Use Of Information And Communication Technology In Learning Research Articles

Increasing Students' Understanding by Using ICT in Elementary Schools

This study aims to explore students' experiences in using information and communication technology (ICT) in learning and how it can improve their understanding in primary school. This research was conducted using a qualitative approach, involving 12 students from an elementary school in X city. Data were collected by in-depth interviews and observations, the collected data were then analyzed using content analysis method to identify patterns, themes, and meanings from the generated data. The results showed that the use of ICT in learning provides a positive experience for students and can improve their understanding in various subjects. Students experience changes in the way they acquire and process information, as well as in the way they interact with teachers and classmates. In addition, the use of ICT also motivates students to be more active in learning and improves their learning outcomes. However, there are some barriers that students face in using ICT in learning, such as technical difficulties and limited access. Therefore, this study concludes that the use of ICT in learning can improve students' understanding, but it needs to be balanced with efforts to overcome the barriers that arise. The conclusion of this study explains that the application of Information and Commucation Technology (ICT)-based learning media in schoolchildren

ICT-based training and education in volunteer sports communities: an action design research project with soccer referees during the COVID-19 pandemic

PurposeThe purpose of this study is to investigate the impact of the COVID-19 pandemic on the beliefs and attitudes toward the use of information and communication technology (ICT). The study examines the challenges of implementing ICT-based training and provides insights for promoting the acceptance of online training in volunteer sports communities.Design/methodology/approachThe study uses an action design research methodology that combines the implementation of ICT-based training, interviews, and a survey of 523 participants to examine the influence of online training on beliefs and attitudes.FindingsThe study shows that before the COVID-19 pandemic, soccer referees had negative beliefs about the use of ICT for learning. However, the experience of being forced to use ICT for training during the pandemic led to a positive shift in their beliefs about ICT.Research limitations/implicationsThe study offers four lessons learned for promoting the use of ICT-based training in voluntary sports. Future research should investigate the influence of blended learning approaches on affective, cognitive, and skill-based learning outcomes.Practical implicationsThe study has practical implications for those responsible for implementing ICT-based training in voluntary sport. The findings suggest that design features such as usefulness, ease of use and enjoyment should be emphasized to increase the acceptance of online training.Originality/valueThe study contributes to the literature by providing insights into the challenges of implementing ICT-based training in voluntary sport contexts. The findings suggest that the experience of being forced to use ICT can promote the acceptance of online training in volunteer sports communities.

Efektivitas Filantropi Indonesia dalam Mendukung Pencapaian Pembangunan Budaya Berkelanjutan Ditinjau dari Aspek Kewarganegaraan

Information and communication technology (ICT) facilitates quick and easy access to a wide range of information and information resources worldwide for students and teachers. Due to the importance of ICT in learning, it is necessary to identify factors that might influence its integration into the educational environment. This study examined the relationship between motivation, self- efficacy and the use of information and communication technology for learning among college students in Kwara State. This study also examined the influence of gender on motivation, self-efficacy and the use of ICT for learning This research is a descriptive design using the cross sectional survey method. The study samples were taken from one federal, one state and one private university (three universities) in Kwara state. The respondents were 296 students (170 boys and 126 girls and 54 arts, 104 social studies and 138 students. As a result it can be recommended that adequate support should be provided to students to obtain ICT resources and applications for the improvement of their studies, also teachers should integrate the use of ICT in their lessons regularly to encourage students to use it.

Gender Differences and Competences of Students in the Usage of ICT for Learning At the St. John’s University, Tanzania

This study examined the extent to which students at the St. John’s University in Dodoma use information and communication technology (ICT) in learning. A quantitative research design was employed, utilizing the survey method to collect data. Convenience sampling was used to select 110 respondents whose e-mails were obtained. Data was analysed using the Statistical Package for Social Sciences (SPSS). The chi-square test was utilized to explore the relationship between certain variables, while the Spearman t-test was employed to determine the correlation between students’ use of ICT in learning and their search competences. The key findings indicate that students at St. John’s University have a high level of ICT usage in their learning endeavours, despite some inadequacies in the available learning facilities. Moreover, gender does not significantly influence the application of ICT in learning. Additionally, there was no significant relationship found between the use of ICT in learning and students’ competences in search skills. The study reveals that students heavily rely on both audio-visual materials and online textual resources. Based on the findings, it is recommended that the St. John’s University continues to enhance its ICT infrastructure to facilitate effective access and utilization of information by students. Libraries should allocate sufficient funds for the subscription of mostly electronic resources along with print resources.

