged as a transformative force in changing the conventional teaching and learning process. This study aims to examine the impact of Information and Communication Technology (ICT) integration in the teaching process and its influences on learning experiences and utilizes qualitative phenomenological research design. The participants identified via purposive sampling of this study were 20 teachers at San Isidro National High School. The participants were interviewed using semi-structured interview questions that focused on the teaching process and influences on learning experiences of ICT integration in teaching. ICT integration in teaching promotes and fosters a positive impact and enhanced learning experiences. The results suggested that ICT showcases a transformative potential in teaching, enhancing learning experiences and teachers have a significant pedagogical transformation. Also, it plays a vital role in learning essential 21st-century skills. However, challenges related to access to technology are apparent and highlight the need for professional development for teachers and further support, especially in ICT integration in teaching. Therefore, by understanding and leveraging these themes gained from this study teachers, policymakers, and educational institutions seeking to navigate the digital frontier effectively and further related studies may also be conducted.

Information and communication technologies in physical education: Exploring the association between role modeling and digital literacy

Teacher educators should serve as role models in terms of information and communication technologies (ICTs) use to promote digital literacy of future teachers. To analyze the association between role modeling by teacher educators and preservice teachers’ digital literacy and ICT integration intention in their classrooms, 185 physical education (PE) preservice teachers in the German federal state of Baden-Württemberg completed an online questionnaire of self-assessed technological, pedagogical, and content knowledge (TPACK) and ICT integration. The results of regression models revealed a positive association between content knowledge and pedagogical knowledge (PK) and overall intent to integrate ICT into teaching. The results further indicated that the impact of role modeling on preservice teachers varies depending on the chosen ICT. In this paper, we discuss the implications of these findings for higher education in general and for PE in particular.

Factors influencing in-service teachers' technology integration model: Innovative strategies for educational technology.

Technology invention and implementation have resulted in long-term educational progress. This study aimed to identify the innovative strategies in determining the factors influencing in-service teachers' technology integration in China, focusing on the information and communication technology (ICT) integration. The sample consists of 685 in-service teachers. Four factors are found to influence in-service teachers' ICT integration: attitudes, self-efficacy, digital competence, and digital tools use. The results of the study utilizing the PLS-SEM approach demonstrated that all four factors have a substantial impact on in-service teachers' ICT integration and interact with each other. Meanwhile, attitudes, digital competence, and digital tools use have a mediating effect in this research. In addition, the study discussed the effects of gender, age, and teaching experience on influencing factors and ICT integration. This research provided beneficial insights for a successful design of instruction with ICT and contributed to innovative strategies for educational technology.

Weaknesses of ICT integration in the initial teacher education curriculum

The article presents a Portuguese national study on integrating information and communication technologies (ICT) in initial teacher education courses (ITE), which sought to highlight to what extent ICT are presently considered in the training curriculum of future teachers. The study was developed on a documental corpus of 819-course syllabus sheets of 45 master's courses, which were analysed through a methodology supported by content analysis procedures. The results achieved were also put under analysis, considering the European Framework for Educators' Digital Competence (DigCompEdu), and a shy presence of technologies was identified in the analysed curricula. Regarding DigCompEdu, which functions as a common framework to be followed in the European Union, the results show that this is configured as another factor to be remedied in the context of integrating ICT in ITE in Portugal. Among the contributions that this study promotes is the finding of the reduced presence of ICT identified in the context under study, a reality familiar to several countries, which implies in curricular terms, initial teacher training is still ineffective in preparing teachers to meet the needs of today's digital society.

