ICT In Education Research Articles

Navigating the tech-savvy generation; key considerations in developing of an artificial intelligence curriculum

The progress in artificial intelligence (AI) technology has greatly changed various facets of society. This study aimed to explore aspects that need to be considered in developing AI curriculum for senior high schools in Indonesia. The qualitative approach employed in this study. The researchers utilized focus group discussions with schools’ management and students at seven cities and group interviews with students at three cities. The results show that some schools want AI as an extracurricular activity, while others want it as a mandatory subject. School management and teachers aim for 2-3 competent AI instructors in each school. If no teachers are available, training will be provided to ICT, mathematics, or physics teachers for about a year to become AI educators. All participants agree on the importance of teaching students about AI applications and discussing ethical issues related to AI.

Experience With Breakout for Collaborative Learning and Assessment in Higher Education

Aim: The aim of this study is to verify empirically that the combination of ICT and game-based teaching for teaching and assessment of mathematics at university level allows students to obtain meaningful learning that favours performance in the subjects of mathematics and statistics. Theoretical framework: The main concepts and theories underpinning the research are presented, thus providing a solid basis for contextualising and gaining a better understanding of the research. Method: The methodology adopted for this research comprises on the one hand a systematic review of the literature. Quantitative data were collected from experience with students in the fields of Economics and Engineering in quantitative and technical subjects. Results and Discussion: The results obtained revealed that the students who carried out this experience performed better than those who did not. Therefore, focusing the activity as a game using different ICT tools (specifically, GeoGebra), allows us to change the classroom routine and, in a secondary way, to check the skills and competence level of each student in the use of technology and the subject itself. Likewise, in order to be able to base the decisions taken to formulate the evaluation activity, we have indicated the precedents in the literature that have been taken into consideration. Implications of the research: These implications could cover all areas related to education and especially higher education, as it is not usual to use gamification at university levels, although on the other hand, it is more usual to use ICT. Originality/Value: The implementation of an evaluative activity based on gamification and specifically on escape games (specifically a breakout) is not common in the field of university teaching in mathematics. This type of disruptive activities with the usual routine in the classroom not only favours meaningful learning, but also the motivation and interest of students before new situations. Therefore, there is a clear need to generate new projects that break the educational monotony in which students currently find themselves so that they can also learn social competences with their peers that facilitate their incorporation as citizens into society, promoting a better and sustainable world.

Diachronic analysis of Spanish scientific production on teaching methodologies in Primary Education: A scientometric and conceptual perspective (2000–2023)

The evaluation of science is essential to ensuring the quality, validity, and reliability of scientific results. Science needs to undergo a review process to ensure the rigorousness of scientific output. This evaluation provides a solid basis for political and economic decisions related to the design and execution of research projects, the establishment of new lines of research, or the identification of areas of specialization. This paper analyses diachronically the Spanish scientific production related to the implementation and development of teaching methodologies in primary education and indexed in the Scopus and Web of Science databases during the period 2000–2023. This analysis is carried out on the one hand, from a scientometric perspective, based on the analysis of indicators such as diachronic production, the journals with the highest scientific productivity, and the most productive institutions, and, on the other hand, from a conceptual perspective, trying to define its relationship with other areas of education. The general results of this study reveal two clear stages: the first, up to 2010, with little scientific production; and the second, from 2011 onwards, characterised by a general growth. The relationship between this field and others such as initial teacher training, ICT, and didactics is also evident.

Correlates of Socio Demographic Factors with Utilization of ICT Gadgets by Rural Students

