Use Of Information And Communication Technologies In Education Research Articles

Perceived Importance of ICT in Preparing Early Childhood Education Teachers for the New Generation Children

Received December, 18, 2013 Revised February 02, 2014 Accepted April 26, 2014 Children of the present age are born into the world that is highly driven by Information and Communication Technology (ICT). They begin to manipulate ICT materials as soon as they grow old enough to manipulate things. There is need therefore to provide ICT-learning experiences that can aid their holistic development. To do this, early childhood professionals must be positive about the roles of ICT in children’s development. This study therefore investigated the perception of Early Childhood Education (ECE) lecturers and students on the importance of ICT in preparing ECE teachers for the new generation children. The study adopted the descriptive survey research design. 10 lecturers and 300 students of ECE were purposively selected as sample. One validated questionnaire titled “Questionnaire on Information and Communication Technology” (0.83) was used. Data collected was analysed using percentage, mean and standard deviation. Findings revealed that, using ICT in preparation of ECE teachers can help them to facilitate children’s cognitive, physical and social-emotional development, and as well sustain children’s interest in learning. Recommendations include training of all Nigerian ECE lecturers in the use of ICT for teaching and learning and equipment of departments of ECE in Nigerian Colleges of Education and Universities with adequate and relevant ICT materials. Keyword:

The Barriers to the Use of ICT in Teaching in Saudi Arabia: A Review of Literature

The paper reports some of the reasons behind the low use of Information and Communication Technology (ICT) by teachers. The paper has reviewed a number or studies from different parts of the world and paid greater attention to Saudi Arabia. The literature reveals a number of factors that hinder teachers' use of ICT. This paper will focus on lack of access to technology, lack of training and lack of time.

Use of innovative information and communication technologies and modern multimedia means in the educational process

The article provides an overview of the theoretical and methodological foundations of information and communication technologies (ICT) in higher education institutions at the present stage; positives and problems of the use of ICT in education are marked; the technique of the use of public multimedia means in educational process in the transition period for implementation of distance education elements into educational processes under difficult economic conditions is considered. It was found that the use of e-learning saves the lecturer’s time to prepare for classes, class time, and effectively influences the performance of students while processing theoretical material, fulfilling practical tasks, self-control of knowledge, working with supplementary materials, contributes to achievement of significant results in studies.

Information Technology and Communication in Education: Two Sides of the Coin in Brazil

The objective of this paper is to reflect on the use of Information and Communication Technologies (ICTs) in education in general and in blended approaches in particular. With that aim the study analyzes teachers’ and students’ beliefs on the use of ICTs in two contexts: a teacher education course for the use of ICTs in blended approaches and an English for Specific Purposes (ESP) course, both offered in the MOODLE platform. The analysis was based on qualitative data from an interview and questionnaires answered by four teachers who took the course and nine learners who attended ESP classes during an academic semester. Results suggest that the use of ICTs in blended approaches by teachers at tertiary level is still scarce. Teachers perceive the incorporation of such resources as an extra burden. Though the course has given them practical and theoretical knowledge about the use of ICTs in blended teaching approaches, it was unable to change their beliefs on the use technology for pedagogical purposes. As for learners’ beliefs, results indicate they see the use of ICTs as a way to gain more opportunities for learning, interaction and language improvement, thus validating the use of ICTs in education. Given the divergence of beliefs regarding the use of ICTs in education, on the one hand, and its importance, on the other, the study concludes that while pedagogical practices are not aligned with the social context and demands of society, teachers may continue to perceive a low level of motivation and engagement on the part of students.

