Information And Communication Technology Training Research Articles

Religious and Moral Education Teachers’ Use of Information and Communication Technology in Teaching at the Basic School: A Study in Cape Coast, Ghana

The purpose of the study was to investigate the use of Information and Communication Technology (ICT) in the teaching of Religious and Moral Education (RME) in basic schools in Cape Coast. It sought to establish RME teachers’ levels of perceived ease of use (PEU) and perceived usefulness (PU) of Information and Communication Technology, as well as determine the effect they have on RME teachers’ actual use (AU) of ICT. The Technology Acceptance Model was the undergirding theory for the study. The Cross-sectional survey design was used. All 150 RME teachers and 950 Basic 8 and 9 students of basic schools in the Cape Coast metropolis constituted the population of the study. Using proportionate simple random sampling procedure, a sample of 121 teachers and 561 students was obtained. Data was collected using two sets of structured questionnaires and analyzed descriptively using frequencies, percentages, mean, and standard deviation, as well as inferentially using simple linear regression. Results revealed that RME teachers have a high level of PU, PEU and AU of ICT in the teaching of RME. The regression analysis portrayed that PU of ICT moderately explains 51% of the variance in the AU of ICT in teaching RME, and PEU of ICT explains 39% of the variance in the AU of ICT. It is obvious from the findings that the usefulness and easy operation of ICT tools would lead to their use by RME teachers. To deal with this issue, the study recommended that the National Council for Curriculum and Assessment and Ghana Education Service should continue to enhance ICT training programmes for RME teachers. To address the limited knowledge about ICT among RME teachers, teacher development workshops and seminars that target comprehensive ICT training should be organised for RME teachers.

Exploring the Potential of Self-Assessment for Teachers’ Development of ICT Competencies and Beliefs

We evaluate the effects of an online self-assessment tool on teachers’ competencies and beliefs about information and communication technologies (ICTs) in education. The causal impact of the tool is evaluated through a randomized encouragement design involving 7,391 lower secondary teachers across 11 European countries. Short-run impact estimates show that the use of the tool led teachers to critically revise their technology-enhanced teaching competencies (−0.14 standard deviations [ SD]) and their beliefs about the use of ICT in education (−0.35 SD), while no impact on teachers’ ICT training is found. The effects are concentrated among teachers in the top-end tail of the distribution of pre-treatment outcomes. We provide suggestive evidence that the feedback score provided by the tool triggered such results by providing a negative information shock.

Teacher training in lifelong learning—the importance of digital competence in the encouragement of teaching innovation

The rapid advancements in society over recent years have necessitated changes in the expectations placed upon both citizens and educators. The integration of information and communication technologies (ICT) into the educational landscape has highlighted the importance of developing digital competence among teachers, which has emerged as a critical challenge for teacher training programs. In light of this context, this study aims to evaluate the digital competence of educators involved in Lifelong Learning within the Delhi/NCR region. To achieve this objective, a quantitative, cross-sectional research design was employed, involving a sample of 40 teachers from various schools in the area. The findings revealed a significant deficit in teachers' skills across the five dimensions of digital competence, with particular weaknesses noted in the area of digital content creation. Additionally, the analysis clarified that there is a direct correlation between prior ICT training and the dimensions of communication and collaboration, as well as content creation. The research also indicated that the teachers who expressed concerns about their preservice ICT training tended to be younger and had less than ten years of professional experience. This demographic insight suggests that younger educators may feel less prepared to integrate digital tools effectively into their teaching practices. In conclusion, the ongoing development of digital teaching competence remains a pressing challenge for the education system. Addressing this issue is imperative, as it will continue to be a central focus in the training of current educators. Enhancing digital competence is essential for fostering innovative teaching methods and ensuring that educators can adapt to the evolving demands of the digital age. By prioritizing this development, we can establish a foundation for a transformative educational landscape that supports effective learning and prepares students for the future.

