Information Communication Technology (ICT) integration in a science education unit for preservice science teachers; students' perceptions of their ICT skills, knowledge and pedagogy

2005 ◽  
Vol 4 (2) ◽  
pp. 345-363 ◽  
Author(s):  
Vaille Dawson ◽  
Patricia Forster ◽  
Doug Reid
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Communication Technology ◽  
Information Communication Technology ◽  
Information Communication ◽  
Ict Integration ◽  
Ict Skills ◽  
Preservice Science Teachers

scholarly journals A Survey on the Usage of ICT in Pedagogy of Science

2017 ◽  
Vol 7 (2) ◽  
pp. 109
Author(s):  
Ritu Tripathi Chakravarty
Keyword(s):  
Science Teachers ◽  
Communication Technology ◽  
Information Communication Technology ◽  
The Self ◽  
Educational Systems ◽  
Information Communication ◽  
Different Types ◽  
Pedagogical Approaches

<div><p><em>Information Communication Technology ICT has impacted the learning world. Educational systems have witnessed changes in the pedagogical approaches with the advent of ICT.</em></p><p><em>The survey of ten science teachers of ten different schools of Lucknow was done to the how ICT is being used as in the classroom pedagogy. The self prepare questionnaire was used. The data was collected from the science teachers. The findings are interesting. It was found that few science subjects the ICT and its applications are used optimally but some others were very less benefited by ICT. The findings also discusses the readiness of the science teachers for the usage of different types of ICT in teaching and management role in engaging and encouraging  the opportunities for the usage  of ICT in science teachings were explored.</em></p></div>

Influence of level of trainers’ perception on Information Communication Technology Integration in Teaching and Learning of Engineering courses in National polytechnics in Kenya

2020 ◽  
Vol 17 (1) ◽  
pp. 55-68
Author(s):  
Daniel C. Mutai ◽  
Khaemba Ongeti ◽  
Anne S. Kisilu ◽  
Richard K. Ronoh
Keyword(s):  
Communication Technology ◽  
Teaching And Learning ◽  
Information Communication Technology ◽  
Reliability And Validity ◽  
Simple Random Sampling ◽  
Primary Data ◽  
Mixed Method Research ◽  
Information Communication ◽  
Ict Integration ◽  
Adoption Of Technology

Understanding trainers’ perceptions of innovation is the key to successful adoption of technology in learning. The purpose of this paper was to examine the level of trainers’ perception on Information Communication Technology (ICT) integration into teaching and learning of engineering courses in National polytechnics in Kenya. This study used mixed method research. The target population in this study was 140 engineering staff and the trainees, Heads of departments and Principals of Kisumu and Eldoret Nationa l Polytechnic and Kenya Technical Trainers College. Primary data was used, which was collected using structured questionnaires and interview schedules. Simple random sampling was used to identify the respondents from the relevant departments to participate in this study, while purposive sampling was used to select the principals to be interviewed. Reliability and validity of data collection instruments were ascertained through pilot testing. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data generated from the interview schedules was organized through content scrutiny. The results indicated that the level of trainers’ perception has a significant effect on ICT integration into teaching and learning. It was concluded that trainers are willing to undergo training to equip them with new knowledge in ICT to improve their productivity. It was recommended that the National Polytechnic management, in partnership with the Ministry of Education, should carry out assessment of skills and needs as far as ICT integration is concerned.

scholarly journals Analysis of Challenges facing ICT integration in managing Public Secondary Schools: A Comparative Study of Day and Boarding Secondary Schools in the South Rift Region, Kenya

2020 ◽  
Vol 3 (1) ◽  
pp. 58-66
Author(s):  
Johannes Njagi Njoka ◽  
Perminus Githui ◽  
Lucy Wanjira Ndegwa
Keyword(s):  
Secondary Schools ◽  
Communication Technology ◽  
Information Communication Technology ◽  
Target Population ◽  
P Value ◽  
Information Communication ◽  
The South ◽  
Ict Integration ◽  
Significant Difference ◽  
Integration Of Ict