UM ESTUDO DAS POTENCIALIDADES DO ENSINO-APRENDIZAGEM DE MATEMÁTICA MEDIADO PELAS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO

Neste trabalho, os professores de Matemática da Escola Estadual de Ensino Médio Nossa Senhora do Rosário, situada em Santa Cruz do Sul-RS, foram investigados se e como estão utilizando as tecnologias da informação e da comunicação (TIC) em seu fazer pedagógico nas séries finais do ensino fundamental e também se há uma formação inicial ou continuada desses docentes em relação às TIC na educação. Primeiramente, foi realizado um levantamento bibliográfico referente à integração das TIC no ensino-aprendizagem, especialmente, da Matemática. A segunda parte deste estudo se deu por meio da visitação a essa instituição, como também através de entrevistas semiabertas com os professores pesquisados, a fim de constatar os métodos adotados pelos professores de Matemática para a integração das TIC nas aulas de Matemática e a sua atualização para o uso das mesmas. Ao realizar a pesquisa, percebeu-se que apenas um dos docentes pesquisados utiliza as TIC, para potencializar o ensino da Matemática, como também busca a atualização para o uso das mesmas. A partir desses dados, constatou-se a necessidade da atualização dos professores das séries finais do ensino fundamental para a utilização das TIC no ensino da Matemática, pois a escola possui recursos adequados para um ensino mediado pelas tecnologias. Nesse sentido, é necessário buscar em conjunto com a gestão, um planejamento pedagógico voltado para o uso das TIC na prática docente.

Use of ICT in Teaching, Learning and Governance in Colleges

Education plays a very vital and strategic role in the society. It is related not only to the development of the individual and the acquisition of knowledge but also to character formation. Higher education mostly concentrate on imparting information but with the present infrastructure, class size, availability of teachers, training of teachers etc. it is difficult to achieve up to date information. ICT (Information and Communication Technology) is increasingly becoming crucial part of the education systems and its Governance. Application of ICT has brought about markedly drastic technological, Social and economical changes. These Changes have caused educational institution, administrations and teachers to reconsider their roles, teaching and vision for futures. The proper integration of ICT with teaching-learning environment and governance increases quality of education and incensement in productivity.

Use of ICT in Education

The present research paper discusses the use of Information and Communication Technology (ICT) in education which is gaining currency in the new era of globalism as the telecom revolution has hastened the pace of globalization and vice-versa; along with the catalyst role ICT-enabled education plays in promoting inclusive growth and human development for all. These smart tools of the emerging smart economy would help to promote mass literacy and also narrow inter, as well as intra-generational gaps. Most importantly, it will provide ‘second opportunities’ to the generation that missed them in the first place, thus helping adult learners, particularly the employed and women; thus attempting to reduce gender inequities. The paper attempts to map the trajectory of ICT and its increased usage across the world in an era of globalism, spanning Asia with a focus on India. Technology helps update, modernize, and revolutionize knowledge, information teaching-learning processes et al that help to bridge the digital divide on multi levels-between the rich and poor nations, between the rich and poor classes within a nation, between the rural and urban areas, between the young and old population, between the first and second generation learners and teachers that have become the essence of the new knowledge economy comprising smart students, teachers, policy makers, and communities all woven together through the yarn of the world wide. Like any other innovation, this one too is a double-edged coin with its intrinsic advantages and disadvantages. It is for us to harness modern technologies and utilize the ICT revolution in education for modern global growth, interconnectedness, and inclusiveness that create ‘win-win’ situations for all stakeholders.

Teachers’ perspectives on their use of ICT in teaching and learning: A case study

This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.

Barriers To The Use Of Information And Communication Technologies In Teaching And Learning Business Education