Impact of ICT Utilization on Academic Performance: A Case Study of University of Hargeisa Students in Somaliland

The main focus of this study was to assess the impact of Information and Communication Technology (ICT) usage on student’s academic performance. This study took the University of Hargeisa (UOH) case to determine the impact between ICT on Student academic performance, particularly the availability, accessibility, and usability of ICT resources in the University. This study is conducted because it is known that from time-to-time reports indicate students in UOH have difficulties in their studies because they have limited access to ICT resources. Some may not be capable of using ICT. The study was conducted with one determining factor which is cross-sectional survey design. The data were collected through the means of questionnaires from a sample of 108 out of 150 sophomore students from the department of IT at the college of computing and IT. During the confirmation of principles, the researcher used simple regression analysis to analyse whether students’ academic performance was linear regression with ICT or not. The researcher found out that the availability, accessibility, and user-ability of ICT resources significantly affect students’ academics at UOH. The researcher recommends that there is a need for the University to invest more in computers and related technology. Access to ICT tools should not be limited to labs and libraries but expanded through establishing the ICT resource centre. ICT training should not be limited to Microsoft Office suites but rather aim at training students with the contextual skills to use ICT for their academics.

Exploring Jordanian university lecturers’ TPACK knowledge: Integrating ICT for teaching English pronunciation

This study investigates the technological knowledge (TK) of university lecturers in Jordan concerning the integration of information and communications technology (ICT) tools in teaching English pronunciation. Employing a mixed-methods approach, data were collected through questionnaires and semi-structured interviews to evaluate lecturers’ understanding and use of ICT for pronunciation instruction. The findings indicate moderate competence in technology integration, with nearly half of the participants feeling confident in using ICT for pronunciation teaching. However, a significant percentage reported insufficient knowledge, especially in selecting effective tools. Analysis revealed no statistically significant differences in TK based on gender or teaching experience, suggesting these factors do not influence technological competence. Challenges included limited access to specialized pronunciation software and a reliance on basic tools like PowerPoint and interactive whiteboards. Thematic analysis of interview data highlighted obstacles such as a lack of ICT training, unfamiliarity with pronunciation-specific tools, and difficulties in evaluating tool effectiveness. Many lecturers expressed a need for advanced resources and training, while others relied on peer support to address gaps. This study emphasizes the necessity for enhanced resources and targeted training initiatives to improve ICT integration in pronunciation teaching. Future research should explore strategies to strengthen lecturers’ TK, particularly regarding ICT’s role in higher education contexts.

Unveiling Disability Empowerment: Evaluating ICT Skill Enhancement Initiatives in Indonesia

This study examines the role of information and communication technology (ICT) skill development programs, such as the Digital Talent Scholarship and ICT Jamboree, in empowering people with disability across Indonesia. Grounded in empowerment theory, it investigates how these programs contribute to personal autonomy, economic engagement, and social inclusion. The research focuses on participants’ perceptions of the impact of ICT training on their independence and social integration. It also identifies challenges in applying ICT skills in daily life, including barriers to employment and limited access to assistive technologies like Braille displays and hearing aids. Through a qualitative approach—using semi-structured interviews and focus group discussions with 99 participants from diverse people with disability groups—the findings reveal significant improvements in self-confidence, digital literacy, and participants’ ability to overcome employment and online communication challenges. While ICT shows potential to reduce social isolation and foster digital inclusion, disparities in proficiency and access to adaptive tools remain. The study emphasizes the need for more tailored interventions and advocates for increased funding, better accessibility, and stronger public-private partnerships to advance disability inclusion through ICT, extending beyond Indonesia to Asia and the Middle East.

