Information Technology In Schools Research Articles

The Practice of Large Language Models in Automated Question Generation: A Case Study of ChatGLM in High School Information Technology Curriculum

With the advancement of information technology, the field of education is undergoing transformation. In the teaching of high school information technology, scientific and efficient question formulation is crucial for enhancing the quality of education. Traditional methods of question formulation rely on the experience of teachers, leading to issues such as inconsistent difficulty levels and incomplete coverage of knowledge points. Large language models (LLMs), such as ChatGLM, leverage natural language processing and deep learning technologies to automatically generate questions that align with the curriculum, thereby improving scientific accuracy and precision, enhancing diversity and innovation, and catering to students’ personalized needs. Additionally, LLMs can enhance the efficiency of question formulation and reduce the burden on teachers. This paper explores the application value of large language models in the formulation of questions for high school information technology, through empirical research comparing the performance of human-generated and ChatGLM-generated questions in terms of accuracy, relevance, clarity, and willingness. The study selected two chapters, “Data and Information” and “Fundamentals of Algorithms,” and employed both human and ChatGLM-generated questions, inviting teachers to evaluate them. Through data analysis and statistical testing, we reveal the advantages and limitations of large language models in educational question formulation, providing insights for the intelligent development of educational assessment systems.

A Study on the Introduction of Primary School Information Technology Courses Based on High-Quality Lesson Videos

A Study on the Introduction of Primary School Information Technology Courses Based on High-Quality Lesson Videos

Technology Integration in Teaching and Learning: Exploring Prospective Teachers' Perceptions, Practices and Challenges

The current study explores the inclusion of Information and Communication Technology (ICT) in schools in teaching and learning practices in Pakistan. Twelve prospective teachers from public schools of a district in Punjab were chosen using purposive sampling. Semi-structured interviews were used to collect data and thematically analyzed through NVivo 15. The findings revealed five major themes: teachers' perceptions towards ICT, current implementation practices, challenges and implementation barriers, professional development, and support needs, and future perspectives and recommendations. The result of the positive attitude of teachers towards technology was explored as the potential to engage students, but some of the significant barriers were limited infrastructure, inadequate technical support, and insufficient professional development. The study revealed critical gaps between teacher's desire to adopt technology and its effective institutional capacity to implement. Recommendations suggest systemic professional development, improved infrastructure, and institutional support for effectively integrating ICT into Pakistani schools. These findings enhance the understanding of the complexities of technology integration within developing educational contexts and provide insights for policy development and resource allocation.

Pengaruh Penggunaan Teknologi Informasi Terhadap Pelayanan Administrasi Sekolah di SLTA dan Madrasah

This research aims to obtain information about the use of information technology and school administrative services, as well as the impact of information technology use on school administrative services. The hypothesis proposed in this study is "there is a significant influence between the use of information technology and school administrative services in high schools and madrasas in Padang Panjang City." The population of this study consists of 110 school administrative staff, and a sample of 68 school administrative staff was taken using the Proportionate Stratified Random Sampling technique. Data were collected through a questionnaire that had been tested for validity and reliability. Data analysis used the Product Moment correlation technique with the help of SPSS version 29.0 in 2024. The research results show that: (a) the use of information technology is classified as good (80.30% of the ideal score), (b) the school administration services are classified as fairly good (77.84% of the ideal score), and (c) there is a significant relationship between the use of information technology and school administration services in high schools and madrasas in Padang Panjang City.

Evaluasi Sistem Informasi Perpustakaan SMP Negeri 16 Jakarta Menggunakan Metode Pieces

In the digital era, the use of information technology in schools is essential to support more effective teaching and learning activities. SMP Negeri 16 Jakarta has implemented a digital-based library information system to replace manual methods. This system was evaluated using the PIECES method, covering six main aspects: Performance, Information Quality, Cost Efficiency, Security Control, Resource Efficiency, and Service Quality. The evaluation results showed that each aspect achieved good ratings, with average system performance at 34.6%, information quality at 39.9%, cost efficiency at 32.5%, security control at 37.7%, resource efficiency at 34.6%, and service quality at 33.8%. This evaluation indicates that the library information system at SMP Negeri 16 Jakarta is functioning effectively and efficiently. However, regular evaluations and system enhancements are necessary to ensure that the system continues to meet the library’s and users’ needs in the future.