Students’ And Teachers’ Perspectives on ICT Integration in Learning Process During Pandemic

Information and Communication Technology (ICT) integration allows educators to update traditional coaching to meet the global demand for fully technology-based coaching and mastering equipment and learning tools.
 This study wants to identify students and teachers’ perceptions on how effective ICT integration is in supporting the teaching and learning process in the classroom.
 The researcher used quantitative methodology, developed survey questionnaire and administered to target respondents in the three campuses of Ifugao State University. Respondents were composed of 66 Education students and 35 faculty members. The data for this quantitative study was examined using descriptive and inferential statistics.
 It was found out that most teachers and students agreed on the effectiveness of ICT integration in the teaching and learning process. The findings showed that ICT integration is beneficial for teachers teaching quality, improve learning materials and motivate students to be more creative and imaginative. Thus, learning and teaching become effective with ICT integration.
 Based on the results, it is recommended that for teachers, a digital literacy assessment may be administered to the teachers, after which a series of hands on activities will be conducted. For students, in order to derive the maximum effect regarding the use of ICT in learning, an action research may be conducted first among students to identify and solve issues on the use and challenges of ICT in teaching and learning.

TEACHER PROFESSIONAL DEVELOPMENT AS AN EFFORT TO IMPROVE TPACK SKILLS IN 21ST CENTURY LEARNING

This article aims to explain the conception and evaluation of information and communication technology (ICT) professional development processes for the development of teacher technology pedagogical content knowledge for 21st century learning. This study emphasizes the involvement of teachers using TPACK in learning. Research is concerned with the use of ICT in learning, setting design goals, redesigning, implementing, and evaluating, as well as reflecting on student learning outcomes. The research approach uses surveys and descriptive analysis. Data triangulation techniques based on observations and interviews with respondents. The results showed that the skills of using technology in learning related to TPACK had a positive effect on teacher confidence in the knowledge of technology pedagogic content for 21st century learning. Five of the seven design teams were able to make pedagogical changes towards 21st century learning, and six teams realized an increase in learning outcomes student. The conclusion of the study stated that TPACK had an impact on learning and teacher confidence in learning.

Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools

Due to rapid social and economic development in China over the last three decades, information and communication technologies (ICTs) have become increasingly available in Chinese classrooms and families. However, there is a lack of research regarding Chinese students’ use of ICTs in mathematics learning. In this study, we examined how Chinese students access, use, and perceive ICTs in learning mathematics. To this end, a conceptual framework for ICTs and the role of ICTs in students’ learning of mathematics was established. Using a mixed-methods approach, we collected data from 223 students in four randomly selected secondary schools in Shanghai through a questionnaire survey, followed by classroom observations and interviews with students and teachers. The results revealed that various ICTs are widely accessible in Shanghai classrooms and students overall have a positive view about the role of ICTs in their mathematics learning, especially in problem solving and in learning geometry. When learning mathematics at home, students used handheld technological devices more frequently than non-portable devices. Furthermore, there were significant differences between different students in terms of school performance levels, grade levels, and genders in their use of ICTs in learning mathematics. In particular, students from high-performing schools had more access to various ICTs but used them less frequently than their peers from ordinary schools. Suggestions and implications of the findings are discussed at the end of the paper.

Students’ Perceptions of Factors Influencing the Adoption and Use of ICT in Learning during COVID-19 at One Rural Based South African University

This study examines students’ perceptions of factors influencing the adoption and use of Information and Communication Technology (ICT) in learning during Coronavirus Disease (COVID-19) at one rural based South African University. To continue with learning under the COVID-19 pandemic conditions higher education institutions migrated to online teaching and learning platforms. The transition towards online learning took place in background where even prior COVID 19 most institutions were faced with the challenge of promoting students’ adoption and use of ICT in their learning. The Technology Acceptability Model (TAM) is an information system theory that looks at various individual aspects that influence actual technology usage and acceptance. As such, there is a growing research interest to explore students’ perceptions of factors that influence their use of ICT in their learning at higher education institutions subsequently studies that focuses on rural based context are still limited. Resultantly, guided by the theoretical constructs from the TAM this study applied a census approach and used a quantitative technique to examine the perception that affect students’ acceptance and use of ICT in their learning. The study discovered a significant correlation between attitude towards use (U), perceived ease of use (PEOU), behavioural intention (BI), and perceived usefulness (PU), all of which have a substantial impact on students' perceptions and acceptance of ICT use in their learning. Nonetheless, the results showed that no significant correlations exist between external variables (EV) and ICT actual system uses. Based on these findings, this study concluded that insights from the findings on students’ the adoption and use of ICT in learning is affected by several perceptions, behavioural intention, and perceived ease of use of technology. Such insights provide policy makers with an indication of students’ perceptions that should be considered when designing strategies an polices aimed at enhancing student’s adoption and use of technology in learning in rural based South Africa University during and post COVID-19 pandemic.