Aims: This study investigates the utilization of ICT gadgets by rural students, focusing on usage patterns and their correlation with socio-demographic factors. As the demand and usage of ICT is increased, it is necessary to identify the ICT gadgets used by rural students and their extent of utilization so they may not be lag behind as urban population increasing the digital divide. Study Design: The research design was descriptive correlational research in nature. Research targeted two government senior secondary schools, one each from the villages of Niyana and Bhiwani Rohilla. A total of 100 students from grades 9 to 12 participated in the study who were willing and interested to participate. Place and Duration of the Study: The study was conducted in the Hisar district of Haryana state. The collection of data was done through the self-constructed questionnaire in the month of May, 2022 by the researcher itself. Duration of the study was 6 months. Methodology: Utilization was the usage of the ICT gadgets to reveal which types of ICT gadgets were being utilized by the respondents and which were not utilized. The developed questionnaire was used to discover the most utilized ICT gadgets by the respondents. For calculating, Level of Utilization of ICT gadgets, an excel sheet was made with the responses of the students given on the self-developed questionnaire on the usage of number of gadgets (0-15). For Comparison of School-I and School-II, Significance of the Difference was used. Correlation between Socio-Demographic profile of the respondents and utilization of ICT gadgets by School-I and School-II was also analyzed with P=.05. Results: It was revealed that all students in School-I utilized smartphones and televisions, with most displaying a medium level of usage. In contrast, students in School-II exhibited a lower level of ICT gadget utilization, despite similar access to smartphones and televisions. The t-score analysis revealed a significant difference in usage levels between the two schools. Smartphones were the most utilized devices for a variety of purposes, including academics, entertainment, and online transactions, while laptops were the least used gadgets. The study also found a positive correlation between education level and ICT gadget usage, suggesting that students with higher education engage more with ICT tools. A negative correlation was observed between distance from urban centers and ICT usage, indicating that students farther from cities face greater challenges in accessing technology. The results of the research will be beneficial for government and policymakers to formulate programs to enhance the utilization of ICT gadgets by rural students of India to overcome digital gap. Conclusion: These findings emphasize the influence of socio-demographic factors on ICT usage and highlight the need for targeted interventions to enhance technology access and utilization in rural education.

INFLUENCE OF UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN TEACHING PHYSICS ON STUDENT COMPETENCES IN PUBLIC DAY LOWER SECONDARY SCHOOL IN RWANDA A CASE OF KICUKIRO DISTRICT

The adoptions of ICT tools in education have gained significant attention globally due to their potential to enhance teaching and learning experiences. This study aims to examine the influence of ICT tools in teaching Physics on student competence in public day schools in Kicukiro District, Rwanda. The study has three specific objectives which are to assess the influence of multimedia on students competences in Physics in lower secondary schools of Kicukiro district, to evaluate the influence of computer based simulation on students competences in Physics in public lower secondary schools in Kicukiro district and to determine the influence of virtual experiment on students competence in Physics on lower public secondary school of Kicukiro district. The finding of this study was offered insight to teachers, school administrators, education policies makers and ICT industry for working better in globalized digital age. The study was also provided valuable insights for policymakers and educators to enhance the teaching and learning of Physics in public schools through the effective use of ICT tools. The selection of participants for this study were employed various methods including both simple random and purposive sampling techniques. The study gathered data through questionnaire with Likert scale statements and interview guide. Specifically, thequestionnaire were made for students while interview guides were designed for head teacher and teachers of Physics. The studys population was 11994 people consist of 26 head teachers, 38 teachers of Physics and 11930 Students from all of the Kicukiro Districts lower public secondary school. The study utilized descriptive survey design to analyses data and examines relationship between ICT tool and student competence. A sample size of 387were chosen by using Yamane formula. The selection of participants for this study were employed various methods including both simple random for 387 students and purposive sampling techniques for 24 head teachers and 34 teachers of Physics. The analysis procedure involved the use of descriptive statistics. Each item from questionnaire and interview were systematically categorized.Theresultsshowedthatthereisastatisticallysignificantrelationship(r=.865, p < .01) between use of multimedia and conceptual understanding and retention of knowledge in public lower secondary schoolsofKicukiro District. Furthermore, according to the findings, there is a strong positivecorrelation (r = .802, p < .01) between simulation and engagement in learning experiences. Finally, the results indicate that there is a moderate to strong positive correlation(r = .735, p < .01) use of virtual experiment and improved score in examination. The findings revealed that simulation and multimedia were prevalent with high participation rate among students. Researcher recommend several key included student to utilize simulation and multimedia as new tools especially STEM will enhance engagement and a standardized evaluation framework based on the discoveries that every student felt that ICT tools improved their competence in Physics. This framework would enable a systematic assessment of the impact of utilize ICT tools in teaching. Based on findings that students highly valued their using ICT tools and perceived them as beneficial, organizing a national curriculum can further incentivize schools to invest in high-quality program.