PENDAMPINGAN DIGITALISASI SEKOLAH SMPIT AJIMUTU GLOBAL INSANI TAMBUN UTARA-BEKASI MENUJU MANAJEMEN SEKOLAH BERBASIS DIGITAL

In the digital era, the application of information technology in schools is crucial to enhance the efficiency and quality of educational management. This Community Service (PkM) activity aims to assist Sekolah Menengah Pertama Islam Terpadu (SMPIT) Ajimutu Global Insani Tambun Utara-Bekasi in implementing digital-based school management. The main objective of this activity is to optimize the school's management system through a tailored application that meets the school's needs, called DigiMS (Digital School Management). DigiMS will be built web-based which will be hosted and use a domain name, and a mobile-based application will be created which will be submitted to the Playstore. The method used includes stages of analyzing the existing school management system, developing the DigiMS application, providing training for staff and teachers on how to use the application, and monitoring and evaluating the application's implementation. Data was collected through direct observations at the partner school, interviews with staff, and efficiency measurements before and after the implementation of the digital system. The results of this activity showed a significant increase in operational efficiency, especially in student data management, financial administration, and internal and external communication. The main conclusion from this program is that adopting digital-based management through DigiMS can improve the effectiveness of school management and ease staff workloads in their daily tasks. Additionally, this program has a positive impact on the school's readiness to face the challenges of the digital era. This program is part of the 2024 Fiscal Year PKM Grant from Kemdikbudristek-DRTPM, conducted by lecturers and students from Universitas Nusa Mandiri.

Design and Application of “STEM+” 6E Teaching Mode in Information Technology Teaching

The concept of “STEM+” integrates art, humanistic literacy, and social values in the traditional STEM education concept, advocates cross-disciplinary integration, and aims to cultivate compound talents equipped to tackle future challenges. In 2022, the Ministry of Education issued the “Compulsory Education Information Technology Curriculum (2022 Edition),” emphasizing the core literacy of information science and technology and the integration of interdisciplinary disciplines, and encouraging the teaching mode suitable for discipline characteristics. The 6E teaching mode is a student-centered teaching strategy characterized by active exploration and cross-disciplinary integration. This article innovatively designed the “STEM+” 6E teaching mode, which is applied to junior high school information technology teaching, which can better achieve core literacy teaching goals.

Risk Management Analysis On The School Activity Plan And Budget Application Information System (ARKAS) Using Cobit 2019

In the era of globalization and the advancement of information technology, the application of information technology is an important need for educational institutions, including schools. This research focuses on the implementation of the School Activity Plan and Budget Application Information System (ARKAS) at the Palu Safety Center Christian Vocational School to increase efficiency and effectiveness in planning and managing school activities and budgets. However, the implementation of ARKAS is inseparable from various risks that can affect the effectiveness and success of the system. Therefore, risk management analysis is essential to ensure that all potential risks can be identified, analyzed, and minimized. This study uses the COBIT 2019 framework to manage risks in the application of information technology in schools. The study identifies challenges such as resistance to change, resource limitations, and information security risks. This study aims to explore how the implementation of ARKAS in the Palu Safety Army Christian Vocational School can be optimized through risk management analysis using the COBIT 2019 framework. The results of the study show that the use of COBIT 2019 can help in identifying and managing risks effectively, so that the implementation of ARKAS can run more efficiently and transparently. The resulting recommendations are expected to improve the quality of school budget management and become a reference for other schools that face similar challenges in the application of information technology.

