Faculty use and perception of mobile information and communication technology (m-ICT) for teaching practices

2015 ◽  
Vol 53 (4) ◽  
pp. 375-387 ◽  
Author(s):  
J. Patrick Biddix ◽  
Chung Joo Chung ◽  
Han Woo Park
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching Practices ◽  
Mobile Information ◽  
Information And Communication

scholarly journals Factors Affecting Indonesian Preservice Teachers’ Use of ICT During Teaching Practices Through Theory of Planned Behavior

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110275
Author(s):  
Farrah Dina Yusop ◽  
Akhmad Habibi ◽  
Rafiza Abdul Razak
Keyword(s):  
Preservice Teachers ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching Practices ◽  
Partial Least Square ◽  
Equation Modeling ◽  
Valid Model ◽  
Information And Communication

The goals of the research were to inform whether the theory of planned behavior (TPB) is a valid model to explain Indonesian preservice teachers’ (PSTs) use of information and communication technology (UICT) during teaching practices, to report best factor affecting PSTs’ UICT during teaching practices, and to elaborate differences regarding UICT during teaching practices in terms of demographic information, gender, major, university, and information and communication technology (ICT)-based courses. The sample of this study was 1,133 PSTs from three Indonesian universities who completed a 24-item printed questionnaire of four constructs: behavioral beliefs (BB), normative beliefs (NB), control beliefs (CB), and UICT. Using partial least square–structural equation modeling (PLS-SEM), the results informed that the TPB is a valid model to help explain Indonesian PSTs’ UICT during teaching practices. All constructs (BB, NB, and CB) significantly predict UICT during teaching practices where NB is reported to be the strongest predictor (β = .354). There are no significant differences in terms of genders and ICT-based courses; however, significant differences are indicated in terms of majors and universities.

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.

The new mobile scholar and the effective use of information and communication technology

First Monday ◽  
2006 ◽  
Author(s):  
David B. Bills ◽  
Stephanie Holliman ◽  
Laura Lowe ◽  
J. Evans Ochola ◽  
Su-Euk Park ◽  
...  
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Practical Knowledge ◽  
Universal Serial Bus ◽  
Social Scientists ◽  
Short Period ◽  
Mobile Information ◽  
Information And Communication ◽  
Effective Use ◽  
Do So

Our goal in this article is to understand how scholars — who need to collect, organize, analyze, and present large amounts of information in a short period of time — can use mobile information and communication technology (ICT) to work more efficiently and effectively. We argue that wireless fidelity (wi–fi) and universal serial bus (USB) technologies have made it possible for social scientists to work more productively outside of their own offices, but that many lack the kinds of practical knowledge needed to do so. We discuss ways in which understanding and using some basic and generally inexpensive ICT devices can help the “new mobile scholar” take full advantage of emerging ICTs.

scholarly journals A REVIEW OF TPACK AND SAMR MODELS: HOW SHOULD LANGUAGE TEACHERS ADOPT TECHNOLOGY?

2019 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Justsinta Sindi Alivi
Keyword(s):  
Content Knowledge ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching Practices ◽  
Language Teachers ◽  
Clear Definition ◽  
Information And Communication ◽  
Definition Of

This paper primarily aims at reviewing the idea of Technological Pedagogical and Content Knowledge (TPACK) as well as the application of Substitution, Augmentation, Modification, and Redefinition (SAMR) frameworks in teaching practices. In particular, this paper is expected to provide insight for language teachers interested in Information and Communication Technology (ICT) incorporation to teaching as regards TPACK and SAMR understanding. Accordingly, the language teachers are expected to be able to incorporate technology into teaching in appropriate ways reflecting to the frameworks. Further, description about how TPACK and SAMR carried out in teaching is presented to provide teachers with a clear definition of the frameworks. Additionally, some views concerning challenges of the application are also discussed as an evaluation<em>.</em>

Information and Communication Technology and Cultural Change

2012 ◽  
Vol 43 (4) ◽  
pp. 222-231 ◽  
Author(s):  
Nina Hansen ◽  
Tom Postmes ◽  
Nikita van der Vinne ◽  
Wendy van Thiel
Keyword(s):  
Cultural Values ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Cultural Change ◽  
Control Group ◽  
Self Construal ◽  
Information And Communication ◽  
The Impact ◽  
Ict For Development ◽  
Practical Implications

This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children’s self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not “crowd out” traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.

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