Influence of Teachers’ Experience in Information Communication Technology and Students’ Academic Performance in Mathematics in Public Secondary Schools of Rwanda: A Case of Kayonza District

The study evaluated the impact of teachers' ICT experience on students' math performance in public secondary schools in Kayonza District, Rwanda. Involving 259 participants (223 teachers and 36 head teachers), data were gathered through questionnaires, interviews, and observations, and analyzed using SPSS Version 20.0. Findings revealed that 83.5% of respondents strongly agreed that teachers skilled in MS Excel, 85.9% in PowerPoint, and 83.9% in preparing teaching materials with ICT tools positively influenced students' performance. Additionally, 82.3% noted that teachers trained in exam preparation with ICT tools demonstrated their ICT experience. Improved student outcomes were reported, with 79.4% noting better numeracy, 80.2% improved grades, and 78.3% enhanced skills in experimenting with MS Excel. A significant positive correlation was found between teachers' ICT expertise and students' math performance. The study suggests that proficiency in ICT tools enhances students' academic performance. The Ministry of Education should support ICT integration to boost academic achievement, with superintendents and head teachers optimizing ICT training and lab usage. Teachers should share ICT skills to improve instruction and student outcomes. Future research should investigate the broader effects of ICT in education on academic achievement in mathematics.

The Adoption and Usage of ICT in Teaching and Learning in Tanzanian Secondary Schools: A Systematic Review

This systematic review aims to enhance understanding of the level and factors affecting the adoption and use of ICT in teaching and learning in Tanzanian secondary schools over a 10-year period from 2015 to 2024. The review involved a comprehensive literature search across various online research databases and institutional library sources for studies published within this timeframe. Extracted data included year of publication, level of ICT adoption and use, geographical scope, factors influencing adoption and use, target population, and type of school ownership. A total of 544 records were identified from different databases and repositories, with 266 screened, 48 full-text articles assessed for eligibility, and 17 articles ultimately meeting the inclusion criteria for analysis. The qualitative analysis of these studies revealed that, overall, the adoption and use of ICT in Tanzanian secondary schools remained low. Key factors affecting effective integration of ICT included insufficient ICT infrastructure (94.1%), limited ICT skills and knowledge among teachers (47.1%), inadequate teacher training (29.4%), teacher attitudes, perceptions, and experience (23.5%), and a lack of technical support (23.5%). The review concludes that ICT adoption and usage in Tanzanian secondary schools is at a low level. It is recommended for an increased investment in ICT infrastructure to ensure that public secondary schools, in particular, have access to the necessary technological resources for teaching and learning.

English Acquisition using Multiple Intelligences Supported Project-based Learning and ICT: The Role of Cognitive Factors

This paper has explored critical cognitive determinants affecting students’ English learning process in context of blended learning based on information and communication technologies, especially through project-based teaching; it also identifies how these identified cognitive determinants contribute to the formation of students’ cognitive profiles. Moreover, it has help designed a student-centred ICT-enabled English language learning/teaching process, and give the impact of blended learning based on information and communication technologies on student learning outcomes. In this paper, qualitative method was used to answer the research questions. The data used in this study are mainly derived from interviews of teachers and students in Chinese bilingual schools. The results identified several cognitive factors influenced students’ learning outcomes in a blended learning environment, such as attention, memory, metacognition, and motivation. Moreover, the study identified four distinct cognitive profiles based on learner characteristics, covering attentive learner, memory-reliant learner, metacognitive learner, and motivated learner. Attentive learners benefit from highly interactive and graphical interfaces, such as virtual reality simulations or instantaneous quizzes. Results also indicate that co-design approach involving teachers and students was pivotal in creating a student-centered learning framework. Effective integration of ICT in education requires continuous professional development, peer mentoring, and access to online resources for teachers. Effective teacher training ensures educators are well-equipped to use ICT tools to enhance teaching and learning. The results show that employing multimedia elements and providing interactive activities introduced more significant learning experiences while enhancing language retention and learning. The outcome of project-based learning activities enhanced the problem-solving and analytical skills of the students.

EVALUATION OF INTERNET ACCESS BY STUDENTS AT A FEDERAL EDUCATIONAL INSTITUTION IN NORTHERN BRAZIL

Objective: This study presents the results of assessing Internet access by students at a federal educational institution in northern Brazil. Theoretical Framework: The study's theoretical framework relates information technologies through Internet access to learning. It shows that the more adequate Internet access is in educational institutions' daily routines, the better the students' performance in learning and its developments in technical, scientific, and technological production. Method: The method used was a survey, the population of which consisted of students who attended classes during the three shifts during which the institution operated. The students were consulted through a questionnaire with multiple-choice questions, the results of which were generated using descriptive statistics and presented in frequency tables. Results and Discussion: The findings showed deficiencies in a) the connection attributes, b) insufficient connection about the types of use by students, c) the connection provided is of low quality, and d) there is excess demand about the low institutional supply, especially in the evening shift. Research Implications: This study shows that internet services must be the object of multidisciplinary treatment and cannot represent the exclusive view of ICT professionals or education specialists. Unidisciplinary views prevent several fundamental nuances of institutional core activities from being overlooked. Originality/Value: The research's originality lies in the empirical observation that educational institutions must strategically plan long-term internet provision jointly by ICT professionals, education specialists, teachers, and students.