A Guide to the Application of Modern Information Technology in Higher Vocational Colleges: A Case Study of China Chongqing Wanzhou Vocational Education Center

Background and Aims: With the development of information technology, flipped classrooms, micro-courses, MOOCs, and other educational means have been gradually applied to education and teaching, which not only changes the teaching methods of teachers but also promotes the transformation of teaching management means. This study aims to investigate and analyze the use of new ICT and provide suggestions for guiding the development and use of modern information technology in Chongqing Wanzhou Vocational Education Center. Methodology: Using random sampling, 90 respondents were selected from 30 students, teachers, and administrators of the Chongqing Vocational Education Center. Interviews were conducted according to the outline, and detailed interview answers were recorded with the consent of the respondents. After the interview, valid information was extracted for follow-up analysis. Results: It is found that there are some problems in the application of modern information technology in Chongqing Vocational Education Center. The use of modern information technology in schools is hampered by issues including passive teaching techniques, poorly designed curricula, and a lack of educational resources. These issues prevent talent development programs from being tailored to the needs of the job market and impede students' overall growth. These problems are further compounded by traditional teaching evaluation techniques, which impede the transition to a more objective and data-driven educational approach by lacking thorough student feedback. Conclusion: The Chongqing Vocational Education Center's use of contemporary information technology has exposed challenges like poor curriculum design, passive teaching approaches, and a lack of educational resources, which hinder talent development and impede students' overall development. Furthermore, by not offering comprehensive student feedback, traditional teaching evaluation methods exacerbate these issues and impede the shift to a more objective and data-driven educational paradigm.

ICT Integration in Secondary Schools: Evaluating Ease of Use and Perceived Benefits for Effective Teaching and Learning

This research investigates the integration of Information and Communication Technology (ICT) in secondary schools, focusing on educators' perceptions of its ease of use and perceived benefits for effective teaching and learning. Utilizing a quantitative approach with a survey methodology, data was collected from 60 secondary schools across Lahore and Gujranwala districts, involving 310 secondary school educators (144 males and 166 females). A proportionate stratified sampling technique was employed, and a modified version of the QICT (Questionnaire on the Integration of ICT) was used to assess teachers' views on ICT integration. Five experts validated the instrument with a reliability coefficient of 0.789. Results indicate that ICT integration is crucial for enhancing teaching and learning in secondary schools. Teachers with ICT-related qualifications demonstrated a more significant influence on classroom ICT usage. The study found that teachers generally perceived ICT integration as easy and beneficial, noting improved teaching effectiveness and student engagement. Educators with advanced ICT skills were more effective in incorporating technology into their teaching practices. Overall, the research underscores the importance of ICT in creating dynamic and effective learning environments in secondary education.

Teaching and Learning with Technology: Effectiveness of usage of Information and Communication Technology (ICT) Facilities in Public Primary Schools in Ondo State, Nigeria

The use of Information and Communication Technology (ICT) in schools is a worldwide requirements meant to replace traditional teaching methods with a technology- based teaching and learning tools and facilities which will assist teachers in their day to day activities of teaching, keeping of records among others. This study aims to analyze the importance of ICT usage to support teaching and learning process in the classroom and also to ascertain the Effectiveness of ICT usage for pupils learning. It also finds out the challenges of usage of ICT facilities in public primary Schools. The findings from the study revealed that computer and internet facilities affected the Educational system better than before. Usage of ICT facilities in public primary Schools will improve the teaching and learning process. The following challenges were revealed from the study: lack of technical support/ Skills, problem of electricity, network issues inadequate ICT facilities in schools among others. It was therefore recommended that the government should give utmost priority to training of teachers in ICT usage. ICT specialist should be recruited and posted to each public primary School to provide technical support to other members of staff, Electricity should be improved upon or solar panels to be provided to schools. Teachers and pupils should be provided with ICT facilities such as educational tablet to improve their ICT usage for teaching and learning.

