ICT In Education Research Articles

Examining Cambodian high school science teachers’ perception of Technological Pedagogical Content Knowledge (TPACK)

The purpose of this study is to assess Cambodian high school science teachers’ perceptions of Technological Pedagogical Content Knowledge (TPACK) knowledge domains, including content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and TPACK and investigate the relationship between knowledge domains with some demographic variables such as gender, qualification, age, teaching experience, school type and school location. The study surveyed 240 Cambodian high school science teachers using a self-rating questionnaire. Data analyses employed independent samples t-test, One-Way ANOVA and Pearson’s correlation statistics to produce findings. The results revealed that Cambodian high school science teachers responding to the survey rated their knowledge relatively high for the CK, PK, PCK and TK, but relatively low for TCK, TPK and TPACK. Difference analyses affirmed that only the school-type variable indicated the difference in the four technology-related knowledge domains of TPACK. Age and teaching experience had negative correlations solely with the four technology-related domains. In conclusion, Cambodian high school science teachers have enough knowledge in (1) subject contents, (2) teaching strategies of their subject matter, and (3) ICT for administrative works and to support subject-matter-related works. Cambodian high school science teachers need more knowledge of specialised ICT for education to improve their teaching and enhance students’ learning on their subject.

INFORMATION SECURITY RISK MANAGEMENT USING OCTAVE ALLEGRO METHOD AT UNIVERSITY

Information is one of the important and valuable assets for the life of an organization's business. Information management is needed to maintain the confidentiality, integrity, and availability of the information from cyber attacks. These cyber attacks can be in form of viruses, malware, phishing, Distributed Denial-of-service (DoS), fraud, and Ransomware.The education sector is a significant contributor to the increase in cyber attacks during the COVID-19 pandemic. The use of ICT in higher education must have right information securityThis study aims to Analysis the risks of information security in higher education. Identification of information security risks necessary for the organization to take appropriate preventive and mitigating actions.OCTAVE Allegro is the framework used to perform risk management in this research. This framework focuses on the information assets owned by the organization. How the asset is used, stored, transferred, occurs and how threats (threats), vulnerabilities (vulnerabilities) and disturbances can be on the asset. The results of this study are recommendations for mitigating approach for identified risks.

Perceptions of teachers and students about the use of ICTs in physical education classes: uses, advantages, and projections

The digitalization of societies is not a homogeneous or mechanistic process that moves in parallel to technological processes, since the uses of ICT are linked to the social and political contingency of each country. Consequently, this paper set out to analyze the perception of teachers and students about the use of ICTs in Physical Education classes in schools in Santiago of Chile. The use of ICTs in Physical Education is uncommon in Chile, these are focused on physical exercise and folklore teaching. A qualitative methodology was used. Based on structured interviews with teachers and students from schools in the southern area of Santiago. These were analyzed through Atlasti software. A qualitative analysis of content and a thematic analysis was carried out through data coding. The results show that there are differences in the perception of ICT by teachers and students. The former prioritize technologies applied to physical exercise. The latter consider that technologies are important for obtaining information and managing communication between teacher and student. It is concluded that it is necessary to generate institutional mechanisms that allow socialization in new skills and knowledge of technologies, since the lack of training in these skills could produce severe problems in the integration into the new digital society that is developing in Chile. Likewise, there is a generational gap in the use of this type of technologies, which would affect the older population. Keywords: ICTs in the classroom; Physical education; Digital society; Education in Chile.

Exploring the relationship between educational ICT resources, student engagement, and academic performance: A multilevel structural equation analysis based on PISA 2018 data

Increasing investment in educational ICT resources is a strategy adopted worldwide to improve student performance in the digital era. Nevertheless, whether the investment is effective and how to realize its positive effect remains unclear. To address these limitations, the dataset of PISA 2018 in five countries and regions with superior academic performance was used, and multilevel structural equation modelling was applied. The results indicated that, first, educational ICT resources are negatively associated with student academic performance. Second, educational ICT resources positively correlate with cognitive-motivational, curriculum-based engagement, and non-curricular engagement. School and home educational ICT resources exhibit strong associations with curriculum-based and cognitive-motivational engagement, respectively. Third, student engagement mediates the relationship between educational ICT resources and academic performance, and this mediating role is different at the school level and the student level. Last, the above relationships show heterogeneities across research countries and regions. Practical implications for governments, schools, and teachers were discussed.