Information and Communication Technology (ICT) Pedagogical Competency of Technology and Livelihood Education (TLE) Teachers in a Non-Urban Public School

Outcomes-based education is practiced in Philippine schools to turn out skilled manpower for the global market. Accordingly, technology teachers are expected to be technically competent in the area assigned to deliver and carry out teaching tasks as, highly qualified teachers produce skilled learners. How well have educational agencies prepared these teachers in rural areas is worth looking into. Thus, this study tried to establish the information and communication technology (ICT) pedagogical competency of Technology and Livelihood Education (TLE) teachers in a non-urban school in the Division of Aklan. Thirty-two TLE teachers were involved as participants, and their ICT pedagogical competency was measured through the standardized questionnaire adopted from the National ICT Competency Standard Framework (NICS) for teachers. From the pretest results, five teachers who obtained basic competency levels were selected as teacher-beneficiaries of the ICT enhancement intervention program. After the intervention, the ICT pedagogical competencies from which teachers were initially found to have basic and intermediate competency levels have improved. Moreover, it was found that there was a significant difference between TLE teachers’ ICT pedagogical competence with teachers’ length of service, number of ICT training attended, and specialization. Given these results, TLE teachers in non-urban public schools in Aklan should be provided with professional development programs to sustain and improve their skills and competencies by effectively using technology in the teaching and learning processes.

Information and Communication Technology Usage in School Management: A Case of Selected Hwange District Schools in Matabeleland North Province, Zimbabwe

Apart from the fundamental function of teaching and learning, schools also ensure the realisation of the institutions' aims and vision. This is possible through use of Information and Communication Technology (ICT) which has been identified as an essential global phenomenon for efficient and effective schools. Hence, the purpose of this study was to examine usage of ICT in school management in Hwange District. A qualitative approach driven by the interpretivism paradigm was adopted. A case study design focusing on selected schools was employed. Thematically analysed data were collected through semi-structured interviews and document analysis. Findings indicated that the selected school heads mainly used ICT platforms such as WhatsApp, emails and printed documents for communication. Parents, through School Development Committee, provided internet connectivity for easy communication while the school heads used their personal smart phones. The study found that school heads faced various hurdles in using ICT in their management duties. These challenges included lack of resources, inadequate knowledge and skills to use ICT tools, work overload, inadequate funds to acquire ICT hardware and software equipment, lack of appropriate ICT infrastructure, limited internet access and sporadic power supplies. Despite the difficulties encountered, the study concluded that there were visible pockets of good practices in the use of ICT by selected school heads. The study recommended that the Ministry of Primary and Secondary Education should capacitate school heads through ICT training. This will result in efficiency and effectiveness of school heads in execution of their management functions.

Role of Information and Communication Technology in Islamic Education: Challenges and Opportunities

In this paper, the role of information and communication technology (ICT) in Islamic education is analyzed with an emphasis on the challenges and opportunities it presents. ICT can increase access to Islamic knowledge, improve teaching methods, and encourage participatory learning. It is necessary to handle issues including restricted infrastructure, the requirement to maintain high-quality Islamic material online, and cultural and religious sensitivity in online learning settings. ICT presents several opportunities for Islamic education, including the use of multimedia and interactive tools for teaching Islamic concepts, facilitating global reach and accessibility through online platforms, and fostering collaboration and knowledge-sharing among educators and scholars. To evaluate the effect of ICT on Islamic education, qualitative research using content analysis was carried out. The results draw attention to issues including the limitations of ICT infrastructure, the need for high-quality online information, the necessity of good ICT training for teachers, and cultural and religious considerations. ICT also offers chances for improved Quranic study, worldwide cooperation, ongoing learning outside of the classroom, and expanded access to Islamic information. In order to use ICT to enhance Islamic education, this study intends to provide useful insights for educational practitioners and policymakers.

Predicting Teacher’s Information and Communication Technology-Enabled Education for Sustainability Self-Efficacy

