Ingestion and integration of ICTs for pedagogy in Indian private high schools

2020 ◽  
pp. 204275302095749 ◽  
Author(s):  
Arnab Kundu ◽  
Tripti Bej
Keyword(s):  
High Schools ◽  
Private Schools ◽  
Teaching And Learning ◽  
Theory Approach ◽  
Ict Integration ◽  
Ict Infrastructure ◽  
School Pedagogy ◽  
Teaching Learning ◽  
High Level ◽  
Classroom Integration

In most cases, private schools in India are considered to have sufficient ICT resources for teaching-learning in 21st century classrooms and are assumed to be leaders in technology integration in the school pedagogy in this country. This study aimed to investigate the state of ICT integration and the degree of expertise these schools have attained. A survey of forty teachers from twenty purposively selected private high schools was conducted using a set interview protocol. Data were analyzed following the grounded theory approach. Results revealed that despite a high level of appreciation among teachers of the importance of ICT integration into teaching and learning classroom integration was not found problem-free. Several debilitating factors evolved including, a lack of ICT infrastructure, a lack of institutional encouragement, weak policies, and above all a lack of sufficient skills among teachers at all levels- technological, pedagogical, and integrative. This shows poor conviction in the hypothesis that private schools are good at ICT integration. Based on the analysis the study proposed 3E-Model along with a program of action for its implementation to improve ICT integration by dampening down the challenges and recommending schools to establish independent authorities; for example Working School Governing Bodies (WSGBs) that would look after the model and issues relating to the promotion of ICT integrated pedagogies in schools.

scholarly journals DISCIPLINE IN EDUCATION: CAUSES AND POSSIBLE STRATEGIES TO CURB EXAMINATION MALPRACTICES IN SENIOR HIGH SCHOOLS

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Ben Adzrolo ◽  
Kenneth Asamoah-Gyimah ◽  
Andrews Cobbinah ◽  
Ruth Annan-Brew
Keyword(s):  
High Schools ◽  
Academic Success ◽  
Teaching And Learning ◽  
Work Performance ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Academic Work ◽  
Teaching And Learning Environment ◽  
Teaching Learning ◽  
Descriptive Survey

<p>This paper investigated the causes and possible strategies to minimize examination malpractices in Senior High Schools (SHSs) in Ghana. A descriptive survey design with a quantitative approach was used for the study. Proportional stratified and simple random sampling techniques were used to select a sample of 335 respondents which comprised 302 students and 33 teachers. Frequencies, percentages, means and standard deviations were used to analyse the data gathered. The findings revealed that the leading cause of examination malpractices was ‘insufficient students’ preparation for WASSCE and Public education on effects of examination malpractices has also emerged as the number one strategy to minimize the menace. It was concluded that in schools where a conducive environment and teaching/ learning materials are not provided for effective academic work, performance falls below what is expected, to achieve academic success, students and teachers engage in examination malpractices to raise the academic image of the school. It was recommended that school authorities provide a conducive teaching and learning environment to ensure effective academic work in schools to minimize the menace.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0896/a.php" alt="Hit counter" /></p>

scholarly journals Teachers’ Perceptions on Integration of Information Communication Technology in Teaching and learning in Secondary Schools in Uasin Gishu County, Kenya

2018 ◽  
Vol 5 (5) ◽  
pp. 4754-4758
Author(s):  
Ogoti Evans Okendo
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Information Communication ◽  
Ict Integration ◽  
Public And Private ◽  
Technology In Teaching ◽  
Private And Public ◽  
Ict Infrastructure

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.

scholarly journals A Study on Technological Pedagogical and Content Knowledge among Teacher-Educators in Punjab Region

2019 ◽  
Vol 8 (5C) ◽  
pp. 1306-1312
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
Curriculum And Instruction ◽  
Teacher Educators ◽  
The State ◽  
Survey Method ◽  
Ict Integration ◽  
Dynamic Framework ◽  
Ecstatic Experience ◽  
Teaching Learning

Effective ICT integration requires teachers to gain proficiency in TPACK (knowledge of technology, content, pedagogy, and the intersection of these) (Mishra & Koehler, 2006; Archambault, & Crippen, 2009). TPACK is perceived as a dynamic framework representing the knowledge that teachers must confide on to design and implement curriculum and instruction while guiding their students’ thinking and learning with digital technologies in various subjects. TPACK competencies are very fruitful in making teaching learning process an ecstatic experience as it would make notable changes in the interaction pattern of educators. Even though TPACK is a boon in teaching and learning, it is a fact that the fruits of these skills are not appropriately utilized by the stakeholders. This study was aimed to evaluate the Technological Pedagogical and Content Knowledge (TPACK) competencies among teacher-educators in teaching training colleges in the state of Punjab, (India). A five-point Likert scale constructed and validated by the researchers was used in the present study. Instrumental survey method was practiced as a tool for the present research. 200 teacher-educators working in different teaching-training colleges in the state of Punjab, (India) were selected through random sampling method. The collected data was analyzed by using SPSS 22.0 software. The findings of the study show that the technological pedagogical and content knowledge (TPACK) competencies have found high in the teacher-educators of Punjab region. The study revealed that there are statistically significant differences in the (TPACK) competencies of teacher-educators with respect to gender, locality of college, stream and type of colleges.