Self-Regulated e-Learning in Pre-Service Teacher Training for Realities of 21st Century Classrooms

Educators and students were unprepared for the suspension of face-to-face (f2f) educational activities due to Covid-19, specifically those less experienced in online teaching and learning. Students and educators were traumatised by the sudden switch to online teaching and learning. As such the transition from f2f to exclusive online learning prompted adjusted pedagogical methods and assumed measures of self-regulated e-learning (SRL). During this period researchers embarked on a longitudinal project in Information and Communication Technologies (ICT) called the 21st Century Project (21CP). The purpose of the study was to explore the SRL behaviours of pre-service teachers in online learning and to understand the extent to which a curriculum for technology integration alongside contextual factors influences SRL. As such our conceptualisation of the SRL framework adds two moderating constructs, these are, context and intervention to the core constructs of SRL. The sample of sixty six (66) students were drawn from a volunteer cohort of 166, 4th year pre-service students. Data were collected through interviews, surveys and online journal entries. The data was analysed qualitatively using narrative methods in which themes were identified and reported. The findings revealed that: the ICT integration curriculum represented a cornerstone for SRL development and shaped students’ SRL behaviours; there were differences in the SRL practices that could be attributed to students’ learning habits and attitudes to the ICT-based interventions. The findings of this study provide an understanding of interrelationships among SRL, context, and the design of an online curriculum. The study made three contributions to policy and practice. Firstly, SRL can be improved by providing activities that include clear guidelines for engagement through guided instructional methodologies. Secondly, the faculty curriculum developers should formulate guidelines to ensure that curricular iterations are developed as blended f2f/online modes to enable a quick and seamless transition for exclusive online use. Finally, course creators can improve student engagement by aligning learning outcomes and related activities with learning events.

Analysis of Policy Frameworks for Integrating ICT in Ghanaian Education: Implications for Teacher Education and Professional Development: A Systematic Review

This study examines the policy frameworks surrounding integration of Information and Communication Technology (ICT) into the Ghanaian education system. This study investigated the implications of these policy frameworks on teacher education and professional development. By exploring existing policies, strategies, and initiatives, this study aims to provide insights into the challenges and opportunities associated with ICT integration in Ghanaian classrooms. This study adopted a descriptive and qualitative research design, employing document analysis in teacher education and training.¬ The collected policy documents were analysed using a thematic approach, enabling the identification of recurring patterns and themes related to ICT integration policies and their impact on teacher education. The findings revealed that Ghana has made commendable efforts to formulate policy frameworks to facilitate ICT integration in education. However, several challenges persist, including limited access to ICT resources, inadequate teacher-training programs, and uneven implementation across schools and regions. The research article concludes with recommendations for policymakers, educators, and other stakeholders in the Ghanaian education system. These recommendations include establishing a robust ICT infrastructure, providing equitable access to technology, designing, and implementing effective teacher training programs, and developing a supportive policy environment that encourages continuous professional development.

A Structural Relationship Model in the 21st Century Teaching and Learning of Filipino Teachers

Aims: To determine the best fit model of 21st century teaching and learning of Filipino teachers.
 Study Design: Quantitative non-experimental design.
 Place and Duration of Study: The study was conducted among teachers teaching Filipino subject in all public schools in Region 11.
 Methodology: The respondents were 400 Filipino teachers from public schools in Region 11, Southern Mindanao, Philippines. The respondents were chosen using stratified random sampling. The data were collected using google forms.
 Results: The overall results showed that the information and communication technology (ICT) integration in teachers' teaching, teachers' classroom management strategies, and teachers' professional identity as Filipino teachers have a significant influence on the teaching and learning of 21st century teachers. Among the five models, model 5 best fits the study.
 Conclusion: The use of the structural model strengthened this study because the analysis conformed to the sequential process of the specific model. The result showed that the level of integration of ICT in teaching, classroom management strategies, professional identity, and teaching and learning in the 21st century is high, and there is an indication that these variables are agreed upon in all opportunities for Filipino teachers in public secondary schools in Region XI. This is supported by Holistic Theory of Language Teaching of Richards at Rogers. Based on the results of the study, the researcher proposed the recommendation to continue and maintain the appreciation of the four variables of ICT integration in teaching, classroom management strategies, professional identity, and teaching and learning because they both gained the highest descriptive level.