Education is an instrument “per excellence” for national development. Business education is one of the programs run in about 117 universities in Nigeria. It was believed that business education has the capacity to bring about the required development since it is a course of instruction aimed at inculcating in the youth the skills, attitudes and competencies which are necessary to empower them to be gainfully engaged so that they will be useful citizens and contribute to the development of Nigeria and the society. However, there seemed to be gaps between the nation’s educational objectives and their realization. The obvious indicators to this fact are poor skills of graduates who cannot fit into the office of today, unemployment, poverty and underdevelopment of the country. Information and Communication Technologies (ICTs) where properly utilized is capable of making the difference in empowering the students with the needed skills, attitudes and competencies. This study explored the barriers to the use of ICTs in teaching and learning business education. The researcher constructed 15 questionnaire items from research reports relevant to the study. The questionnaire was validated using Cronbach Alpha which yielded a reliability coefficient of 0.78. A total of 256 questionnaire items were administered to 202 business educators and 54 students of business education respectively from Universities offering business education in Nigeria and all of which were completed and retrieved. The Research Question “what are the barriers to the use of ICTs in teaching and learning business education in Nigeria?” was answered using mean rating and standard deviation. The Hypothesis of no significant difference in the mean responses of business educators and business education students from universities regarding barriers to the use of ICTs in teaching and learning business education was tested using student T-test. The study revealed that all the constructs, except one, constituted barriers to the use of ICTs in teaching and learning business education in Nigeria universities. it was concluded that the revealed barriers be tackled by the government, the university authorities, the teachers and the students so that the university environment would be repositioned to play its role of empowering the youth with the skills, attitude and competencies needed for Nigeria’s development.

Internet in teachers' professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools

In recent years there has been widespread interest in the implementation of information and communication technologies (ICT) in schools. While most studies primarily focus on the use of ICT in teaching and learning, little attention has been given to their incorporation as a professional tool outside the classroom. Using a digital inequality approach, the aim of this paper is to develop and test a model of the factors that affect teachers' professional use of ICT, particularly the Internet, in primary and secondary schools. One thousand four hundred and five (1405) teachers from a representative sample of 536 primary and 273 secondary schools in Spain were surveyed. The dependent variables include attitudes towards the professional use of ICT and the use of the Internet in professional practice. The explanatory variables are the socio-demographics, school-level information, frequency of Internet access within and outside the school, educational ICT training, digital literacy, and organisational development. Controlling for socio-demographics and school-level information, multiple regression analyses are used to make inferential judgements and test the separate effects of the independent variables. Findings suggest that technological factors and organisational practices are important predictors of ICT appropriation for professional purposes.

Measuring integration of information and communication technology in education: An item response modeling approach

This research describes the development and validation of an instrument to measure integration of Information and Communication Technology (ICT) in education. After literature research on definitions of integration of ICT in education, a comparison is made between the classical test theory and the item response modeling approach for the development and validation of a questionnaire. Following the last approach, a construct on integration of ICT is developed, items are generated and an outcome space of Likert type answering categories is defined. The resulting questionnaire has been administered to 933 teacher educators. In this study the collected data are tested for fit to the Rasch model of measurement. It is concluded that the instrument can be used for fundamental measurement of perceived use of ICT for teaching and support of student learning of the reference population, allowing for identification of stages of innovation of ICT integration. We reflect on the critical value of the item response modeling approach and the Rasch measurement model for measurement of integration of ICT in education and discuss some limitations of the study.

Students' Pedagogical Thinking and the use of ICTs in Teaching

This article discusses students' pedagogical thinking in situations where the use of information and communication technologies (ICTs) has a (well-defined) pedagogical role and rationale. By analysing students' pedagogical thinking in this setting, it is also possible to better understand their motivations and self-regulation. Pedagogical thinking as viewed from the student's angle is a new area of educational research. Our research method is a combination of the Stimulated Recall interview and the semi-structured theme interview. In addition, some background data were gathered by questionnaire to discern students' different uses of ICTs and their contexts. The findings suggest how the educational use of ICTs is considered to be meaningful and motivating by both genders and among all the interviewed age groups, in spite of the fact that an acute and vocal critique seems to develop among older students. The differences reside in students' reasoning regarding decision making in task operations between genders, which was one of the background variables—girls actively include identity and opinion, while boys emphasize the quality of performance as motives for decisions.

ICT access and enhancing quality and equity in Nigerian higher education

This paper aims to discuss access to, and use of Information and Communication Technologies (ICT) in teaching and learning in higher education institutions in Nigeria. It discusses how some factors hinder or encourage the use of computers for teaching and learning by academicstaff and students in institutions in Nigeria. The paper tries to show that there is relationship between access and use of ICT in teaching and learning in the country. Access and use of ICT has the potential to enrich understanding of the changing nature of teaching and learning in an increasingly technology-mediated environment. The paper sets out to explain the need for moreinformed understanding of access to ICT for teaching and learning in Nigeria’s higher education context.