The uptake of information communication technology (ICT) by secondary schools is beset by a complex of challenges that are not clearly understood and documented. In order to facilitate effective and efficient implementation of digitalization in schools in Kenya, there is need to map out the diversity of challenges that bedevil its adoption. The purpose of this study was to analyze the challenges facing integration of information communication technology (ICT) in the operations of public day and boarding secondary schools from the south rift region of Kenya. The objectives of the study were to; assess the challenges facing ICT integration and compare the levels of ICT integration in boys, girls and co-educational secondary schools from the south rift region of Kenya. The study adopted the descriptive survey research design. The target population for the study comprised of all the 141 teachers from the public secondary schools in the south rift region of Kenya enrolled in the Strengthening of Mathematics and Science in Secondary Education (SMASSE) program. The study employed census sampling technique since the target population was small, easily accessible and manageable. Data was collected by means of a questionnaire. Data analysis was conducted using the descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS) version 21.0. The study tested the hypothesis that there was no statistically significant difference in challenges facing integration of ICT in boys, girls and co-educational secondary schools from the south rift region of Kenya. To test this hypothesis the One way Analysis of Variance (ANOVA) statistics was computed which yielded p-value = .000 which was less than the alpha value α > 0.05 indicating that the differences in challenges facing ICT integration in boys, girls and co-educational schools were statistically significant. Therefore the null hypothesis was rejected. This led to the conclusion that challenges facing ICT integration from the three categories of schools were significantly different. From the findings of the study, it is recommended that there is need strengthen in service training of teachers in ICT and perform widespread upgrade of ICT software since these were the most serious challenges that faced integration of ICT in schools.

scholarly journals Trainers’ Preparedness on the Integration of Information Communication Technology in the Instructional Process of Engineering Courses in National Polytechnics in Kenya

2021 ◽  
Vol 2 (1) ◽  
pp. 51-56
Author(s):  
Mutai Cheruiyot Daniel ◽  
Ongeti Khaemba
Keyword(s):  
Communication Technology ◽  
Information Communication Technology ◽  
Simple Random Sampling ◽  
Policy Formulation ◽  
Educational Institutions ◽  
Mixed Method Research ◽  
Information Communication ◽  
Ict Integration ◽  
Instructional Process ◽  
Descriptive Survey

Educational institutions are under increasing pressure to integrate Information Communication Technology (ICT) in the instructional process as they prepare trainees for the job market in the 21st Century and trainers significantly contribute to this as the implementers. This paper reports a study that aimed at investigating trainers’ preparedness on the integration of Information Communication Technology (ICT) in the instructional process of engineering courses in national polytechnics in Kenya. The research objectives were to find out the perception of trainers on ICT integration; and the level of ICT knowledge and skills of trainers. The study was guided by the mixed method research methodology and the descriptive survey research design. Stratified and simple random sampling methods were used to select forty eight trainers from three national polytechnics in Kenya from Mechanical, Electrical, Building and Automotive departments. Purposive sampling was used to select the three principals and three heads of the departments. Data was collected using questionnaires and interview schedules and analyzed using descriptive statistics and thematic analysis techniques respectively. The findings revealed that the trainers were willing to participate actively in integrating ICT in the instructional process and thus had positive perceptions. In addition, over 80 % of trainers were practically competent in the general use of ICT but minimally integrated ICT in the instructional process. The study recommended that national polytechnics should take advantage of the positive perception by trainers and formulate a policy on ICT integration in the instructional process in line with the existing government policies. Another recommendation was that national polytechnics should undertake capacity building for trainers on ICT integration in the instructional process. The findings of this study will be significant in policy formulation on ICT integration in education in Kenya and elsewhere.

Current Requirements of the Society to the Professional Training of Specialists in Information Technology Industry in Japan

2014 ◽  
Vol 4 (2) ◽  
pp. 84-89
Author(s):  
Inna Pododimenko
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Communication Technology ◽  
Information Technologies ◽  
Professional Training ◽  
Professional Competence ◽  
Information Communication Technology ◽  
Information Communication ◽  
Quality Of Higher Education

Abstract The problem of professional training of skilled human personnel in the industry of information communication technology, the urgency of which is recognized at the state level of Ukraine and the world, has been considered. It has been traced that constantly growing requirements of the labour market, swift scientific progress require the use of innovative approaches to the training of future ІТ specialists with the aim to increase their professional level. The content of standards of professional training and development of information technologies specialists in foreign countries, particularly in Japan, has been analyzed and generalized. On the basis of analysis of educational and professional standards of Japan, basic requirements to the engineer in industry of information communication technology in the conditions of competitive environment at the labour market have been comprehensively characterized. The competencies that graduate students of educational qualification level of bachelor in the conditions of new state policy concerning upgrading the quality of higher education have been considered. The constituents of professional competence in the structure of an engineer-programmer’s personality, necessary on different levels of professional improvement of a specialist for the development of community of highly skilled ІТ specialists, have been summarized. Positive features of foreign experience and the possibility of their implementation into the native educational space have been distinguished. Directions for modernization and upgrading of the quality of higher education in Ukraine and the prospects for further scientific research concerning the practice of specialists in information technologies training have been suggested

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