Integration Of Information Communication Technology Research Articles

THE IMPLEMENTATION OF ICT-INTEGRATED ELT ACROSS CURRICULUM 2013 IN SENIOR HIGH SCHOOLS IN PALEMBANG

Infusing technology into English Language Teaching can contribute positive impacts toward students’ learning if it is integrated in such a way. Curriculum 2013 proposes the integration of Information Communication Technology into instructional practices. This study investigatedwhether or not the teachers of English integrated ICT into their ELT; described about how ICT was implemented in ELT; and explored the obstacles faced by the teachers of English in implementing ICT. This study surveyed ten state Senior High Schools in Palembang. Twelve teachers of English and 200eleventh grade students participated in this study chosen by using purposive samplingtechnique. In gathering the data, questionnairewas administered. The results showed that most English teachers and students integrated ICT in their classroom. ICT was implemented as instructional tools to facilitate English learning in the classroom. However, they still faced some obstacles in integrating ICT into ELT. School supports became the main factor hindering ICT implementation at schools.

The Development of In-Service Mathematics Teachers' Integration of ICT in a Community of Practice: Teaching-in-Context Theory

The goal of the present research is to describe five lower-secondary in-service mathematics teachers' development of ICT (Information Communication Tech-nology) integration in their teaching as a result of mentoring pre-service teachers who practiced the integration of technology in their mathematics teaching. This is done through the combination of Schoenfeld's Teaching-in-Context theory and Goos' community of practice framework. To collect the research data, the re-searchers used semi-structured interviews with the in-service teachers at the be-ginning and end of the academic year. In addition, several observations of lessons taught by the in-service teachers with the assist of pre-service teachers were rec-orded towards the end of the intervention. The research findings indicate that the community of practice context can serve as an escalator that supports the decision of in-service mathematics teachers to integrate ICT in their mathematics teaching. However, these decisions were conditioned by taking care of the students' formal procedural mathematical knowledge.

Assessment of Information Communication Technology Integration in State Colleges of Education in North WesternNigeria

This study assessed Information Communication Technology (ICT)integration in four state Colleges of Education in North Western, Nigeria. The study focuses on three criteria of technology adoption: availability, utilization and integration. This becomes imperative given that the prospective teachers the colleges produce will operate in school systems and with students that were influenced by global trends in an information explosion. Also, like most educational innovations, the use of ICT in schools should satisfy the key demands of availability and accessibility to learners who demand its effective utilization, and, above all, integration into all facets of curricular and pedagogical practices. The study used the cross-sectional survey design since it aims at a description and evaluation of existing characteristics of a large population of respondents, by concurrently studying different samples drawn from the population. Data were collated using questionnaires administered to lecturers and computer laboratory technicians of the selected Colleges. The data were analyzed using percentages and means. The major finding of the study is that ICT presence in these colleges was still peripheral due to lack of access to internet connectivity. It was therefore recommended that the schools should expand their ICT capability, the students are given proper orientation and training on the uses and benefits of ICT and that ICT integration must begin from the teacher training curriculum of the institutions.

Teachers Attitude And Barriers Towards The Use Of Information Communication Technology In Classrooms In The Motheo District Bloemfontein South Africa

Teachers role in Information Communication Technology integration in schools are very important and teachers’ attitude must be considered as well as barriers that hindered ICT integration. This study investigates teachers’ attitude towards the use of ICT in classrooms in the Motheo district, Bloemfontein South Africa. The study sample consists of 30 teachers in randomly selected schools in Bloemfontein. A mixed method approach is used to gather data. The findings reveal that teachers have a positive attitude towards the use of ICT and are positive to integrate ICT in the classroom, but that are barriers the hindered them to use ICT. One of the biggest concerns is training and the lack of resources.