Undergraduates’ experiences with library portal services: perceptions of usefulness and satisfaction

PurposeThe purpose of this study is to evaluate the perceived usefulness and satisfaction levels of undergraduate students with respect to university library portal services, specifically within selected universities in South-West Nigeria.Design/methodology/approachA descriptive survey research design was used to investigate the perceived usefulness and satisfaction levels among undergraduate students regarding university library portal services. Data were collected through surveys administered to 658 undergraduate respondents across multiple universities in South-West Nigeria.FindingsThe findings indicate that undergraduate students’ top reasons for using the portal were for tasks such as locating research materials, accessing databases, requesting bibliographies and checking the library catalog. Library computers and school information and communication technology center computers were identified as the most preferred access point, followed by computer labs and campus Wi-Fi networks. Undergraduates rated the portals as highly useful, particularly for saving time locating resources, checking material status and patronizing the library. High satisfaction was reported for services such as attending workshops, events and receiving research support through the portals workshops. Moderate satisfaction levels existed for accessing policies/hours, the institutional repository and renewals of books online. A strong positive correlation (r = 0.785, p < 0.05) was found between perceived usefulness and satisfaction.Originality/valueThis study contributes to the understanding of undergraduate students’ perceptions regarding the utility and satisfaction of university library portal services in the context of South-West Nigeria. It underscores the importance of aligning portal services with students’ academic and research needs to enhance overall satisfaction levels. In addition, it provides insights into areas where improvements can be made to further enhance the effectiveness and satisfaction derived from these services.

ИЗПОЛЗВАНЕТО НА ИЗКУСТВЕН ИНТЕЛЕКТ В ЧАСОВЕТЕ ПО ИНФОРМАЦИОННИ ТЕХНОЛОГИИ – ПРИЛОЖЕНИЯ И ПОЛЗИ

This article examines the possibilities of integrating artificial intelligence (AI) into high school information technology classes. The authors of the article share practical examples of applying AI in processing images, videos, presentations and websites. The main focus is on the following tools: Copilot.microsoft .com; Diffit for Teachers; Studio.d-id.com; Chat.bggpt.ai; Gamma.app; Copy.ai. The article analyzes the benefits of using AI in the classroom for teachers and students. The authors share information and ideas for using apps in the classroom to create more engaging, eff ective, and inspiring learning for their students. The shared examples of the application of these technologies reveal their potential to improve the educational experience and increase the effectiveness of the learning process.

Research on the Innovative Teaching Model of Information Technology in Middle School based on Artificial Intelligence Technology

With the rapid development of science and technology, artificial intelligence has gradually been integrated into all aspects of people’s lives. Especially in the field of education, artificial intelligence has brought unprecedented innovative opportunities for middle school information technology teaching. An in-depth discussion on how this innovative model can help students cultivate information literacy is an important measure to promote the professional development of teachers and meet the development needs of middle school students in the new era. Based on this, this paper first analyzes the relationship between artificial intelligence technology and information technology teaching in middle school, as well as the practical significance of innovative information technology teaching in middle school based on artificial intelligence technology, and then puts forward feasible new teaching mode to provide a reference for peers.

A systematic literature review on the ICT integration in teaching and learning: Lessons for an effective integration in Tanzania

AbstractThis study is a systematic literature review on the use of Information and communication technology (ICT) in secondary schools and how it can improve student learning outcomes, motivation, engagement, skills development, and teachers' attitudes, practices, and beliefs about teaching and learning. After the inclusion and exclusion criteria, the sample included 40 eligible studies from Scopus and Eric databases. The research questions were thematically answered, and the findings were summarised into an ICT integration framework. The analysis indicates that effective ICT integration depends on students' and teachers' motivation and attitude change. Further, it proposes that ICT integration in secondary schools should not only be aligned with the curriculum and learning objectives but should also be sustained through the maintenance of ICT tools and appropriate ICT skills development for both learners and teachers. Therefore, effective ICT integration depends largely on capacity development, which should be focused on harnessing technological knowledge with pedagogical understanding in a conducive learning environment supported by all stakeholders. It is recommended that learning institutions aim at capacity building to enable students, teachers, and other experts to identify and address challenges efficiently.