scholarly journals 4P-2E Model: Teaching and Learning Process Through ICT Integration for Private Islamic Schools in Thailand

2021 ◽  
Vol 16 (4) ◽  
pp. 71
Author(s):  
Sariya Binsaleh ◽  
Muazzan Binsaleh
Keyword(s):  
Information Technology ◽  
Private Schools ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Ict Integration ◽  
Joint Research ◽  
Innovative Teaching

The research “teaching and learning process by integrating information and communication technology for Islamic private schools in the three southernmost provinces of Thailand in the 21st Century" aimed to determine the integration of information technology for the design and development of innovative forms of teaching in line with the current situation of Islamic private schools in the three southern border provinces. The research scope focused on the development process for teachers to develop innovative forms of teaching to enable learners with lifelong learning skills. Teachers also were able to apply ICT in designing and developing innovative models for teaching to meet the 21st century skills. The participation and action research methods were used by allowing teachers to play a researcher’s role in conducting joint research with the team.  Project-based learning instruction method with ICT integrated was used. The results of this research is the innovative model of teaching that integrated information technology to provide students with the 21st century skills which is the 4P-2E model.  The impacts of this research to learners are: (1) Learners are creative, they enjoy the project-based learning and the integration of ICT in learning. (2) Learners are able to extend their own knowledge and are equipped with the 21st century skills and (3) Learning achievement of learners has improved significantly.   Keywords: 4P-2E Model, Teaching and learning process, ICT integration, Innovative teaching and learning, Project-based learning

scholarly journals Philosophy-in-Action in University Teaching

1994 ◽  
Vol 24 (3) ◽  
pp. 1-25
Author(s):  
Sue M. Scott ◽  
Donna M. Chovanec ◽  
Beth Young
Keyword(s):  
Classroom Environment ◽  
Teaching And Learning ◽  
Research Question ◽  
University Teaching ◽  
Theory Approach ◽  
Critical Thought ◽  
Institutional Issues ◽  
Teaching Learning ◽  
Study Participants ◽  
The Relationship

Fourteen professors expressed their "traditional," "humanist," and "critical" philosophies about teaching and learning when they engaged in dialogue with us and each other. The relationship between their philosophy of teaching and their practice in the classroom is the research question. Four themes that elaborate these philosophies-in-action emerged from a grounded-theory approach to data analysis. One theme, "Expert vs. Co-learner" describes these professors' views of themselves as teachers. A second theme, "The Relationship of Comfort to Critique, " outlines some of the tensions that arise from attempting to create a comfortable classroom environment while also encouraging critical thought. "Learning for Change, " the third theme, is about the differing forms of change in the learner that these professors seek as evidence that learning is taking place. Finally, in the section called "Coping with Constraints, " our study participants identify institutional issues that have made it difficult for them to enact their particular teaching-learning philosophies in university classes.

scholarly journals A DESCRIPTIVE FRAMEWORK FOR THE FIELD OF DATA MINING AND KNOWLEDGE DISCOVERY

2008 ◽  
Vol 07 (04) ◽  
pp. 639-682 ◽  
Author(s):  
YI PENG ◽  
GANG KOU ◽  
YONG SHI ◽  
ZHENGXIN CHEN
Keyword(s):  
Data Mining ◽  
Knowledge Discovery ◽  
Rapid Development ◽  
Theory Approach ◽  
Research Activities ◽  
Comprehensive Picture ◽  
Teaching Learning ◽  
High Level ◽  
Descriptive Framework ◽  
Grounded Theory Approach

Despite the rapid development, the field of data mining and knowledge discovery (DMKD) is still vaguely defined and lack of integrated descriptions. This situation causes difficulties in teaching, learning, research, and application. This paper surveys a large collection of DMKD literature to provide a comprehensive picture of current DMKD research and classify these research activities into high-level categories using grounded theory approach; it also evaluates the longitudinal changes of DMKD research activities during the last decade.

scholarly journals Digital Collaboration in Teaching and Learning Activities: The Reflexivity Study on Educational Digital Empowerment

2020 ◽  
Vol 19 (10) ◽  
pp. 355-370
Author(s):  
Irwansyah Irwansyah ◽  
Sofiatul Hardiah
Keyword(s):  
High Schools ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Self Awareness ◽  
Digital Competence ◽  
Technology Competence ◽  
Teachers And Students ◽  
Information And Communication ◽  
Teaching Learning