Appraising the Attitude towards Information Communication Technology Integration and Usage in Kazakhstani Higher Education Curriculum

Aim/Purpose: The purpose of the study is to examine and understand the attitude of Kazakhstani universities’ instructors towards ICT integration into the curriculum and to find out the relationship between instructors’ attitudes towards ICT and their actual usage of ICT for teaching and learning processes. Background: The Kazakhstani government has taken initiatives and developed state programs to integrate information communication technologies (ICT) into all levels of education. According to previous research studies, instructors’ negative attitude towards ICT integration into curriculum can affect the implementation of ICT-related initiatives in education including higher education. Therefore, this research study examines the attitudes of Kazakhstani higher education instructors towards ICT integration into curriculum. Methodology: The study implemented an explanatory sequential mixed methods design. For quantitative and qualitative data collection paper-based questionnaires and semi-structured interviews were used, respectively. Convenience sampling was conducted, and the sample consisted of 102 instructors working in two universities in Kazakhstan. In quantitative data analysis, descriptive and inferential statistics were used; Spearman’s rho correlation coefficient was used to identify the relationship between variables. Contribution: Understanding instructors’ attitude towards ICT in education and exploring reasons behind attitudes might be beneficial in accomplishing aims and purposes of governmental ICT-related programs in the higher education system. Findings: Quantitative data analysis reveals that instructors generally possess positive to very positive attitude towards using ICT in education. Instructors often use simple basic tools such as multimedia presentation software; however, they very rarely use more advanced tools such as discipline-oriented software. No statistically significant relationship was found between attitude and advanced ICT tools. Qualitative data analysis identifies several barriers to ICT usage: insufficient or lack of provision of ICT tools and software, lack of technical support, and lack of technical knowledge among instructors. Recommendations for Practitioners: As a result of the study, it is firstly recommended to university administrations to create and add positions of information technology (IT) specialists, to each department and on a permanent basis. Secondly, it is recommended to provide faculty members with training courses that focus on ICT in pedagogy. Thirdly, universities could ask for guidance from their existing faculty members who are advanced ICT integrators, that is to say, collegial learning should be encouraged more strongly. Finally, universities are recommended to reward those faculty members who are active and effective in their attempts to integrate ICT into teaching. Future Research: As I was not able to interview those instructors who possessed negative attitude towards ICT in education, I would recommend filling this gap in the future. Interviewing instructors who are reluctant to integrate ICT into teaching can help identify more issues related to using ICT in education which were not discovered in the current research study. Also, the current research study did not investigate instructors’ attitudes in relation to their demographic background. Further research studies can examine how instructors’ age, gender, place of study, place of work, academic degree, or subject area of teaching influence their attitude towards using ICT in education and their actual usage of ICT in teaching practices.

Teachers Attitude And Barriers Towards The Use Of Information Communication Technology In Classrooms In The Motheo District Bloemfontein South Africa

Teachers role in Information Communication Technology integration in schools are very important and teachers’ attitude must be considered as well as barriers that hindered ICT integration. This study investigates teachers’ attitude towards the use of ICT in classrooms in the Motheo district, Bloemfontein South Africa. The study sample consists of 30 teachers in randomly selected schools in Bloemfontein. A mixed method approach is used to gather data. The findings reveal that teachers have a positive attitude towards the use of ICT and are positive to integrate ICT in the classroom, but that are barriers the hindered them to use ICT. One of the biggest concerns is training and the lack of resources.

Critical reflection through personal pronoun analysis (critical analysis) to identify and individualise teacher professional development

ABSTRACTA central part of teacher education is critical reflection. To engage with the new – embrace change – is inherently difficult. The solution is teacher control of change. Those who embrace change, or not, are identified in their language. Pronoun analysis situates a teacher and determines areas of discomfort for change. Particular personal pronouns are evident when one is connected to, or distanced from, an artefact. This provides an avenue to individualise and pinpoint professional development (PD) requirements. Compared to traditional PD, this is efficient as it targets areas of discomfort for professional learning. Ideally, a teacher experiments with the new, indicates confidence and presents expertise to enable transmission into teaching. In this article, I illustrate how pronoun analysis was applied through interview data where science teachers were engaged in a discourse of Information Communication Technology integration. From this prior research data, a case is presented for individualised language analysis to direct PD. When a teacher is the active agent who self-analyses his or her own discomfort, an ownership pathway for directed proactive learning is created that goes beyond critical reflection into the new domain of critical analysis.