ICT Use and Successful Learning: The Role of the Stock of Human Capital

Previous empirical studies have found a weak nexus between the use of information and communication technologies (ICT) for learning and students’ outcomes. However, this literature has not considered the role that the countries’ stock of human capital can have in the successful use of ICT for learning. In this paper, we test empirically the existence of complementarities between human capital and technology adoption for learning. We carry out an empirical analysis with PISA data from a large-scale sample of 363,412 students enrolled in 13,215 schools in 48 countries. We estimate a hierarchical linear model (HLM) of three levels: students, schools, and countries. Our results strongly support the evidence of a positive externality of the stock of human capital on ICT use for learning. When we consider the moderator-effect of the stock of human capital, we find that the negative outcome of ICT use on students’ outcomes in mathematics, reading and science turns positive (greater and more positive the higher the stocks of human capital are). The greater the stock of human capital an economy has, the more benefits it can get from investments in ICT for learning.

MODEL PEMBELAJARAN SEUMUR HIDUP BERBASIS TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) UNTUK PEMBERDAYAAN PEREMPUAN PEDESAAN PADA PKBM

Lifelong learning (life long education) has a large role in improving the quality of the human development index. The quality of education in rural communities is far behind and powerless, especially women. Development of the quality of women's education in rural areas needs to be done comprehensively by combining formal, non-formal and informal education. The learning approach used combines andragodi and heutagogi so that lifelong education can be successful. To accelerate the goal of educational development for rural women can be done by forming learning communities through Community Learning Centers (PKBM).Learning for rural women in PKBM needs to be integrated using information and communication technology (ICT) because the community lives in far-off places while learning needs to be done in stages and continuously (life long learning). The use of ICTs in learning for rural women will facilitate the process and interaction in learning. Providing skills and economic empowerment become the main material in learning for rural women. Through education and ICT the empowerment of rural women will be more effective and can improve the quality of life of women socially and economically.

Penggunaan Teknologi Informasi dan Komunikasi dalam Pembelajaran oleh Guru Pendidikan Agama Islam

This study aims to determine the use of Information and Communication Technology (ICT) in learning by Islamic Religious Education (PAI) teachers. This research was conducted on PAI High School (SMA) teachers in Riau Province. The research method is a survey method with quantitative and qualitative approaches. Sampling is done by cluster sampling technique. The research sample consisted of 60 PAI teachers. The research instrument uses questionnaires and interviews. Data were analyzed using descriptive techniques and inference with the t-Test and Anova formulas. The results showed that the use of ICT in learning by PAI teachers was included in the "Good" category with a percentage of 63.19%. The results of the t-Test and ANOVA calculations show there are significant differences in the use of ICT in learning based on the teacher's last education (p = 0,000). There was no difference in the use of ICT in learning based on sex (p = 0.985), educator certificate (p = 0.505), teaching experience (p = 0.380), employment status (p = 0.057) and school status where teaching (p = 0.354). Barriers to the use of ICT in learning by PAI teachers are the skills of PAI teachers to use ICT in learning is still lacking; Very few television programs related to PAI material; and the availability of ICT tools in schools is still lacking when compared to the number of existing teachers.

Towards The Use Of Information And Communication Technology In Undergraduates Learning: Possession, Perception And Problems In Obafemi Awolowo University, Ile-Ife, Nigeria

This paper focuses the potentials of information and communication technologies (ICT) on three main areas as related to students learning (possession, perception and problems). It investigated students’ possession, perception and problems (as envisaged or experienced) by students of Obafemi Awolowo University, Ile-Ife on the use of ICT facilities. The study employed survey method. Sample for this study consisted of 500 undergraduates randomly selected from Obafemi Awolowo University, Ile-Ife. The instrument used in this study was a 45 item likert-type questionnaire. Four objectives were formulated for the study, while simple percentages were used in data analysis. It was found that majority of the undergradutes in OAU possess ICT facilities that can be used in learning. The facilities include laptops, ipad, ipod, android phones, blackberry etc, which have capabilities for carrying instructional contents. It was also found that undergraduated perceived that these ICT facilities are useful for instructional purposes. However, they identified lack of power supply, pproblem of access, financial constrains, and phones without MMS capability as problems that might militate against the use of ICT in learning. The paper concludes that the university should harness this opportunity and use ICT facilities fully in teaching and learning.