Integration of ICT in the Teaching-Learning Process: Challenges and Issues Faced by Social Science Teachers

The major objective of this study was to evaluate the challenges and issues faced by social science teachers on the Integration of Information and Communication Technology (ICT) in the teaching-learning process. This study was conducted in three education zones in Sri Lanka which represent the diverse socio-cultural and economic conditions of the country. Online interviews were conducted with twenty-four social science teachers teaching in junior secondary classes. The results revealed that (i) teachers are facing challenges in accessing ICT resources; (ii) they have issues in skill development related to ICT; (iii) there were disparities in the availability of ICT resources among schools and (iv) there was difference in the quality of ICT infrastructure among schools. Further, the study found that teachers are facing some barriers while using ICT in the teaching-learning process such as inadequate ICT resources, rigid rules and regulations in the school administration, absence of transition time between periods in the school timetable and non-availability of facilities to repair and maintain the computers. The study suggests that appropriate actions should be undertaken by educational policymakers and other relevant personnel to address this issue in the school system.

ICT integration in teaching and learning: Perceptions and practices in Ghanaian college of education

This research study investigates the perceptions and practices of Information and Communication Technology (ICT) integration in teaching and learning within Ghanaian Colleges of Education. With the increasing recognition of ICT as a valuable tool in education, it is crucial to understand how these technologies are being utilized in the context of teacher training institutions, specifically in Ghana. The research employs a qualitative data collection method. Semi-structured interviews were conducted to gather comprehensive insights into the perceptions and practices of ICT integration among college faculty and students. The participants include teacher educators, and pre-service teachers in Ghanaian College of Education. Through thematic analysis, the qualitative data provide a deeper understanding of various stakeholders' attitudes, beliefs, and perceptions toward ICT integration. The findings of this study contribute to the existing body of knowledge on ICT integration in teaching and learning in Ghanaian College of Education. It will shed light on the current practices, challenges faced, and potential opportunities for improvement. The research outcome can inform policy decisions, curriculum development, and professional development initiatives to enhance ICT integration within teacher training programs in Ghana. By addressing the perceptions and practices surrounding ICT integration, this study aspires to support the transformation of teacher education, leading to more proficient and technologically equipped educators prepared for the 21st-century classroom challenges.

Teachers and Students’ Perceptions towards Using ICT in ELT in Model Schools

In this digital age, new technologies help us overcome geographical and cost barriers in teaching and learning. This study employs a mixed-methods research design to explore the perspectives of English Language Teaching (ELT) teachers and students towards the use of Information and Communication Technology (ICT) in English language classrooms in two model secondary schools located in the Darchula district. The sample comprised four teachers and 60 students, who were selected through purposive selection and simple random sampling respectively. The study utilized a set of questionnaires for the students and a semi-structured interview for the teachers to collect data. The thematic analysis was used to analyze the collected data to derive insights into the teachers’ and students’ perceptions and experiences of using digital technologies in English language classrooms. The findings suggest that while the participants have positive attitudes towards integrating ICT in English language classrooms, they also face significant challenges, such as a lack of adequate training and technical support, which hinder the effective use of digital technologies in teaching and learning. The study underscores the need for policymakers and educational institutions to provide adequate resources and support to facilitate the effective integration of ICT in English language teaching.

Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling

The integration of Information and Communication Technology (ICT) can significantly improve teaching and learning outcomes, but various factors determine the degree to which ICT is integrated into educational practices. This study used quantitative methodology to examine four key factors that impact in-service teachers’ ICT integration and how they interact with each other. Data was collected through snowball sampling from 685 in-service teachers in Henan Province, China. Using partial least squares structural equation modeling (PLS-SEM), the study analyzed four factors from the Technology Acceptance Model 3 (TAM 3) and the Will-Skill-Tool model (WST model): attitudes (AT), self-efficacy (SE), digital competence (DC), and digital tools utilization (DTU). The findings revealed that all four elements exerted a noteworthy influence on the integration of ICT by in-service instructors. Meanwhile, attitudes, digital competence, and digital tools utilization have a mediating effect in this research. Additionally, the study examined how gender, age, and teaching experience influence these factors and ICT integration. The findings revealed that females exhibit higher levels of positive attitudes and digital competence than males, while teachers aged 31–35 years have stronger digital abilities, digital tool use, and ICT integration compared to younger or older teachers. Furthermore, teachers with less than three years of teaching experience exhibit significantly stronger attitudes, self-efficacy, digital competence, and ICT integration than those with more than ten years of experience. The implication of the study provides valuable insights for designing effective ICT-based instruction and developing teacher education and educational technology programs aimed at promoting ICT integration in the classroom.