This study focused on the development of a teacher self-efficacy measurement addressing the contextualization of information and communication technologies (ICTs) with education for sustainability (EfS) using principal component analysis. Furthermore, this study, with the participation of 1815 teachers, examined the predictive value of some hypothesized predictors of the ICTeEfS self-efficacy construct such as gender, school setting, years of teaching, knowledge of education for sustainability, knowledge of ICTs, and experience in using ICTs to support the integration of education for sustainability in teaching and school curricula using multiple regression analysis. The research results revealed that gender did not explain any statistically significant variance of teachers’ ICTeEfS self-efficacy; contrary to this, teachers possessing a high level of knowledge on issues about sustainability and ICT competence explained most of the extracted variance. However, a gap remains in utilizing these skills pedagogically. This study also discusses the varying levels of self-efficacy among teachers based on their workplace location, finding that urban teachers demonstrate higher self-efficacy compared to their rural counterparts. This could be attributed to the disparities in resources and support systems, thereby affecting their capacity to employ ICT in EfS effectively. It was also found that novice teachers exhibited higher predictive power to ICTeEfS self-efficacy, possibly due to their recent exposure to ICT training. This study assumes that a profound understanding of EfS, coupled with ICT tools, bolsters the creation of contextualized curricula and enriches the teaching and learning experience towards sustainability.

Restructuring of human resource development in IIT libraries of North India in new digital era

Purpose The purpose of this paper is to examine the restructuring of human resources development processes in Indian Institutes of Technology (IIT) libraries in North India, emphasizing the essential information and communications technology (ICT) skills for both recruits and existing staff. Design/methodology/approach The study used a survey research design, with two different sets of structured questionnaires used to collect data. The first set, which was distributed to all heads of seven IIT libraries in North India, received a 100% response rate. Simultaneously, the second set was distributed to library users, yielding a 92% response rate (680 responses out of 700 distributed). The collected data were analyzed and tabulated, with suitable interpretations. Findings The findings of the study reveal that all examined libraries have implemented skill development programs. Moreover, advanced ICT skills are considered essential for staff appointments, and specific institutes (IIT Kanpur, IIT Delhi, IIT Jodhpur and IIT Ropar) took the initiative to provide ICT training to their employees. Trained employees exhibited enhanced performance, attributed to advanced ICT knowledge. The study suggests restructuring selection criteria and introducing structured ICT training programs for library staff, ensuring a more adept workforce for current demands. Research limitations/implications The study can increase the impact globally on human resource development by incorporating soft skills, job satisfaction and leadership development while exploring research opportunities through cross-institutional comparisons and the integration of emerging technologies such as artificial intelligence and virtual reality. Originality/value This study collected primary data from IIT libraries in North India using self-designed questionnaires. The findings provide useful insights into how libraries might restructure human resource development in the digital age.

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.

Implementation of ICT-Based Quiz Design Training in Improving the Pedagogic Competence of Madrasah Ibtidaiyah Teachers in Sei Tulang Raso District

Information and Communication Technology (ICT)-based quiz design training is important in improving the pedagogical competence of Madrasah Ibtidaiyah teachers in Sei Tulang Raso District. In the context of modern education, the use of ICT as a learning tool has a very significant role. This study aims to explore the impact of ICT-based quiz design training on the pedagogical ability of Madrasah Ibtidaiyah teachers. This study used quantitative and qualitative approaches to collect data from teachers who attended this training. The results showed that ICT-based quiz design training was effective in improving teachers' pedagogic skills. Teachers who attended this training experienced an increase in designing engaging and interactive quizzes using technology. They also gained a better understanding of the integration of ICT in daily learning, which in turn improved the quality of teaching in Madrasah Ibtidaiyah. This research makes an important contribution to our understanding of the importance of ICT training in the context of religious education, particularly in Madrasah Ibtidaiyah. The practical implication of this research is the development of better training strategies to support teachers in the face of 21st century learning demands. In addition, the results of this study also provide a basis for more effective and relevant education policies in the future.

Using UTAUT model to assess the factors influencing the use of ICT in Ghanaian pre-tertiary mathematics education