Effectiveness of Integrating Information Communication Technology in Enabling E-Leadership in Public Secondary Schools, Busia County, Kenya

This research sought to assess the effectiveness of ICT integration in enabling the e-leadership of public secondary schools in Busia County, Kenya. The target population was 145 public schools in the County. The research examined: the extent to which school leaders integrate ICT in their roles; benefits of integrating ICT in the leadership of public secondary schools; how integration of ICT enabled e-leadership of public secondary schools; and ways in which ICT integration, for e-leadership, could be improved. The research was grounded on Diffusion of Innovations theory by Rogers. The research employed a quantitative paradigm. A cross-sectional survey design was adopted. Systematic random sampling technique of 14 public schools was employed, while the school leaders, including 14 principals, 42 teachers and 14 support staff was sampled using Stratified Random Sampling. Questionnaires was employed in gathering quantitative data. The data was analysed in descriptive statistics such frequencies, sum, mean and percentages and presented in table. In view of the data obtained, there was a marked difference between the ways in which support staff and teachers were integrating ICT in their administrative roles, integrating ICT in the leadership of public secondary schools was deemed to improve access to a motivating learning and teaching environment that provides a good interface between theory and practice, as well as improve efficiency. The principals’ scores on LPI Scale showed an effectiveness of 65.44%. Mounting workshops for equipping teachers with adequate ICT skills and enhancement of internet connectivity to schools were found to be the best strategies for improving ICT integration in leadership roles.

Teachers’ Perceptions on Integration of Information Communication Technology in Teaching and learning in Secondary Schools in Uasin Gishu County, Kenya

The purpose of the study was to establish teachers’ perception on integration of information communication technology in teaching and learning in secondary schools in Uasin Gishu County. The study was guided by the Minimalism theory. The study utilized ex post facto research design. The target population included all private and public secondary schools in Uasin Gishu County and all teachers in private and public secondary schools in the county. Stratified and simple random sampling procedures were to select the respondents for the study. The study utilized questionnaire and observation schedules for data collection. The study concluded that most of teachers in public and private secondary schools in Uasin Gishu County had favorable perceptions of availability of ICT infrastructure in their school, The study further concluded that both private and public secondary teachers in Uasin Gishu County had favorable perceptions of availability of plans for ICT integration in teaching in their school and that there is a significant relationship between public and private secondary teachers mean perception scores on ICT integration in Uasin Gishu County. the study recommended that the county Government of Uasin Gishu should provide ICT infrastructure in both private and public secondary schools and The principals and school managers in Uasin Gishu County should develop ICT integration plans at the school level which should inform the process of integrating the same in classroom teaching and learning.

SETTING UP BLENDED LEARNING AT SCHOOL: LEADERSHIP PERSPECTIVE

Effective, meaningful and balanced use of information communication technologies (ICT) for teaching and learning is essential for meeting challenges of 21st century; however, practices of blended learning (a combination of face-to-face and online instruction) in Latvia are rather developed by particular teachers than organized as evidence-based policies of ICT integration in teaching and learning at schools. The research is aimed to explore the issues related to setting up blended learning as school policy from leadership perspective, and is designed as the case study by combining: 1) piloting results of the program “Curriculum design for Blended Learning” for leadership teams (5 secondary schools in Latvia); 2) developing the self-evaluation tool for school readiness for blended learning; 3) analysis of the main leadership challenges for setting up blended learning in schools. The study results contribute ongoing processes of introducing blended learning at schools by linking both leadership, management and pedagogical perspectives.

