Challenging assumptions about relationships between mathematics pedagogy and ICT integration: surveying teachers in English secondary schools

The purpose of the study was to establish teachers’ perception on integration of information communication technology in teaching and learning in secondary schools in Uasin Gishu County. The study was guided by the Minimalism theory. The study utilized ex post facto research design. The target population included all private and public secondary schools in Uasin Gishu County and all teachers in private and public secondary schools in the county. Stratified and simple random sampling procedures were to select the respondents for the study. The study utilized questionnaire and observation schedules for data collection. The study concluded that most of teachers in public and private secondary schools in Uasin Gishu County had favorable perceptions of availability of ICT infrastructure in their school, The study further concluded that both private and public secondary teachers in Uasin Gishu County had favorable perceptions of availability of plans for ICT integration in teaching in their school and that there is a significant relationship between public and private secondary teachers mean perception scores on ICT integration in Uasin Gishu County. the study recommended that the county Government of Uasin Gishu should provide ICT infrastructure in both private and public secondary schools and The principals and school managers in Uasin Gishu County should develop ICT integration plans at the school level which should inform the process of integrating the same in classroom teaching and learning.

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A Case Study: The Local Education Authorities (LEAs) Capacity Support on ICT Integration National Policy in Public Secondary Schools in Kepulauan Riau Province, Indonesia

Journal of Curriculum and Teaching ◽

10.5430/jct.v4n1p14 ◽

2014 ◽

Vol 4 (1) ◽

Author(s):

Rahmat Ady Putera ◽

Mahani Mochtar ◽

Muhammad Candra

Keyword(s):

Secondary Schools ◽

National Policy ◽

Ict Integration ◽

Local Education

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Challenges Facing Maths Teachers in ICT Integration: A Comparative Study on Secondary Schools in Kuala Lumpur and Kota Kinabalu

Advanced Science Letters ◽

10.1166/asl.2017.8583 ◽

2017 ◽

Vol 23 (3) ◽

pp. 2159-2162

Author(s):

Simin Ghavifekr ◽

Mohammed Sani Ibrahim ◽

Suzieleez Syrene Abdul Rahim ◽

Wong Seng Yue

Keyword(s):

Secondary Schools ◽

Comparative Study ◽

Kuala Lumpur ◽

Ict Integration

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A Teacher’S Perspective of ICT Integration in Saudi Secondary Schools

International Journal on Integrating Technology in Education ◽

10.5121/ijite.2019.8201 ◽

2019 ◽

Vol 08 (02) ◽

pp. 01-13

Author(s):

Abdullah Alenezi

Keyword(s):

Secondary Schools ◽

Ict Integration ◽

Teacher's Perspective

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An Investigation of the Relationship of ICT Access of Principals and ICT integration in Management Public Secondary Schools in Kenya

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol3.iss6.380 ◽

2015 ◽

Vol 3 (6) ◽

pp. 62-80

Author(s):

Susan Chepkonga

Keyword(s):

Secondary Schools ◽

Survey Design ◽

Simple Random Sampling ◽

Target Population ◽

Study Data ◽

County Government ◽

Research Strategies ◽

Ict Integration ◽

Chi Square ◽

Quantitative And Qualitative Research

The purpose of this study was to find out whether there exists a relationship between ICT access of principals and ICT integration in management of public secondary schools in Kenya. Descriptive survey design was used in Nairobi County where quantitative and qualitative research strategies were applied for the collection of data using questionnaires. The target population comprised of 75 secondary schools in Nairobi County at the time of data collection. Simple Random sampling was used to select the public secondary schools with 7(10%) principals participating in the pilot study. Data collected by questionnaires from 68 principals out of 75 principals were analyzed using Pearson’s chi square with the help of Statistical Package for Social Sciences (SPSS) programme. The findings of the analysis of data revealed that there was a significant relationship between the principals’ educational level and ICT integration in management of public secondary schools in Kenya. Out of this study recommendations were made to the county government and secondary schools in Nairobi County and Kenya in general.

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Technology Integration and Teachers’ Professional Knowledge with Reference to International Society for Technology in Education (ISTE)-Standard: A Causal Study

Journal of Education and Educational Development ◽

10.22555/joeed.v7i2.31 ◽

2020 ◽

Vol 7 (2) ◽

Author(s):

Rabia Aslam ◽

Najmonnisa Khan ◽

Ushaque Ahmed

Keyword(s):

Technology Integration ◽

Secondary Schools ◽

International Society ◽

Professional Knowledge ◽

Digital Age ◽

Technology In Education ◽

Ict Integration ◽

Age Assessment ◽

Teacher Survey ◽

Teaching Learning

It is becoming a new trend in developing countries to integrate ICT effectively in the teaching-learning process inside or outside the classroom to boost teachers’ professional knowledge (TPK). The present study addresses the technology integration relationship with TPK according to the International Society for Technology in Education (ISTE-2008) Standards for Teachers in private secondary schools of Karachi. TPK was categorized as 2 standards of ISTE-2008 i.e. enhance creativity in students and design digital-age assessment. 120 teachers from 12 private secondary schools of Karachi were selected based on a simple randomsampling technique. For the collection of data, a teacher survey questionnaire was used that was designed to gain information on their level of ICT integration and their professional knowledge according to the ISTE-2008 Standards. Data was collected through questionnaire distribution and analyzed through SPSS. Based on ANOVA results, the overall model was significant because the F value was greater than 2 and the significant value was less than 0.05. A strong significant correlation was found between ICT integration and TPK. Strong and moderate significant correlation of ICT integration with teachers’ ability to enhance creativity and design digital-age assessment was found respectively. ICT integration explained 32% of the variance in teachers’ professional knowledge. The integration of ICT with ISTE-standards is highly recommended for the teachers.

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