As the demand for acquiring Information communication and technology has increased rapidly due to the exponential growth of technological advancement in all human endeavor, researchers are also developing theories and/or models that could be used to describe and prognosticate humans’ espousal and use of these technologies as they are being released in the markets. The present study adapted one of the powerful models for information and communication technology (ICT) integration (thus, unified theory of acceptance and technology use) to assess pre-tertiary mathematics facilitators’ intentions and actual use of ICT for mathematics instructions in Ghana. This study adopts a quantitative research approach with a questionnaire as a survey instrument for collecting 185 valid data from both junior and senior high schools’ mathematics facilitators. Descriptive statistics and an enter multiple regression were deployed to validate the proposed research questions. Using SPPS v.23 as a statistical software for analyzing the data, the result reveals that, performance expectancy, and effort expectancy had a positive and significant effect on mathematics facilitators’ intentions toward ICT adoption. Moreover, social influence was significant but had a negative impact on facilitators intentions. The impact of mathematics facilitators’ intention to use ICT and the facilitating conditions (FCs) within the school environment was also a positive and significant predictor of facilitators’ ICT use behavior. It was concluded from the findings that FCs were the better predictor for mathematics teachers’ ICT use behavior than intention. Hence, the researchers recommended that more government expenditure must be allocated to infrastructures that would improve the use of ICT as well as frequent ICT training must be undertaken to enrich teachers’ knowledge in the affordance of using ICT in mathematics classrooms.

Open online courses technology in the professional ICT training

Relevance. Under the conditions of continuous social and economic development, and increasing the volumes of knowledge in all areas of society, the system of vocational education and training is facing new challenges. It is important for future employees in the sphere of information and communication technologies (ICT) to maintain their competitiveness in the labour market. Job seekers in this field need not only technical knowledge and skills but also the ability to adapt to changing conditions. Self-employment currently is a very relevant form of learning which allows you to achieve the above-mentioned qualities. Given the level of technological development and the objective challenges faced by humanity (e.g., the coronavirus pandemic), self-employment in this field almost automatically implies the acquisition of professional skills in a remote format. Purpose. With the introduction of modern tools into higher vocational education, a detailed analysis of the different aspects of this process is required to identify the main trends available within the scope of online ICT courses and to assess the prospects for their use. Methodology. In this study, along with regular, general scientific methods of research, a range of specific methods have been applied, including content analysis, methods of induction and deduction, and a systematic approach. Results. The study analyses the main characteristics of the distance learning format, its place in the modern pedagogical discourse, and the various directions of professional skills acquisition in the field of ICT, which take place in a remote format. Ways in which professionals can verify the acquired skills will also be considered. Conclusions. The information to be presented in the article is applicable as a reference, additional information for future ICT workers, and a wide range of readers interested in the topic of information technology.

Facilitators and Barriers for Telemedicine Systems in India from Multiple Stakeholder Perspectives and Settings: A Systematic Review.

Background: Telemedicine is viewed as a crucial tool for addressing the challenges of limited medical resources at health care facilities. However, its adoption in health care is not entirely realized due to perceived barriers. This systematic review outlines the critical facilitators and barriers that influence the implementation of telemedicine in the Indian health care system, observed at the infrastructural, sociocultural, regulatory, and financial levels, from the perspectives of health care providers, patients, patient caregivers, society, health organizations, and the government. Methods: This review complies with the current Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols 2015. A total of 2,706 peer-reviewed studies published from December 2016 to September 2023 in the PubMed, Cochrane, Scopus, Web of Science, CINAHL, MEDLINE, and PsycInfo databases were considered for the title and abstract screening, after which 334 articles were chosen for the full-text review. In the end, 46 studies were selected for data synthesis. Results: Analysis of the literature revealed key barriers such as data privacy and security concerns, doctor and patient resistance to information and communications technology (ICT), infrastructure issues, and ICT training gaps. Facilitators included reduced health care delivery costs, enhanced patient access to health care in remote areas, and shorter patient wait times. The real-world experiences of Indian telemedicine practitioners and pioneers are also explored to complement literature-based perspectives on telemedicine implementation. Both stress the need for reliable internet connectivity, technological adoption, comprehensive ICT training, positive sociocultural attitudes, stringent data privacy measures, and viable business models as crucial for effective telemedicine adoption, with experts emphasizing practical adaptability alongside the literature-recognized facilitators.