This research examines digital empowerment in high schools in Indonesia. Based on the reflexivity perspective, digital empowerment is described as the effort to respond to changes in learning systems in digital-based schools. This research was conducted qualitatively through observations and in-depth interviews. The participants of this study included school principals and the teachers of information and communication technology in three Indonesian public senior high schools in different cities, namely Banda Aceh, Padang, and Banjarmasin. The results highlighted the need to understand the context and projections of the teachers' and student's ability and self-access to information and communication technology elements, in which appropriate measures can be formulated in response to the digitisation of the teaching-learning process in the schools. Self-awareness and information and communication technology competence shape digital empowerment efforts in schools based on their respective needs and abilities. As such, the digital-based collaboration of teaching and learning can be construed as a form of contextual digital empowerment, which is applied at the micro-level adapting to dynamic changes in digital competence, especially in teachers and students.

scholarly journals NEW MATERIALS FOR PEDAGOGICAL TEACHING-LEARNING IN BIOCHEMISTRY: MONITORING PARTICIPATION

2015 ◽  
Vol 13 ◽  
pp. 33
Author(s):  
R. S. Campos ◽  
I. L. Fernandes ◽  
G. P.V. Andrade ◽  
L. D.M. Matta ◽  
L. G.A. Filgueira
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
New Materials ◽  
Teaching Materials ◽  
Scientific Content ◽  
Teachers And Students ◽  
The Subject ◽  
Three Stages ◽  
Teaching Learning ◽  
High Level

This summary consists of an experience report about actions taken by biochemical monitors with pharmacy students. The reason of our work was the intention to both improve the process of teaching and also learning and invalidate the labels owned by biochemistry of hard and high-level-failure subject. The three actors: teachers, students and monitor could act on an integrated basis for the construction of an articulated  pedagogical process between theory/practice and learning signification. Our main objective was to initiate the monitors in teaching practice effected through educational projects aimed at improving the teaching and learning of undergraduate courses and encouraging teacher training, involving teachers and students the guiding condition and monitors, respectively. The methodology was applied in three stages: 1) preparation of teaching materials; 2nd) application in class and 3rd) students rating of the methodology applied by monitors. The teaching materials presented discussed several biochemistry's topics and students had the opportunity to scaffold their own knowledge actively. Almost 90% considered the tool applied as highly related to classes and 82% considered this way of learning more significant than dialogical lectures. The performance of the monitors, focused on students and their learning, was considered great by students who were more motivated, resulting in the excellent evaluation of the work (100% of acceptance). The failure rate of the subject reduced in the four groups wherein the pedagogical materials were applied. It can demonstrate that both the mastery of scientific content and the pedagogical process involved during the teaching and learning moments are important.

scholarly journals Integrating ICT in Teaching and Learning at Sultan Qaboos University: Current Status and Future Recommendations

2020 ◽  
Vol 10 (12) ◽  
pp. 897-904
Author(s):  
Abdelrahman Mohamed Ahmed ◽  
Keyword(s):  
Teaching And Learning ◽  
Faculty Members ◽  
Current Status ◽  
Ict Integration ◽  
Ict Skills ◽  
Sultan Qaboos University ◽  
Medium Level ◽  
Ict Infrastructure ◽  
Computer Labs ◽  
Structured Questionnaire

The present study investigated the current status of integrating ICT into teaching and learning at Sultan Qaboos University (SQU). A sample of 220 faculty members from six different colleges and four administrators from the Center of Educational Technology (CET) and the Center for Information Systems (CIS) at SQU in Oman were chosen, and quantitative qualitative design using a semi-structured questionnaire, interviews and checklists was employed. The findings show that SQU had a high availability of ICT infrastructure in terms of hardware, software and support services, as well as adequate computer labs for educational purposes. However, the results also indicated that, although SQU provided a series of professional development workshops related to using ICT in teaching, few faculty members were interested. Furthermore, the finding indicated that, the degree of ICT integration into teaching at SQU was at a medium level. Given the importance of ICT integration in teaching and learning, it is recommended that SQU should recognise and acknowledge the faculty members’ role in ICT integration. Therefore, it should provide ways to support faculty members in developing their ICT skills and knowledge and increasing capability in performing their role.

scholarly journals Information and Communication Technology (ICT) Readiness and its Integration to Teaching and Learning Process among Private High Schools

2021 ◽  
Author(s):  
Edison Estigoy
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Significant Relationship ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Ict Integration ◽  
Quantitative Correlation ◽  
Significant Difference ◽  
Information And Communication ◽  
Teaching Learning

<p>This study was designed using quantitative-correlation approach to determine the level of readiness in Information and Communication Technology (ICT) in terms of hardware, software and connectivity among five target high school teachers and the extent at which teachers integrate ICT in classroom teaching in terms of planning and designing learning environments; teaching, learning and curriculum; and assessment and evaluation. Furthermore, this research also identified significant difference of ICT readiness and ICT integration between gender. Moreover, the study explored whether there is a significant relationship between teachers’ ICT readiness and ICT integration in classroom teaching. Findings revealed that the level of readiness of teachers in utilizing ICT is very ready and the extent of integration to classroom teaching is often. Furthermore, findings revealed when data is grouped by gender, there is a significant difference in teachers’ ICT readiness but none is found in integration of ICT in the classroom. Moreover, a significant relationship was found in the readiness of teachers’ in using ICT and its extent of integration in classroom teaching.</p>

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