Action Learning, Value Clarification, Conventional Lecture Method, and Secondary School Students’ Attitude to Information and Communication Technology Concepts in Social Studies in Rural Learning Ecologies

2018 ◽  
pp. 11-26 ◽  
Author(s):  
Emmanuel O. Adu ◽  
Olugbenga A. Ige ◽  
Kemi O. Adu
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Secondary School Students ◽  
Action Learning ◽  
School Students ◽  
Lecture Method ◽  
Information And Communication ◽  
Learning Ecologies

scholarly journals Awareness and Adoption of Information and Communication Technology Innovations among Secondary School Students in Anambra State, Nigeria

2021 ◽  
pp. 6-12
Author(s):  
Obiageli Ifeoma Ikwuka ◽  
Amaka Charity Okoye ◽  
Samuel Ade Olonikawu ◽  
Innocent Chiawa Igbokwe ◽  
Agatha Adanna Offordile ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Information And Communication Technology ◽  
State Government ◽  
Communication Technology ◽  
Secondary School Students ◽  
Sampling Procedure ◽  
School Students ◽  
Anambra State ◽  
Information And Communication

Despite the effort of the Federal Government of Nigeria to improve the standard of instructional delivery process in secondary schools via the introduction of Information and Communication Technology (ICT) innovations, the attainment of the ICT objectives in secondary schools still remains far-fetched. The study investigated awareness, acceptance and adoption of ICT innovations among secondary school students. Three research questions guided the study and survey research design was adopted. The population of the study consisted of all 7012 students in the 18 public secondary schools in the study area. The sample for the study comprised 360 students obtained through multi-stage sampling procedure. “Awareness of ICT Innovations among Secondary School Students” (Awareness), “Acceptance of ICT Innovations by Secondary School Students” (Acceptance) and “Adoption of ICT Innovations by Secondary School Students” (Adoption) were constructed by the researchers and used for data collection. The instruments were validated by three experts. The findings revealed that secondary school students in Aguata Local Government Area (LGA) of Anambra State are aware of ICT innovations, and have accepted them for learning. It was further revealed that the said students have adopted ICT innovations for learning to a low extent. In line with the results of the study, it was suggested that State government have to ensure that ICT innovations are made accessible to students to adopt for learning and research purposes.

scholarly journals Online child sexual grooming

2016 ◽  
Vol 23 (2) ◽  
pp. 105-121 ◽  
Author(s):  
Carolina Villacampa ◽  
Mª Jesus Gómez
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Quantitative Research ◽  
School Students ◽  
Exponential Increase ◽  
Common Opinion ◽  
Information And Communication ◽  
The Common ◽  
Grooming Behaviour

This work presents the results of quantitative research into online child grooming carried out with a sample of 489 secondary school students in Catalonia (Spain). Besides determining the rate of victimisation of children by this behaviour, it establishes the profile of the victims and the offenders. In addition, it analyses the dynamics of these processes, victim–offender interaction, the level of effect that this behaviour has on the victims and the way in which an end was put to the situation. The results obtained in this empirical research do not permit confirmation of the common opinion that the widespread use of information and communication technology has led to an exponential increase in the victimisation of minors through online child grooming behaviour by unknown adults offline, because of which we need to react through the criminalisation of this behaviour.

scholarly journals The Impact of Integrating Flipped Learning and Information and Communication Technology on the Secondary School Students’ Academic Achievement and Their Attitudes Towards It

2020 ◽  
Vol 13 (2) ◽  
pp. 1
Author(s):  
Wael I. Seitan ◽  
Aseel O. Ajlouni ◽  
Nayel D. A. Al-Shara’h
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Control Group ◽  
Flipped Learning ◽  
School Students ◽  
Information And Communication ◽  
The Impact ◽  
Experimental Group

The purpose of the study was to investigate the impact of integrating flipped learning and information and communication technology on secondary school students’ academic achievement and attitudes. The study was based on a quasi-experimental approach where the sample of the study consisted of 40 students from Mashrek International School in Amman, Jordan, who were randomly assigned into either an experimental group (20 students) or control group (20 students). An academic achievement test was used with both groups as a pre-test and post-test, and an attitude scale was implemented only on the experimental group. The validity and reliability of the study were ensured. The findings revealed the effectiveness of the flipped learning approach, statically significant differences were found between the experimental and control group in terms of the students’ academic achievement. As for the experimental group the students’ attitudes towards peers, teacher, environment and learning process were positive.

Access to information technology of households and secondary school students in Turkey

2021 ◽  
pp. 026666692110089
Author(s):  
Nejat İra ◽  
Mehmet Yıldız ◽  
Gamze Yıldız ◽  
Eylem Yalçınkaya-Önder ◽  
Ali Aksu
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Secondary School Students ◽  
Communication Technologies ◽  
Access To Information ◽  
School Students ◽  
National Education ◽  
Internet Connection ◽  
Teachers And Students ◽  
Information And Communication

The aim of the study was to investigate secondary school students’ and teachers’ access to information technologies in Turkey by making interregional comparisons. Document analysis of the qualitative research methods was employed to analyze the reports issued by the Turkish Ministry of National Education, the Turkish Statistical Institute (TUIK), and the Programme for International Student Assessment (PISA). The results of the research revealed the importance of access to information and communication technologies for both students and teachers: 67.9% of the participating students were found to have Internet connection and 69.1% a computer in their homes, while 80.3% of the students were observed to use a computer outside the school, but 19.7% were not. The results also showed that 64.6% of the students have Internet connection in their classrooms, but 29.2% of these students do not use the Internet in the classroom, whereas 8.9% use it in the classroom all the time. The rate of students using a digital device for reading is 38.1%, while that of those not using one is 61.9%. Some 32.1% of secondary school students were revealed not to have Internet connection at home. Additionally, 77% of teachers were not trained in online teaching prior to the COVID-19 pandemic. Based on the findings, teachers can be suggested to develop projects – i.e., of TUBITAK, E-twinning, and Erasmus – which potentially encourage students to use information and communication technologies so that both teachers and students can benefit from them. It is also suggested that the Ministry of National Education should work on improving the information communication technology competencies of teachers and students. Besides, policies should be developed to eliminate regional differences in terms of access to digital resources and technology in terms of equal opportunities and opportunities.

An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice A Case Study of Secondary School EFL Teachers in the Western District of Chlef , Algeria

2021 ◽  
Vol 12 (2) ◽  
pp. 37
Author(s):  
Kouider Makhlouf ◽  
Zoulikha Bensafi
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Independent Variables ◽  
Efl Teachers ◽  
Information And Communication ◽  
Teachers Attitudes

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

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