scholarly journals Information and communication technology in education: Desires, promises, and obstacles

2000 ◽  
pp. 311-328 ◽  
Author(s):  
Erno Lehtinen
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Technology In Education ◽  
Information And Communication

scholarly journals Chinese teachers’ perceptions of an online teacher course and its results

2021 ◽  
Author(s):  
Nan Li ◽  
Ruurd Taconis ◽  
Perry den Brok
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Daily Practice ◽  
Inservice Teacher ◽  
Technology In Education ◽  
Regression Analyses ◽  
Training Outcomes ◽  
Teachers Perceptions ◽  
Information And Communication ◽  
Online Teacher

AbstractWe investigated teachers’ perceptions of an online inservice teacher course in China and its outcomes, as well as connections between these two types of perceptions. Data were collected from a sample of 251 teachers following a course on Information and Communication Technology in education using a questionnaire survey and interviews. Teachers were generally satisfied with the setup and content of the course, but considered that interaction during training and motivation were not optimal. A correlation analysis showed that teachers’ perceptions of the course were significantly and positively related to their perceptions of training outcomes. Regression analyses revealed that the connection of training content with teachers’ daily practice contributed most positively to teachers’ perceptions of the training outcomes. Suggestions for optimizing online inservice teacher courses are provided.

scholarly journals Making sense of ‘pure’ phenomenography in information and communication technology in education

2006 ◽  
Vol 14 (3) ◽  
Author(s):  
Graham Alsop ◽  
Chris Tompsett
Keyword(s):  
Qualitative Analysis ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Good Practice ◽  
Small Scale ◽  
Technology In Education ◽  
Methodological Issues ◽  
Scale Evaluation ◽  
Making Sense ◽  
Information And Communication

Research in information and communication technology in education places an increasing emphasis on the use of qualitative analysis (QA). A considerable number of approaches to QA can be adopted, but it is not always clear that researchers recognize either the differences between these approaches or the principles that underlie them. Phenomenography is often identified by researchers as the approach they have used, but little evidence is presented to allow anyone else to assess the objectivity of the results produced. This paper attempts to redress the balance. A small-scale evaluation was designed and conducted according to ‘pure’ phenomenographic principles and guidelines. This study was then critiqued within the wider context of QA in general. The conclusion is that pure phenomenography has some procedural weaknesses, as well as some methodological limitations regarding the scope of the outcomes. The procedural weaknesses can be resolved by taking account of good practice in QA. The methodological issues are more serious and reduce the value of this approach for research in collaborative learning environments.DOI: 10.1080/09687760600837058

scholarly journals The national broadband network and the challenges of creating connectivity in education: The case of Tasmania

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Sue Stack ◽  
Jane Watson ◽  
Joan Abbott-Chapman
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
New Technologies ◽  
Classroom Teaching ◽  
Technology In Education ◽  
Face To Face ◽  
Innovative Methodology ◽  
Broadband Network ◽  
Information And Communication ◽  
Depth Interviews

<p>Tasmania, one of the first locations to have communities connected to the national broadband network (NBN), provided the context within which to ask significant questions about the implications of the NBN for all levels and sectors of education. This paper reports findings from a research project that developed innovative methodology to explore the issues with 21 respondents categorised as "leaders" in the field of information and communication technology in education. The aim of the research was to conduct an audit of actual and planned implementation of new technologies in classroom teaching through in-depth interviews, to assess challenges faced in implementation and to facilitate dialogue between leaders in disparate education areas through provision of forums online and face-to-face. In this way the action research both contributed to an understanding of issues and acted as a change agent in stimulating the sharing of new approaches to what turned out to be a set of highly complex "wicked" problems. Resulting models using a causal layered approach demonstrate that whereas the NBN did not become the immediate solution to connectivity for these leaders, it provided the motivation to consider what a connected educational environment could be like.</p>

scholarly journals Repenser la définition des aides techniques en éducation / Rethinking the definition of assistive technology in education

2012 ◽  
Vol 38 (3) ◽  
Author(s):  
Hajer Chalghoumi
Keyword(s):  
Students With Disabilities ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Assistive Technologies ◽  
Technology In Education ◽  
Research And Practice ◽  
Distinct Concept ◽  
Information And Communication ◽  
Definition Of ◽  
Aides Techniques

En éducation, un nombre croissant d’élèves avec incapacités ont recours aux aides techniques. Parallèlement, une littérature récente mais de plus en plus abondante étudie ce concept. En dépit de cet intérêt grandissant tant au niveau de la recherche que de la pratique liée à ces technologies, plusieurs indices soulignent la difficulté de distinguer entre ce concept et celui de technologies de l’information et de la communication (TIC) notamment en éducation. Les aides techniques sont-elles un concept distinct ou une variante des TIC? Quelles sont les conséquences d’une telle confusion conceptuelle ? Comment peut-on différencier ces deux concepts ? L’objectif du présent article est d’apporter des éléments de réponse à ces questions. In education, an increasing number of students with disabilities make use of assistive technologies (AT). Meanwhile, a recent but growing literature studies this concept. Despite this interest both in research and practice related to these technologies, several clues point to the difficulty of distinguishing it from and the information and communication technology (ICT), particularly in education. Are AT a distinct concept or a variation of ICT? What are the consequences of such a confusion? How can we differentiate these two concepts? The purpose of this article is to provide some answers to these questions.

scholarly journals PERAN INFROMASI DAN TEKNOLOGI TERHADAP MANAJEMEN PENDIDIKAN

2019 ◽  
Author(s):  
Wira Marnia Marnia
Keyword(s):  
Information And Communication Technology ◽  
Information Literacy ◽  
Communication Technology ◽  
Science And Technology ◽  
Well Being ◽  
Teaching Skills ◽  
Technology In Education ◽  
Information And Communication ◽  
Role Of Information

The study ains to detemine the role of information and communication technology in education. The information and communication technology in general, including computers ( literacy) and information literacy, which means students recognize the teams used in information and communication techology. In the Qur’ran there are so many commads, statement, suggestions, satires and so on that subtantially lin islamic teachings to science and technology. The results of this study found that the role of information technology in education, in addition to helping students in learning also had a quite influentia r ole for teachers especially in the use of facilities to enrich teaching skills, and the Qur’ran as a quide and quidance for the development of science and technology in order to strengthen faith and improve human well being

scholarly journals إدماج تكنولوجيا المعلومات والاتصال في التعليم : توصيات ومقترحات

2014 ◽  
Vol 2 (1) ◽  
pp. 121-130
Author(s):  
Fatimah Ahmad Thahir
Keyword(s):  
Sustainable Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Technology In Education ◽  
Ict In Education ◽  
Critical Juncture ◽  
Just Cause ◽  
World Community ◽  
The World ◽  
Information And Communication

Abstract: This research aims to uncover the benefits of the introduction of information and communication technology in education. The researcher analyzes documents from formal and non-formal institutions in facilitating the use of information and communication technology to meet the needs of today's students. In order to maximize the benefits of having ICT in education, universities have to have more interactions with the world community through communication with pople in the community and their leaders. The universities should also take advantages of available possibilities to ensure the comprehensive and sustainable development, which we desperately need them at this critical juncture for our just cause. DOI: 10.15408/tjems.v1i1.1122

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