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

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

The Strategic Role of ICT in Islamic Higher Education

Times continue to change, cultural shifts continue to occur continuously. The world of education is no exception. It is inevitable that the erosion of information and communication technology will continue to touch the world of education. From management, learning and finances, the use of information and communication technology can be maximized.This research method is a qualitative research method with a case study approach. A case study is a model that focuses on "bounded system" exploration of one case or several cases in detail by extracting data in depth. Various sources of information that are rich in context are used for data mining.. Basic Concepts of Information and Communication Technology, The Role of ICT in the Learning Process in Higher Education and Supporting Institutional Administration, Stai Nurul Ilmi Tanjungbalai slowly began to complete the infrastructure for managing the campus and conducting learning. The room is provided with multimedia equipment and WiFi which can be used as a source of learning material.In the end, based on the experience of universities that have successfully used ICT to improve performance, it can be said that the ICT "invasion" in the world of higher education will not be successful. Campus human resources must be ready to change their paradigm, way of thinking and daily habits.

Repositioning Integrated Science Curriculum for National Growth and Development

The importance of Integrated Science curriculum to nation’s development cannot be overemphasized. In Nigeria, issues such as poor academic performance of students, low quality of graduates, inadequate funding, lack of equipped laboratory and workshops, low quantity, quality, and commitment of teachers, inappropriate curriculum are prevalent in Integrated Science education provision. To improve the state of science and technology from its status quo and reposition it for the 21st century, adequate funding, provision and furnishing of laboratory and workshop, provision of scholarships and bursaries for students, regular review of science and technology curriculum, provisions of ICT in teaching and learning, recruitment of more qualified science and technology teachers, as well as motivation of science and technology teachers are recommended.

New Paths to Enlighten Passion for Education in Challenging Times: DigiSEL and Creative Education

RESEARCH OBJECTIVE: This article examines teachers’ attitudes towards socioemotional learning (SEL) and digital technology in the post-pandemic era, focusing on the DigiSEL project. This project aimed to integrate digital tools and SEL to support students’ well-being and academic success, enhancing primary school teachers’ skills in these areas.
 THE RESEARCH PROBLEM AND METHODS: The study involved partner countries conducting qualitative and quantitative analyses to determine the needs of in-service and preservice teachers. The Italian team’s needs analysis, conducted through a Focus Group and a creativity survey, revealed insights into teachers’ attitudes and experiences with digital teaching and creativity skills development.
 THE PROCESS OF ARGUMENTATION: The authors introduce the DigiSEL project, detailing how it aligned with their research for the online course modules.
 RESEARCH RESULTS: The Italian team’s focus group outcomes highlighted innovative solutions for educational challenges. Initial frustration with technology evolved into a rewarding transformation as educators mastered its use. Online courses were identified as motivating and providing novel approaches to address students’ diverse issues, such as concentration and emotional expression difficulties.
 CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: Despite challenges, the project effectively supported educators in their roles and maintained their enthusiasm for teaching. Drawing inspiration from earlier European research on creativity and ICT in teaching, this study aligned with teachers’ perceptions of creativity as vital for students’ development and demonstrated how technology could enhance teaching methods. In conclusion, the DigiSEL project showcased the potential of merging SEL and digital tools to empower educators and foster student growth amidst evolving educational landscapes. More research should take in consideration the importance of SEL and creativity to enlighten passion in teaching with new and inspiring methods.

Challenges of Senior High School ICT Teaching and Learning in Times of Pandemic: Perspectives from the Lens of Social Reconstructionism

The purpose of this research is to examine social reconstructionism, as a philosophy of education in ICT learning in Philippine senior high schools. It will also explore the online teaching and learning methods being used in senior high schools during the pandemic.