ICT in vocational teaching/learning and research in Southeast Asian Countries: A case of Bangladesh

This paper aims to emphasize the need of Information and Communication Technology (ICT) in teaching learning and research for the Technical and Vocational Education (TVE) in Bangladesh. ICT is one of the productive tools which is not effectively introduced till now in TVE system of Bangladesh. This paper discusses the status of ICT and its usage in the Technical and Vocational Institutes (Polytechnic Institutes) in Bangladesh. This study was conducted using questionnaires and documents analysis. The results of the study reveal that, the overall status of ICT in the Polytechnic Institutes of Bangladesh does not fulfill the present demand. The technologies provided by the Polytechnic Institutions are not properly utilized by the teachers. Both teachers and students do not have enough skills to use ICT for their learning purposes due to the poor quality of ICT infrastructure. The paper concludes that modern ICT tools and ICT supported teaching aids should be introduced. The use of ICT in education needs training and professional development for teachers and educators. Once teachers and students acquire ICT Skills, the use of ICT becomes an easier step. Key words: ICT, TVE, polytechnic institute, teaching-learning situation, questionnaires.

ATTITUDES OF ENGLISH TEACHER CANDIDATES TOWARD ICT

The purpose of this study was to investigate the attitudes of English teacher candidates at formal and distance higher education contexts toward ICT and reveal whether there was a significant difference between these two groups in terms of their attitudes toward ICT. The sample of the study consisted of 175 prospective English teachers at two different higher education contexts. The participants were randomly selected among forth-year students at the ELT departments of Euopean University of Lefke (EUL) in North Cyprus and Anadolu University (AU) Open Education Faculty in Turkey during 2009- 2010 Academic Year. Due to differences between the educational context and instructional method, the nine item questionnaire developed by the researchers was administered to the prospective teachers at EUL (N=92) and AU (N=120) to collect data. The return rate from AU prospective English teachers was 70.8% (N=85), while the response percentage from EUL prospective English teachers was 97.8% (N=90). Data were analyzed using frequencies, percentages, mean and standard deviation and independent samples t-test. While the general ICT attitudes of prospective EFL teachers at the formal higher education context were positive with an overall mean score of 4. 29 (SD= 0.69), a great number of prospective EFL teachers at distance higher education context exhibited less positive attitude toward ICT integration in education with a mean score of 2.77 (SD= 0.19). The results also indicated that there was a significant difference between the attitudes of prospective EFL teachers at formal higher education contexts and the attitudes of prospective EFL teachers at distance higher education contexts toward ICT integration (p < 0.05). The ELT curriculum should be reconsidered to provide real ICT experiences for prospective teachers. Furthermore, the number of courses as to ICT use in education should be increased. More opportunities should be presented to allow the prospective EFL teachers to attain valuable experiences and gain self-efficacy in the use of ICT in their future teaching. Keywords: Language education, English aducation, Information and Communication Technology (ICT), English teacher candidates

ICT use in education: different uptake and practice in Hebrew‐speaking and Arabic‐speaking schools in Israel

AbstractClosing educational gaps between sub‐populations in Israel, particularly between students in Hebrew‐speaking and Arabic‐speaking schools, persists to be one of the priorities of Israel's education system. In the field of information and communication technology (ICT), this goal refers to infrastructure as well as practice, i.e. teaching and learning. A secondary analysis of Second Information Technology in Education Study 2006 study findings portrays a multifaceted state of affairs on some issues, e.g. vision and goals, attitudes on ICT importance in general and as a lever for paradigmatic change in particular. This is contrary to expectations due to the inequality in allocation (mainly of infrastructure) between the two sectors. Arabic‐speaking mathematics teachers indicate greater ICT usage in their target class, while among science teachers, Hebrew‐speaking teachers report greater usage and influence on their pedagogy, indicating innovative usage. Conclusions suggest that further effort is needed to close the gaps between Hebrew‐ and Arabic‐speaking schools as well as collaboration and exchange of ideas, information and educational experience between staff members from both sectors.

