Egypt’s ICT Reform: Adoption Decisions and Perspectives of Secondary School Teachers During COVID-19

This descriptive quantitative survey study explored the perspectives of 221 secondary school teachers from 19 Egyptian governorates on the ICT (information and communications technology) component of the 2017 education reform. Data were collected during the novel context and mandates dictated by the widespread COVID-19. The main indicators of teachers’ perspectives were adopted from Rogers’s diffusion of innovation theory, while their digital competencies were aligned with the levels of the UNESCO ICT Competency Framework. The study found that the majority of participants hold positive perspectives on the relative advantage of ICT integration, average perspectives on its complexity, and negative perspectives on its compatibility with Egypt’s education needs and main priorities. Findings further highlight the presence of multiple challenges that may affect teachers’ decision to adopt/reject the ICT reform, including the human and technological infrastructures as well as communication. The insights gained from this study may assist in understanding teachers’ level of persuasion, possible sources of social resistance, and need for effective capacity building.

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Capacity-building for Philippine Public Secondary School Teachers on Information and Communications Technology Literacy Training Program

JPAIR Multidisciplinary Research ◽

10.7719/jpair.v2i1.59 ◽

2008 ◽

Vol 2 (1) ◽

Author(s):

Estela C. Itaas

Keyword(s):

Secondary School ◽

Training Program ◽

Capacity Building ◽

Secondary School Teachers ◽

Information And Communications Technology ◽

Technology Literacy ◽

Communications Technology ◽

School Teachers ◽

Public Secondary School ◽

Literacy Training

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CRITERIA AND INDICATORS OF FORMATION OF SECONDARY SCHOOL TEACHERS' READINESS TO APPLY INTERNET TECHNOLOGIES IN THEIR WORK

Information Technologies and Learning Tools ◽

10.33407/itlt.v77i3.3633 ◽

2020 ◽

Vol 77 (3) ◽

pp. 292-301

Author(s):

Тетяна Сергіївна Кравчинська ◽

Ірина Леонідівна Сіданіч ◽

Інна Олександрівна Павленко ◽

Оксана Володимирівна Дубініна

Keyword(s):

Secondary School ◽

Education Reform ◽

Secondary School Teachers ◽

Effective Means ◽

Educational Process ◽

Professional Activity ◽

School Teachers ◽

Criteria And Indicators ◽

Internet Technologies ◽

Teaching Aids

The article substantiates the criteria and indicators of formation of secondary school teachers’ readiness to use Internet technologies in their professional activity. Modern education reform and the introduction of new educational content encourage teachers to use innovative methods and e-learning text-books, which requires new approaches to teacher training and self-education in the inter-certification period. Pedagogical conditions of development of teachers’ readiness to use Internet technologies are considered and pedagogical expediency of using Internet technologies in teachers’ work is revealed, taking into account the content and specifics of teachers’ pedagogical activity in educational institutions. The use of traditional teaching aids along with Internet technologies allows teachers to improve teaching significantly as well as make the learning process more interesting, diverse and intensive. Internet-technologies are an effective means of communication between all participants of the educational process, which is realized through various chats and Internet conferences. Taking into account the specificity of secondary school teachers’ professional activity, appropriate criteria and indicators were chosen, namely, motivational, integrative, work-relevant and other criteria. We defined gnostic, project, constructive, organizational, communicative, didactic, managerial, intellectual, research and professional skills, which are crucial for teachers’ professional readiness. It is emphasized that the content of motivational, integrative and work-relevant criteria determines the strategy of teachers’ professional behavior. On the basis of the above-mentioned criteria and indicators of their manifestation, low, average, sufficient and high levels of secondary school teachers’ readiness for the use of Internet technologies in their work are distinguished. It is shown that these criteria and their indicators provide an opportunity to obtain empirical data required for experimental research and to gain pedagogical insights for creating an original technology of formation of secondary school teachers’ readiness to use Internet technologies in their professional activity.

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