Embracing ICT in academia: adopting and adapting to the new normal pedagogy

Purpose The use of information and communication technology (ICT) has been improving in education and constantly evolving; however, the recent pandemic has catapulted it. Digital transformation of academia through online teaching demands new pedagogies to be adopted by faculty members. Academia embraces technological advancements in teaching-learning to ensure growth, development and sustainability. This paper aims to gain insights regarding the current status of literature, critical contributing authors, countries, areas, overall trends and future direction for research. Design/methodology/approach The bibliometric data was collected from two of the most widely referred databases: Scopus and Web of Science(WoS); tools like vosViewer and map builder were used for analysis. Short empirical evidence is added to the study to understand faculty members' current adoption of new pedagogical approaches in some prominent higher educational institutions. Findings Because of the corona pandemic, there is substantial digital transformation in the teaching-learning process. Therefore, it is essential to comprehend what faculty members can adopt critical pedagogies. Understanding the importance of pedagogy in learning outcomes, this study has attempted to synthesize available literature on ICT, pedagogy and higher education in the 21st century. Originality/value The study outlined flipped and blended learning as two teaching methods developed due to ICT integration in the classroom. Bibliometric insights from the study build the groundwork for academic advancement to remote online education. This is an attempt to corroborate such insights.

Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era

This study investigated primary mathematics teachers’ technological, pedagogical, and content knowledge (TPACK) and attitudes towards information and communication technology (ICT) integration in mainland China during the post-pandemic period. Quantitative data were collected through a web-based self-determined questionnaire. Statistical analysis was performed using independent sample t-tests, and Mann-Whitney U tests to assess gender and teaching experience in years. Spearman’s correlation test also examined the relationship between TPACK and teachers’ attitudes towards ICT integration. The findings revealed that most mathematics teachers had adequate non-technology-related knowledge but lacked technology-related knowledge. However, they were willing to incorporate digital technologies in their teaching after experiencing large-scale online teaching. There was no significant gender or teaching grade differences in TPACK, but teaching experience positively correlated with TPACK. The study emphasizes the importance of assessing teachers’ practical circumstances before introducing TPACK development programs. Finally, the implications for teachers, educators, and policymakers were discussed at the end of this paper.

An APOS Analysis of Grade 11 Learners’ Errors and Misconceptions Under Hyperbolic Functions: A Case Study at a Rural High School in Limpopo Province in South Africa

This paper reports on the findings of a baseline study that fed on to a broader investigation exploring ICT integration in the teaching of functions. The baseline study was premised on the observation that the notion of function, despite being a fundamental and central idea in the mathematics school curriculum, presents pedagogical challenges to both teachers and learners. The study used the qualitative case study design to investigate Grade 11 mathematics learners’ errors and misconceptions under hyperbolic functions at a rural high school in the Limpopo province of South Africa. Informed by the constructivist APOS theory conception levels, learners’ errors were detected from their written responses in a diagnostic test. The learners were then individually interviewed during task-based interviews to infer on the misconceptions underlying their errors. Qualitative analysis of the data revealed the following categories of misconceptions: algebraic, conceptual, asymptotic, graphical, and notational misconceptions. The study established that errors, if diagnosed and corrected, are springboards and milestones to the formulation and construction of proper mathematical ideas. To resolve learners’ misconceptions, this study recommends that teachers should use explorative and discovery pedagogical strategies to enable learners realize their own misconceptions and self-correct. Based on the findings of this study, the integration of Information and Communication Technologies (ICTs) in teaching functions as an intervention strategy will be explored.

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.