English Teachers' Perception towards Using ICTs in ELT in Secondary Schools of Bhojpur Municipality: A Census Study

This study attempts to investigate English teachers' perception towards using ICTs in English language teaching in Secondary Schools of Bhojpur Municipality. The Census method was adopted to obtain the objectives. Likert-scale survey questionnaires and non-participation observations were adopted as the techniques and tools of data collection to answer the research questions. The result of the study exhibits that the integration of ICTS in teaching English enhances the learning of the English language. The idea of using ICTs such as YouTube videos improves the listening and speaking skills of the English language of both teachers and students. In addition, the majority of English language teachers have a positive attitude towards the use of ICTS in English language teaching. Most of the teachers had positive perceptions towards the use of ICTs in helping students to master their grammatical competence.

The Use of E-Library on Teachers’ Instructional Delivery in Public Secondary Schools in Akwa Ibom North-West Senatorial District

The study investigated the use of e-library on teachers’ instructional delivery in public secondary schools in Akwa Ibom North-West Senatorial District of Nigeria. One research question and one hypothesis were formulated as well as a correlation research design was used to guide the study. The study’s population comprised all the two thousand, three hundred and ninety (2,390) teachers and fifteen thousand, eight hundred and forty-eight (15,848) students in the eighty-six (86) public secondary schools in the North-West Senatorial District of Akwa Ibom State. Using proportionate sampling technique, three hundred and fifty-six (356) teachers were selected as sample size for the study. The instruments for data collection were two sets of questionnaire developed by the researcher with the title ICT Facilities Questionnaire (IFQ) and Teachers’ Instructional Delivery Questionnaire (TIDQ). The reliability coefficient of the instruments were established using Cronbach’s Alpha Analysis with the reliability co-efficient alpha of 0.866 for ICT Facilities Questionnaire (IFQ) and 0.786 for Teachers’ Instructional Delivery Questionnaire (TIDQ). Data collected were analyzed using Simple Linear Regression Analysis at .05 level of significance. The result of the analyses revealed that the use of E-library significantly predict teachers’ instructional delivery in public secondary schools in Akwa Ibom North-west Sensational District. Based on these findings, it was recommended among others, that government should encourage the use of ICT facilities by making them available in public secondary schools in Akwa Ibom North-West Senatorial District. Moreso, teachers should be trained to make use of these facilities effectively through workshops, seminars and conferences.

Multidimensional design‐reality gaps in ICT in education projects in the Samoan aidscape

AbstractMotivationDuring the last decades, Samoa has received much aid to improve the use of information, communication, and technology (ICT) in education. However, the inequality gap in digital education between the global North and South remains wide, including in Samoa. This warrants further study of ICT in education projects in recipient countries.PurposeThis study examines the gap between ICT project design and the reality lived by schoolteachers in Samoa.Methods and approachEmpirical data were collected primarily through informal conversations with current and former teachers and ICT service providers. Their stories supported direct observation of ICT in schools garnered through working as a lecturer at an academic institution in Samoa.I use the concept of aidscape, which reflects the multidimensional nature of aid landscape, to explore the reality gaps across dimensions of the daily life of teachers and examines how these gaps are interrelated at multiple levels.FindingsThe reality of teachers shows interlinking challenges to the use of ICT in schools; challenges of accessing equipment, school culture, user perception, high staff turnover, and labour emigration. Enhancing the use of ICT by teachers requires material, technical, financial, sociocultural, and emotional support simultaneously from various aid actors who operate on different scales.Other challenges, including the high cost of technology and devices, the lack of funding for long‐term projects, the lack of ICT experts in the country and poor connectivity, also contribute to the less than satisfactory results of some ICT in education.Policy implicationsThe way forward lies in better co‐ordination among donors and more effective collaboration between different ministries of the recipient government to develop a combined project team dedicated to ICT in education. This team could work to unravel interconnected issues and tackle challenges one by one to find feasible solutions at the grassroots level, which could then be incorporated into viable national policies.