Mastering the digital frontier: Development of pedagogical use of ICT competences among student-teachers in Tanzania

This study investigated the factors influencing student-teachers’ development and use of pedagogical ICT competences in teaching and learning process. The study was guided by the Theory of Planned Behavior and the Technological Pedagogical Content Knowledge model. A descriptive research method was employed to gather quantitative data from a purposive sample of 187 third-year student-teachers from three universities in Tanzania. Data analysis included descriptive statistics and correlation analysis. The results indicated a significant positive correlation between variables related to facilitative condition factors for the development of pedagogical ICT competences. Other factors such as attitudes and expectations, operational usefulness, and social influences had positive corrections; although, they were statistically insignificant. Regarding perceived pedagogical ICT competences related to content delivery, about 74% of the respondents perceived themselves as very skilled and 25.67% as fairly skilled. In addition, competences related to incorporating ICT in instructional strategies, 58.82% of the respondents reported that they were very skilled and 34.22% said they were fairly skilled. These findings highlight the need for targeted interventions to strengthen the training on pedagogical ICT comp

Teacher educators’ and pre-service teachers’ confidence toward the use of ICT in education

Todays’ teacher education needs to provide pre-service teachers with readiness to integrate ICT in education. Teacher educators are expected to serve as role models for pre-service teachers, providing them with examples and meaningful experiences of learning with ICT. The aim of this study is to provide an insight into teacher educators’ and pre-service teachers’ confidence toward using ICT in education. In this study, both groups assessed their Technological Pedagogical Knowledge (TPK). The aim was to study the possible differences between teacher educators’ and pre-service teachers’ TPK assessments, and based on their assessments, to provide insights into teacher educators’ readiness to act as role models for pre-service teachers. The participants of the study were 123 pre-service teachers and 83 teacher educators. The results indicate that the assessments of teacher educators were higher than pre-service teachers’ assessments at the sample level. The results also indicate that pre-service teachers and teacher educators can both be divided into two aligning sub-groups, with higher and lower assessments. However, the comparison of these sub-groups showed that the assessments of the pre-service teachers in the higher sub-group were higher than with the assessments of the teacher educators in the lower (modest) sub-group. This study provides evidence for variation among teacher educators and pre-service teachers in terms of their TPK. This implies a need for more tailored ways to develop TPK in teacher education.

Big Data Analysis and Information Sharing for Innovation and Entrepreneurship Education

This study delves into the transformative potential of integrating big data analysis and information sharing in innovation and entrepreneurship education. Employing a comprehensive methodology encompassing K-Means Clustering, Decision Trees, Apriori Algorithm, and Neural Networks, the research investigates student engagement patterns, influential factors, collaborative relationships, and predictive modelling within educational settings. The findings reveal significant outcomes, with K-Means achieving a clustering precision of 75%, Decision Trees demonstrating an accuracy of 82%, Apriori Algorithm uncovering frequent itemsets with 68% support, and Neural Networks achieving a notable accuracy of 90%. Drawing insights from a diverse range of literature, including studies on big data management, demand prediction models, ecological approaches to entrepreneurship education, qualitative inquiries into startup strategies, applications of ICTs in education, and the impact of virtual gaming on SMEs’ growth, the research provides a robust foundation for understanding innovation and entrepreneurship education. This study contributes to both theoretical understanding and practical implications, guiding educators and policymakers in tailoring interventions and strategies to foster an adaptive and effective educational environment.

Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education

This study examines the barriers and facilitators to integrating ICT in teaching and learning English pronunciation among university lecturers and students. Three female lecturers from a Jordanian government university's Department of Pharmacy, with teaching experience spanning 3 to 10 years, participated, along with six focus groups of male and female students aged 20 to 23 from the Faculty of Pharmacy. Thematic analysis uncovered barriers such as limited ICT access, inadequate training, large class sizes, time constraints, and students' negative attitudes and low ICT skills, alongside facilitators including leadership support, ICT tool accessibility, basic training for students, and consistent ICT integration in assessment and curriculum. Students advocated for lecturer support, mobile device integration, ICT training, smaller class sizes, consistent ICT tool integration, tool accessibility, and specialized pronunciation courses. This study offers fresh insights into understanding perceptions of ICT adoption barriers and facilitators among university lecturers and students, benefiting researchers and policymakers focusing on teacher professional development to enhance ICT integration in English pronunciation teaching and learning at the tertiary level.