From Implementation to Efficacy: Factors Affecting Kenyan Secondary Teachers’ Technology Integration

ABSTRACTTeaching is a complex practice that requires teachers to draw upon their content knowledge, pedagogical approaches and strategies, and knowledge about learners in order to support learning. Integrating technology into the teaching and learning practice of a classroom is a strategy that many teachers are drawing upon. This article reports on the initial findings on information communication technology (ICT) implementation in Kenyan secondary schools and discusses factors affecting effective technology integration. The study used questionnaire and classroom observation data to examine what types of ICTs for education are available in secondary schools in Kenya and what training teachers have had in using ICTs for education; teachers’ perspectives regarding the role of ICT in teaching and learning; and what factors might influence ICT integration in teaching and learning in public secondary schools in Kenya. The study found that while few teachers are integrating ICT into their teaching and learning, many teachers are implementing ICT in their teaching.

PARENTS’ PERCEPTION ON INTERGRATION OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN EDUCATION AND ITS INFLUENCE IN SCHOOL CHOICE IN PRIVATE PRE PRIMARY SCHOOLS IN TANZANIA

After independence, Tanzanian government had made various efforts of changing the educational system in various periods to suit the world changes needs. Among the efforts is that of integration of information communication technology (ICT) in various levels of education. Currently, Tanzania has finalized its information Communication Technology (ICT) policy…. for basic education which incorporates the integration of ICT in pre-primary, primary, and secondary education. This paper intended to assess parent’s perception on Integration of Information Communication Technology in education in preprimary level and to examine the influence of Integration of Information Communication Technology in education on parent’s preprimary school choice in Tanzania. The data were collected from 5 parents with children in private pre-primary schools in urban Njombe. The study revealed that most parents who send their children in private pre-primary schools in Njombe perceive ICT as very important for their children’s future life, and also the parents do choose private pre-primary school by considering the ICT facilities as the factor for their choice. The findings revealed that apart from parents having a positive perception on ICT most schools have insufficient infrastructure for teaching and learning ICT and also parents are worried on the proper control of ICT use from their children. This is an implication that the situation forces the integration of ICT in education but the stakeholders are not yet fully prepared. The study recommends the Ministry of Education, Science, Technology and Vocational Training (MoESTVT) to fast track the ICT infrastructure in both private and public schools for all levels of education starting with pre-primary schools as a foundation of all other levels and involve all educational stakeholders especially parents. Article visualizations:

A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like?

The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made:
 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition.
 During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics.
 2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.

Factors that influence teachers’ adoption and integration of ICT in teaching/learning process

Information communication technology (ICT) is becoming increasingly important in our daily lives and in our educational system. There is a growing demand on educational institutions to use ICT to teach the skills and knowledge students need for the digital age. The adoption and integration of ICT into teaching and learning environment provides more opportunities for teachers and students to work better in a globalised digital age. ICT has the potential to play an increasingly important role in education be it in classroom, administration and online instruction or other activities. There is tremendous potential for teachers and students to harness the power of ICT to improve the quality of teaching and learning in the classroom. The purpose of this study is to identify the factors that may influence teachers’ decision to adopt and integrate ICT in teaching and learning process. The study is chosen because of the strategic importance of ICT in education in general and particularly, its great potential, to transform the ways in which teaching is carried out in the classroom. It provides opportunities for greater flexibility, interactivity and accessibility for engaging teaching and learning at the individual, group and societal levels. There are a lot of studies in the area, but very little empirical research has been conducted to examine this phenomenon from the teachers perceptive. In order to achieve the study objectives, in-depth case studies, conceptualised within the grounded theory method will be used to generate thick description and explanation of the phenomenon. The diffusion theory and the technology acceptance model will provide the theoretical foundation for this study.