Impact of information and communication technologies in the teaching-learning process in rural area educational institutions

New technologies have become a necessary element in the teaching-learning process, being a highly supportive tool for teachers in being able to transmit knowledge to students. Currently, there is a lack of implementation of new technologies to achieve motivation objectives in students. The objective is to identify the barriers that exist between teachers and the implementation of ICT in education, seeking to promote and explore the participation of students in the educational process. The methodology used was descriptive to know the elements involved in this process, in addition to observation and bibliographic review. The result was that teachers need training on new technologies, and the economic difficulties that students and teachers present in the teaching-learning process were identified.

Challenges of ICT Integration in the Teaching of Business Statistics in Cross River State's Colleges of Education and Polytechnics

This study's primary goal was to investigate the obstacles that stand in the way of ICT inclusion in the teaching of business statistics in colleges of education and polytechnic in Cross River State. The pertinent literature was examined. This study used a survey research approach, with 93 participants, including 63 male and 40 female business educators. The researchers used no representative group in this research as all of the participants were sufficient in size to be invested in their entirety. The necessary data were gathered using one study instrument known as the "Challenges of ICT Integration and Teaching of Business Statistics Questionnaire". Three experts—one in measurement and assessment and two in business statistics—validated the questionnaires. Cronbach Alpha statistics were used to test its reliability, and the results showed that the instrument had a reliability index of 0.84 and 0.81, respectively. Mean statistics were utilized to analyze the data collected following the distribution of the questionnaires, and an independent t-test was employed to assess the hypotheses at the.05 level of significance. The study's analysis of the data revealed no statistically significant differences between male and female business educators in their mean ratings of teacher-level and institutional-level impediments to ICT integration in the teaching of business statistics. In light of its discoveries, the investigation recommends the following: Business educators should encourage training on digital tools pertinent to the teaching of business statistics. Educational leaders should promote the incorporation of electronic devices in teaching, by allocating enough funds for the purchase and upkeep of ICTs and other resources that support their use.

Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices

In line with ICT in education policies and curricula in Ghana and many other countries, teachers are expected to integrate digital technologies into instruction to facilitate meaningful and engaging student learning experiences. More research is however needed to investigate teachers’ actual classroom practices with technology to determine whether these align with national ICT in education policies and curricula expectations. This qualitative study conducted phone interviews with twenty teachers from twelve schools and used a synthesised ICT pedagogy classification framework as a lens to investigate teachers’ technology integration practices in relation to Ghana's ICT policies and curricula requirements. Following a thematic analysis procedure, the article finds that teachers mainly use technology conveniently for lesson preparation and direct instruction delivery, treating technology primarily as a productivity tool to support traditional teacher-centred teaching tasks. The use of technology for constructivist practices and fostering student-centred learning appears to be limited, which contradicts the priorities outlined in ICT in education policies and curricula in Ghana. The findings highlight a discrepancy between the requirements of ICT policies and the actual classroom practices of teachers. The implications of the findings are discussed, emphasising the need to action change in teachers’ knowledge, beliefs, and teaching practices in order to bridge the gap and effectively translate ICT curricula and policy plans into actual teaching practices.

ANALYSIS OF CENTERS FOR TEACHING AND LEARNING MISSION STATEMENTS

The purpose of this article is to analyse the mission statements content of the 100 top universities’ Centers for Teaching and Learning (CTL). The study covers universities all over the world and the CTL’s mission statements were collected out of their official websites or brochures. Analysis showed that CTLs try to meet contemporary requirements and aim to support the academic community in several areas, such as: promoting a culture of continuous improvement, delivering several services, providing support to teaching staff, students, faculties of departments, creating a culture of collaboration, networks and connections, fostering innovation and excellence, establishing a student-centered approach, setting inclusion as a priority, forming a research-based and evidence-informed approach, integrating ICT and innovative teaching methods, investing in assessment and reflection, development of educational resources and quality assurance. Furthermore, a large proportion of CTL through their mission promote the overall educational vision of the institution they serve.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0037/a.php" alt="Hit counter" /></p>