Contextualizing South Africa’s participation in the SITES 2006 module

The International Association for the Evaluation of Educational Achievement (IEA) initiated the Second International Technology in Education Study (SITES 2006) — a large-scale comparative survey on the use of Information and Communication Technologies (ICTs) in schools. The goal was to understand the pedagogical use of ICTs in schools in 22 education systems. We aim to contextualize South Africa’s participation in SITES 2006 on four levels: (i) the nature and structure of the South African education system, (ii) a review of South Africa’s participation in SITES 2006, (iii) ICT infrastructure, facilities and equipment, and (iv) teachers’ use of ICTs for teaching and learning. SITES 2006 administered three questionnaires to school principals, technology coordinators, and mathematics and science teachers. The final sample consisted of 666 mathematics and 622 science teachers. Although most education systems collected data via the internet, South Africa was the only country that used only a paper-and-pencil data collection strategy with an average return rate of 90%. South Africa scored low on most variables, e.g. ICT infrastructure, facilities, and equipment. A large percentage of South African teachers reported their ICT incompetence. South Africa’s inability to cross the boundaries of traditional learning towards the development of 21st century teaching and learning skills inhibits social and economic growth for the development of human capital. Keywords: developing context; e-Education; ICT in education; large-scale study; mathematics education; science education; SITES 2006; South Africa

The Internet and teacher education: Traversing between the digitized world and schools

In the face of rapid technological and economic developments globally, pre-service teacher education programs in the Asia-Pacific region are challenged to prepare teachers who are open to new ideas, new practices and information and communication technologies (ICT), to learn how to learn, unlearn and relearn, and to understand and accept the need for change. Extending Popper's (1978) framework of the three worlds — the physical world as World 1, the mental world as World 2, and the world of products of human ideas as World 3 — this paper examines how teachers may assume agency to mediate the tensions and opportunities between these worlds in order to chart possible developmental trajectories that may provide future directions for pre-service teacher education. With respect to the use of ICT for teaching and learning, pre-service teacher education programs are then expected to move pre-service teachers away from learning specific ICT application and towards learning how to learn, and more important, moving towards a commitment to constructivist-oriented teaching and learning practices.

The pedagogical implications of information and communication technology on adult education: a case study of the osun state colleges of education, Nigeria

It is known that teaching entails systematic presentation of facts, ideas, skills, and techniques to students; therefore, the introduction of technology into adult learning means more than just making it works. This research work therefore seeks to find out the pedagogical implication of Information and Communication Technology (ICT) on Adult Education in Osun State College of Education, Nigeria. One hundred (100) lecturers and one hundred (100) students of Osun State College of Education were used for the study. The instruments used for this study are questionnaires, drawn up based on the research questions. Results revealed that most of ICT facilities for teaching and learning are not available and that the attitude of lecturers and students towards the use of ICT in teaching and learning is good and positive. In addition, lecturers are also aware of the importance of using ICT in teaching and learning. Results also showed that the funding and supply of ICT facilities to departments are insufficient. From the results, the study recommended among others, that government should endeavour to supply necessary funds for the acquisition of relevant ICT equipments. In-service computer training should be given to all the staff including the management. Finally, the department should give individual students access to the use of 1C1 equipment.Key words: Pedagogy, Adult Education, Andragogy

Information and Communication Technology (ICT) Training among Lecturers in the South-South Zone in Nigeria by the Nigeria Communication Commission (NCC)

In order to bridge the digital gap and to facilitate the use of ICT in teaching and learning among lecturers and students in Nigeria universities, the Nigeria Communication Commission (NCC) organized a workshop to train lecturers in the use of ICT skill and knowledge. It was expected that 12,000 lecturers from various universities will be trained. It was discovered that the idea was welcomed since most of them find if difficult to integrate ICT in their academic work. As a result of this, the study seeks to find out the success achieved among participants and their perception toward the programme.