Teaching Strategies for High School Information Technology Classroom Based on Project Learning

Teaching Strategies for High School Information Technology Classroom Based on Project Learning

Challenges in Equipping Learners for the Fourth Industrial Revolution: School Leaders’ and Teachers’ Powerlessness

The work landscape is evolving with the advent of the Fourth Industrial Revolution (4IR), potentially rendering current jobs obsolete and necessitating new skills or retraining of existing occupations for future employment. This revolution is disrupting nearly every sector, including education, highlighting the need for education to address issues like unemployment, poverty, and inequality. However, to adequately prepare learners, this can only be achieved with sufficient material and human resources. Understanding these dynamics is crucial in determining whether school leaders and teachers possess the power or autonomy to develop the necessary knowledge, skills, and competencies to empower learners for the 4IR. Power, the ability to achieve organizational objectives, is essential for school leaders and teachers responsible for information and communication technologies in schools to acquire the resources and competencies needed for the 4IR. Drawing on critical theory, this qualitative study explores how school leaders and teachers experience powerlessness due to the challenges they encounter in preparing learners for the 4IR. Semi-structured interviews facilitated participants’ reflections and meaning-making of their experiences in this regard. The critical analysis of data yielded themes that underscore the complexities of preparing learners for the 4IR in underserved contexts ill-equipped for such endeavours: time constraints; teacher uncertainty; insufficient infrastructure, incapacitating influence of powerful top management; and detrimental control of district circuits. Participants felt constrained within their job descriptions, lacked the freedom to exert authority over their work, and faced obstacles in making independent decisions and implementing necessary changes.

Relationship between Teacher Professional Development and use for ICT in Teaching and Learning in Primary Schools in Sabuli Sub-County, Wajir County

Information and communication technology use in education has become an indispensable aspect in the contemporary education system. This explains why many governments including Kenya government have invested in information and communication technology to foster the quality of education. However, despite efforts to avail information and communication technology resources, their use and impact on instructional delivery has been minimal, especially in primary schools in Kenya. Consequently, there has been concern on relationship between availability of information and communication technology and teacher professional development in primary schools. This situation has necessitated the proposed study which is aimed at assessing the relationship between teacher professional development and use for ICT in teaching and learning in primary schools in Sabuli sub-county, Wajir County, Kenya. The study used correlation research design. The target population 94 teacher comprising 30 head teachers and 64 teachers of primary schools in Sabuli sub-county, Wajir County. Given the small number of teachers in public primary schools in Sabuli sub county, the study purposively selected all teachers and head teachers as participant to avoid reducing the ambiguity of a study. Thus, the sample population was 94 respondents. The researcher gathered data using questionnaires from teachers and used semi-structured interview for head-teachers. Data was analysed using descriptive and regression statistics. The findings highlight a statistically significant positive relationship between teacher professional development and ICT use, indicating a direct relationship between the two variables.

Development of an Information-Based Leadership Evaluation Index System for School Management Teams: A Comprehensive Approach

In the context of educational informatization reform, there are many uncertain factors in the process of education development. To optimize the educational environment so that it can be effectively combined with information technology, teachers need to change their teaching ideas, strengthen the school’s own adaptability to informatization, and promote the development of informatization construction in schools. As a branch of information leadership, the management team should establish an evaluation index system for information leadership in order to ensure the construction of school informatization, so as to provide a boost for the integration of school resources and information technology. Based on the overview and connotation of information-based leadership of the management team, this paper explores the construction of an evaluation index system of information-based leadership of the school management team, aiming to provide references for the research of relevant personnel in the future.

ICT’s Impact on Teaching Information Technologies in Albanian Secondary Schools Through an Empirical Study

This study presents an empirical investigation into the effects of Information and Communication Technology (ICT) integration in the pedagogical approaches adopted by secondary school teachers in Albania, specifically focusing on the teaching of information technologies. Through a meticulously designed assessment, data was collected and analyzed to ascertain the impact of ICT utilization on teaching methodologies. The research involved a cohort of secondary school teachers actively engaging with ICT tools and platforms to deliver information technologies education. Findings revealed noteworthy enhancements in instructional delivery, resource accessibility, and interactive learning experiences resulting from ICT integration. Furthermore, the study identified challenges and areas requiring further attention to optimize ICT's potential in fostering enriched learning environments. The outcomes of this research provide valuable insights and implications for teachers, policymakers, and stakeholders seeking to advance educational practices by leveraging ICT tools in teaching information technologies at the secondary level in Albania.