Development of instructional design principles for using ICT in resource-limited learning environments: a case of Bangladesh

The integration of ICT in education in developing countries has become a significant focus in various ODA projects and educational research. With the increasing demand for teachers to incorporate ICT in their classrooms, the precise methods for effectively integrating ICT resources have not been thoroughly explored. Therefore, this research aimed to develop the most optimal instructional design principles that may systematically guide teachers in planning their lessons using ICT, specifically in the context of Bangladesh. By employing the design and development research method, this research developed an initial set of instructional design principles based on literature review and field research, then elaborated on the principles through three sets of internal validation tests and a usability test by conducting in-depth interviews to confirm the applicability of the principles in real classroom settings in Bangladesh. The final version of instructional design principles is composed of five components, ten principles, and 22 specific guidelines. Two distinct features of the principles are discussed for further research. In discussion, this research underscores the necessity of providing practical instructional design principles to guide teachers in effectively utilizing ICT, particularly within a resource-limited learning environment like Bangladesh.

Chemistry Teachers’ Self-efficacy for Using Information and Communication Technology: A Survey Cross Sectional

The utilization of ICT in education could be further optimized due to the low self-efficacy of teachers. Teachers' years of teaching experience and the status of their schools have an influence on their ICT self-efficacy. This study aims to describe the differences in ICT self-efficacy among chemistry teachers based on their teaching experience and school status. This study used a quantitative approach with a cross-sectional survey method. The research was conducted in 31 high schools in Pekanbaru City and included a randomly selected sample of 50 chemistry teachers. The research instruments consisted of ICT self-efficacy questionnaires 14 items. ICT self-efficacy instrument declared valid and reliable using the Rasch model test. Additionally, interview data were employed to reinforce the findings from the questionnaire. The research questionnaire data underwent processing using analysis descriptive statistics and a two-way ANOVA test with SPSS. The results of the research show that there is a significant difference in the ICT self-efficacy of chemistry teachers based on the teacher's teaching experience with significance level of 0.005 and there is no difference the ICT self-efficacy of chemistry teachers based on school status with significance level of 0.783. The effect size test shows that the partial eta square value for the effect of teaching experience belongs to the high category while school status belongs to the low category.

Understanding stakeholders' perception on integrating ICT in teaching and learning science subjects: Experiences from Tanzanian secondary schools

This study investigated stakeholders’ perceptions of the integration of ICT in teaching and learning science subjects in secondary schools. A cross-sectional survey design, using a mixed approach, guided the study. Survey questionnaires and interviews were used for data collection. A total of 221 respondents, including students, teachers, heads of schools and district education officers, were sampled. The SPSS version 24 was used for quantitative data analysis. The qualitative data from the interviews were subjected to thematic analysis. Results indicate that stakeholders had positive perceptions of the benefits of integrating ICT in teaching science subjects. However, their positive perception was hampered by the accessibility of ICT materials, insufficient pedagogical knowledge and limited support from school management. Therefore, it affects the integration of ICT in teaching and learning science subjects. The study recommends government and management support to ensure sufficient ICT materials. Further, teachers should be equipped with sufficient pedagogical knowledge for ICT integration in teaching and learning science subjects.

Assessing the Availability of Digital Learning Infrastructures in NGO-Sponsored and Non-Sponsored Public Primary Schools in Buuri and Isiolo Sub-Counties