The Effect of ICT in Education and Teaching: Student Evaluation Based Verification

ICT, Information Communication Technology, is a course that is being taught in several different institutions. The role of this course is crucial in the teaching and grading process. The significance of this course is based on several different factors. ICT increases the mental capabilities of the students. In this study we have shown that IT based knowledge and accessibility to the internet increase the capability of students for rapid absorbing of information, fast processing, and achievement of smart conclusions. High speed modeling and simulation by digital techniques enable students to learn by doing, leading to actual and real implementation of the invented models and IT obtained knowledge. Quantified knowledge, by numerically represented data and their smart distribution, leads to deterministic and logical decision. The tests we have performed, in addition to this work, methodology we have applied, by using temporal based distribution of data and information, have shown the advantage of IT and internet, for a better and faster understanding process of absorbing and incubating the knowlage by the students, during the learning and teaching process, leading to the optimal conclusion. Our study is based on three possibilties, modes or cases: First case: The tests are performed to the studens with no IST education. Second case: The test is introduced to the groupe of students with superfisial or lack of proper ICT education or training. Third case: A group of students trained in a proper way, where thoroughly professional manner is applied. A correct representation of the data is verified by Fourier Transform Technique and frequency representation of information. Knowing how to manipulate with the computer models and platforms or prograns accesible at internet, that can be used for primary and secondary school teaching, is a very important approach and possibility that is being used today in different teaching sessions.
 
 Received: 13 April 2023 / Accepted: 10 August 2023 / Published: 5 September 2023

Revolution of ICT in Higher Education

Revolution of ICT in Higher Education

Impact of ICT-Driven Teacher Professional Development for the Enhancement of Classroom Practices in South Africa: A Systematic Review of Literature

Education is critical to the development of any country. The quality of education depends on the quality of teachers in the education system. Studies affirm that the initial teacher education that teachers enter the teaching profession with, is not enough to sustain the education system. Hence, there is a need for continuing life-long learning for teachers to keep abreast of their profession. Seemingly, teachers play a significant role in the integration of ICT into teaching and learning. Therefore, adequate and regular professional development of teachers is paramount to the use of learning technologies in classrooms. This study employed a systematic review of the literature to explore the impact of teachers' exposure to ICT through professional development activities on teaching and learning success. The TPACK framework was adopted as an underpinning lens to understand the phenomenon. The study affirms that the professional development of teachers should be situated within ICT pedagogical and content-related content to capacitate teachers' ICT knowledge and skills. Hence, teachers' ICT knowledge enhances classroom instructional delivery, using various learning technologies in teaching and learning. The study recommends adequate and regular capacity building for teachers with ICT training, while teachers should be supported with ICT gadgets and resources. Follow-up should be designed to ensure teachers’ adoption and use of ICT for teaching and learning in South African schools, to familiarise their learners with various learning technologies, and to enhance their academic performances.
 
 Received: 17 April 2023 / Accepted: 29 July 2023 / Published: 5 September 2023

Transforming teaching practices: Enhancing ICT-pedagogy integration through curriculum innovations in teacher education of Bangladesh

The use of ICT in teaching and learning processes at all levels was highlighted in Bangladesh's educational policy. According to studies, there are not enough secondary-level instructors in Bangladesh who are proficient in using digital technologies for instruction. The purpose of this research was to explore options for updating the teacher education curriculum by filling up any gaps found in the development of ICT-Pedagogy integration abilities. In this study, the TPACK framework was utilized to pinpoint curriculum gaps, and a mixed-method approach was used to achieve the study's goals. The curriculum was first examined to find any deficiencies, and then key informant interviews looked at potential updates to the curriculum that might fill those gaps. The study discovered a lack of proper teaching-learning methods and assessment, as well as clear objectives and topics on ICT and pedagogy integration. The study promoted a few approaches for teacher skill upgrades to improve their ability to teach with ICT.