Proposal for the Creation of a Subdiscipline: Education Informatics

Background/ContextSoon after the United States Department of Education began making changes to the Education Resources Information Center (ERIC) system, education librarians concluded that there was a need for a fresh approach to addressing education information needs. Considering the importance of information systems in education, they agreed that a new subdiscipline of education should be promoted called education informatics. This subdiscipline would incorporate new technologies and learning strategies to enhance the capture, organization, and utilization of education information. Some of the information challenges facing the discipline of education are: gaps in existing information resources; lack of a centralized body of education information experts to influence the development of new education resources; scarce resources for the development of concepts, models, theories, and techniques related to the use of information and communication technologies (ICT) for learning and teaching; minimal understanding of how people access and use education information and digital information resources, services, systems, environments, and media for learning; and lack of support for international and cross-cultural collaborations in education informatics.Purpose/Objective/Research Question/Focus of StudyThe creation of a subdiscipline within the field of education that examines issues that fall at the intersection of education information and information technology is critical. Once there is a broader recognition of the existence of this subdiscipline, it is likely that research funding will increase, specialized expertise will be expanded, and new programs and systems related to education information will be developed.Research DesignThe research design for this article is an analytic essay.Conclusions/RecommendationsThe process of becoming an established discipline of education informatics could be advanced through an invited symposium. Grounding it in schools of education would establish an academic identity. Such an interdisciplinary field needs attention from funding agencies and research leadership; acceptance by faculty and students; and systemic implementation in universities. The establishment of a “center” for education informatics would address problems that require many resources, incubate new programs, facilitate cross-disciplinary collaboration, and attract outside funding. There is a need for a journal of education informatics that has a broader scope than educational technology. A research agenda could include the development and evaluation of concepts, models, theories, and techniques related to the use of ICT for learning; ways in which people use digital information resources, services, systems, environments, and communications media for learning; whether information literacy educators give adequate attention to teaching all aspects of information literacy; and how international and cross-cultural collaborations in education informatics can be supported.

If we build it will they come? Investigating the relationship

Research from a survey of students in higher education institutions in the Western Cape has demonstrated that despite the difficulties being experienced in terms of access to Information and Communication Technologies (ICTs) in higher education, students report that they do indeed use computers for their learning. In this paper we explore the relationship between access and use examining particularly the influence of context on use. We focus on those specific aspects of access where previous studies have highlighted a link between access and use, namely; home computer access, individuals' interest in and aptitude with using computers, and support within social networks. Although the research findings do reveal quite obviously that students with poor access do make less use of ICTs for learning, this forms only part of the picture. High access does not guarantee high use: differentiation in use is noted amongst students from different socio-economic groups for example. There are also students with low access who exercise their agency in constraining conditions, and make frequent use of ICTs for learning, particularly in the business and engineering disciplines. The findings reported in this paper suggest that the notion of the digital divide is simplistic and less useful than previously thought; rather indications are that amongst higher education students there is a usage divide, and digital differentiation is a more useful framing concept. South African Journal of Higher Education Vol. 21 (6) 2008: pp. 730-745

Utilizing Information and Communication Technologies to Achieve Lifelong Education for All: A Case Study of Myanmar

This paper examines the role of information and communication technologies (ICTs) in advancing the cause of education for all and livelong learning. After examining the claimed benefits of ICTs for promoting education and schooling, and the characteristics of education and the basic education movement in Asia, the paper focuses on providing a case study of one country in South-East Asia, that of Myanmar, regarding the use of ICTs to achieve lifelong education for all. The paper reports on a research study being undertaken by the author which examines how ICTs are being harnessed to support educational needs in the formal education system in Myanmar, including basic education, teacher development, and in the higher education institutions under the Ministry of Education. The study focuses specifically on the applications of ICTs for increasing access and improving quality in the context of the Information Age. The research is based on a field survey and case studies of best practices and innovations in the applications of ICTs to education in the Myanmar education system. By identifying the conditions that must be addressed in making effective use of ICTs for learning and teaching, the results of this study provides much needed feedback to assist the Ministry of Education in Myanmar to operate most cost-effectively in this area. Although the paper specifically examines the situation regarding one particular country, lessons learnt from the experience of Myanmar have much to offer researchers, policy makers and practitioners regarding the applications of ICTs to education development in other parts of Asia, and indeed in other parts of the world. However, the extent to which the results of this research study are generalizable to other developing countries has yet to be ascertained, since this is beyond the scope of the study reported on in this paper.