Purpose: To assess the availability of digital learning infrastructures in NGO-sponsored and non-sponsored public primary schools in Buuri and Isiolo sub-counties. Methodology: The study used deductive reasoning and adopted the descriptive survey research design. The study targeted 79 public primary schools in the 2 sub-counties, 79 headteachers, 79 ICT teachers, 2,192 Grade 6 learners, and their 79 Grade 6 class teachers. The researcher selected a 20% sample to get 16 schools, 16 headteachers, 16 ICT teachers, and 16 class teachers. Purposive sampling techniques were used to select 11 schools with NGO sponsorship while simple random sampling was used to select 5 schools without sponsorship for the comparative sample. Systematic random sampling was used to get a 15% sample from the learners – 329 Grade 6 learners. Data was collected using questionnaires, interview schedules, and observation checklists. Descriptive data was analyzed using percentages, mean, and standard deviation scores, while data from interviews was organized into themes and reported using quotes and narration and reported alongside the findings from descriptive data. Results: The results of the questionnaire revealed that 79.9% of learners in sponsored schools strongly agreed that their classrooms were built with robust materials compared to only 62.0% in non-sponsored schools. 70.0% of teachers in sponsored schools confirmed these findings strongly agreeing that their classrooms were built of concrete stones with metal doors and windows, compared to 60.0% in non-sponsored schools. This indicates a significant difference in infrastructure quality, with sponsored schools showing better construction (97.4% vs. 70.5%). Simple regression analysis showed that NGO-sponsored schools had lower p-values (p ≤ 0.01 for power availability and digital hardware, p = 0.05 for adequate gadgets) compared to non-sponsored schools (p = 0.05, 0.05, and 0.10 respectively). These results indicate significant differences in infrastructure availability, supporting the rejection of the null hypothesis. Conclusion: The conclusion made was that NGO-sponsored schools possess significantly superior digital learning infrastructures compared to their non-sponsored counterparts. The robust construction of classrooms, reliable electricity supply, and the availability of essential wiring and power sockets collectively create an environment that is highly conducive to effective digital literacy programs. This enhanced infrastructure provides a stable foundation for the integration and use of digital technologies in the school. The study recommends that efforts be made to increase NGO sponsorship in public primary schools to increase the chances of learners attending the schools getting access to essential digital skills. This could involve intentional efforts by the Ministry of Education to reach out to NGOs and pursue partnership opportunities in this direction

Education for technologies and ICT in compulsory education in Romania. Comparative analyses, the need for reconsiderations and equal opportunities

The research analyses the situation of education in Romania regarding the presence in the official documents of the school subjects that form competences for the technological field and for ICT. The framework plans for compulsory education at the primary, secondary and lower cycle of high school were analysed. The conclusions show the fact that many of the official school documents are older than 10 years and they were developed and approved by the Ministry of Education without considering continuity and a unitary vision. If in secondary education the situation is somewhat better, in all the analysed profiles, in primary education the curricular area "Technologies" is underrepresented, although equal opportunities are offered to students from all majors. The high school operates framework plans approved in 2009, which means that there is no continuity in the study of some subjects, ICT/Computer science being present only in certain specializations. The situation is analysed in the classes belonging to mass education, the one intended for national minorities and from specializations such as: mathematics, computer science, technological, arts, music, theology, pedagogy, social sciences, sports, military, public security. A series of research directions and priorities are proposed for a better presence of technology and ICT education in the training of students for the society of the future.

The Levels of Employing New Information Technology in School Administration from the Teachers' Point of View

This level of using ICT in education from the perspectives of school principals was explored in this investigation. The descriptive analytical method was used as the methodology and the study sample included 183 school principals, who were selected randomly from different public schools in the UAE. A questionnaire was prepared and formulated in its initial form, which consists of (58) items distributed among the six dimensions The findings found that school principals agreed on the importance of using ICT for the management of school examinations and results, as it came in first place with a percentage of 81.28, which is a high degree. The findings also showed that school principals have similar views on the use of ICT in school administration regardless of their gender. Both male and female principals use ICT tools and think it is important in school administration.

Perceptions of Stakeholders Regarding Use of ICT in Teachers’ Professional Development: A Qualitative Study

Due to the emerging usage of technology in the field of teaching and learning, it become mandatory for teachers to utilize ICT in every aspect. The purpose of this study is to find out teacher usage of ICT in their teaching methodologies for their professional development, it is also aimed to find out administrational cooperation with teachers integrating ICT for their professional development. A phenomenological research design was used. The researcher purposefully selected 05 teachers and 05 heads of the institutions to be interviewed as a sample of the study. Semi-structured interviews were conducted with teachers and heads of the institutions. Thematic coding of data was applied as part of the data analysis process. Seven overarching categories or themes surfaced, including teachers’ perception of ICT, teaching methodology, and better learning outcomes. The results revealed that teachers view ICT as valuable in teaching, and using school management resources effectively. However, others struggle with using ICT due to time and effort consumption. It also emphasized, the struggles with lesson plans requiring ICT but believes it takes longer to achieve targets. Teachers must develop methodologies aligned with their subject and content. The idea aims at the administrative responsibility of the principal in supporting and motivating teachers to adopt new technology and incorporate ICT in their lesson plans successfully. The recommendation is to prioritize ICT competency in teacher hiring, irrespective of grade level, and involve all stakeholders in the implementation of ICT developmental programs, ensuring appropriate usage for teachers.