Requisite Information and Communication Technology Skills and Knowledge for Fostering Embedded Librarianship Practices in Tanzania

This study has examined librarians’ possession of information and communication technology (ICT) skills and knowledge that are requisite to practicing embedded librarianship in Tanzanian academic libraries. An exploratory cross-sectional design and qualitative and quantitative approaches have been employed by the study to collect data from 166 librarians and 6 library directors. While the data collected using a questionnaire have been analyzed using Statistical Product and Service Solutions version 21, those collected using interviews have been analyzed thematically. The study reveals that librarians have inadequate ICT skills and knowledge needed to effectively implement embedded librarianship. More specifically, the librarians lack the skills and knowledge needed to deploy sophisticated ICT tools, software, and online platforms. Regarding the ways through which librarians acquired the ICT skills and knowledge they had, the study reveals diverse sources. To effectively practice embedded librarianship, the study recommends both long-term and short-term ICT training for library professionals.

A study of the problems associated with information and communication technology utilization on the provision of library and information services in university libraries in Cross River State, Nigeria

The aim of this study is to determine the problems associated with Information and communication technology (ICT) utilization in the provision of library and information services in university libraries in Cross River State, Nigeria. It was also intended to determine if there was any significant change in the problems associated with ICT utilization on the provision of library and information services in the university libraries. The use of universities in the study was based on the researchers’ view that these university libraries are prominent in ICT development. A Survey design was used with questionnaire as the instrument for data collection. A total of 130 respondents were used (that is 26 librarians, 66 paraprofessional librarians and 38 library support staff completed the questionnaire). Simple percentages were used to answer the research question, while t-test analysis was used to test the hypothesis at 0.05 level of significance. The findings of the study revealed that, inadequate provision of funds, negative attitude of university management toward ICT utilization, lack of maintenance of ICT facilities, absence of ICT training programmes, lack of awareness of ICT potentials by library users and installation of obsolete ICT facilities among others are all identified to be problems associated with ICT utilization and that, the problems associated with the utilization of ICT on the provision of library and information services in university libraries in Cross River State, Nigeria are significantly high. From the findings of this study, it is recommended among others that, adequate funds should be provided for the much needed and talked about ICT utilization in all university libraries in Nigeria. University libraries should embark on periodic in-house training programmes by way of workshops, conferences, seminars etc for the purpose of skill acquisition among librarians, paraprofessional librarians as well as library support staff.

Social Studies Teachers’ Challenges in Applying ICT Tools for Effective Instruction in Schools for the Deaf in Ghana

This study investigated the challenges faced by Social Studies teachers in applying Information and Communication Technology (ICT) tools for effective instruction in schools for the deaf in Ghana. The study was conducted in accordance with the pragmatist research philosophy and employed a mixed method approach through convergent parallel research design and used questionnaires and semi-structured interviews to collect data from 28 Social Studies teachers and 14 headteachers from the fourteen public schools for the deaf in Ghana. The data from the questionnaire were analyzed using means and standard deviations and that from the interview were thematically analyzed. The findings revealed that teachers used ICT tools such as projectors, presentation clickers, visualizers, and computers in teaching their students with hearing impairments The findings also revealed that Social Studies teachers faced several challenges such as lack of ICT infrastructure, lack of ICT skills, lack of frequent ICT training, lack of ICT support, and lack of ICT motivation. The study recommended more investment by the Ghana Education Service in ICT infrastructure support for Social Studies teachers in schools for the deaf in Ghana to enhance their ICT integration and instructional effectiveness.

Information and communication technology (ICT) competencies of public elementary school teachers in Taal district

This study investigates the levels of information and communication technology (ICT) skills among teachers, focusing on areas such as word processing, spreadsheet management, database handling, and internet navigation. The research utilized a descriptive method and found that while teachers exhibited proficiency in basic ICT tasks, challenges remain, particularly in areas like database management and advanced spreadsheet use. Significant relationships were observed between certain demographic factors and ICT competencies, underscoring the need for continuous ICT training and a robust ICT management plan to enhance teacher competencies and improve educational outcomes. Keywords: ICT companies, Public elementary teachers, Educational technology integration