ICT integration in the educational system of Philippines

Purpose - The paper aims highlight the state of ICT integration to the educational system of the Philippines, including the challenges, efforts, and possible solutions. Design/Methodology/Approach - The study is a review of two scholarly works focusing on the case of ICT integration in the educational system of Philippines. The paper reviewed were the paper of Kubota, Yamamoto, and Morioka (2018) entitled, Promoting ICT education in developing countries: Case Study in the Philippine and the research work of Bonifacio (2013) entitled, Developing Information Communication Technology (ICT) Curriculum Standards for K-12 Schools in the Philippines. Findings - The critical analysis of the reviewed papers revealed several policy actions to fully integrate ICT in education in the case of Philippines such as added trainings for teachers, provision of computer infrastructures, integration of ICT in the curriculum in a strategized manner, and lastly a strong leadership. Originality - The paper provided a lens both on the problematic situation on the actual school set-ups and also the possible key steps to be undertaken for improvement. It is a review of the selected academic papers which delves into the ICT-Integration in the Educational System of Philippines. The formal efforts of the government were also highlighted including the prime importance of ICT in education. The paper does not only embolden a problem of the inadequacy of the school facilities but it highlights how this problem affects the competitiveness of Filipinos in the job market and the backwardness of the standing of the country in technological advancement.

Managing customary land conflicts and demarcations using mobile applications tools: a case study of Zambia

Zambia has witnessed domestic and international customary land boundary conflicts due to improper land demarcation mechanism and partial documentation of customary land parcels. In this study we recommend utilisation and integration of Information Communication Technology (ICT) tools such as the Participatory Geographical Information System (PGIS) and the mobile application to be used in the implementation of the customary land management system. This will enable families and community groups to properly demarcate customary land boundaries thereby reducing land conflicts and providing security of tenure for customary land.

Managing customary land conflicts and demarcations using mobile applications tools: a case study of Zambia

Zambia has witnessed domestic and international customary land boundary conflicts due to improper land demarcation mechanism and partial documentation of customary land parcels. In this study we recommend utilisation and integration of Information Communication Technology (ICT) tools such as the Participatory Geographical Information System (PGIS) and the mobile application to be used in the implementation of the customary land management system. This will enable families and community groups to properly demarcate customary land boundaries thereby reducing land conflicts and providing security of tenure for customary land.

Effectiveness of Integrating Information Communication Technology in Enabling E-Leadership in Public Secondary Schools, Busia County, Kenya

Effectiveness of Integrating Information Communication Technology in Enabling E-Leadership in Public Secondary Schools, Busia County, Kenya

Research on the interactive relationship between information communication technology and manufacturing industry

The rapid development and cross-border integration of information communication technology is the key to the transformation of Chinese manufacturing industry from traditional factor-driven to innovation-driven. This paper explores the interactive relationship between information communication technology and Chinese manufacturing industry by constructing the simultaneous equations. The empirical results show that (1) the pulling effect of manufacturing industry on ICT as a whole is relatively weak at the present stage, and the interaction between ICT and manufacturing industry is mainly reflected in the infiltration effect of ICT on manufacturing industry; (2) the strong infiltration effect and the pulling effect between the modular products and the ICT industry show that the technological level of the Chinese manufacturing industry and the ICT industry is matched with each other at this stage, which is found in the analysis of the manufacturing sector; (3) the weak infiltration effect of ICT industry on equipment manufacturing industry indicates that the technical level of the ICT product is difficult to enhance the competitiveness of high-end manufacturing industry.

A Snapshot Survey of ICT Integration in South African Schools

Information Communication Technology (ICT) integration in the classroom is often viewed as a panacea towards resolving South Africa’s education challenges. However, ICT integration in education in South Africa has been severely limited by operational, strategic and pedagogic challenges. In part, addressing the strategic and operational challenges involves understanding the current landscape of ICT integration in schools. There is scant information on the practical enforcement of ICTs in the classroom. The aim of this research is to determine the extent of ICT usage in South African schools in order to obtain an understanding of the practical enforcement of ICTs at the school level. This study combines both qualitative and quantitative data collection methods in order to provide a rich nuanced perspective of ICT integration in South African schools. The study found that the uptake of technology remains low, on average the frequency of usage per tool type was as follows: contextual tools (41%), sharing information and ideas tools (29%), experiential tools (26%) and reflective dialogue tools (18%). It was found that teachers are uncertain with respect to the enforcement of e-education while being encumbered by poor infrastructure and lack of skills.