E-Readiness Of Teachers To Integrate Ict In Teaching And Learning Post Covid 19 Pandemic: Case of Eswatini

2020 ◽  
Vol 7 (8) ◽  
pp. 506-517
Author(s):  
Mzomba Nelson Dludlu
Keyword(s):  
Teaching And Learning ◽  
Free Access ◽  
Agriculture Teachers ◽  
Ict Integration ◽  
Current Crisis ◽  
Face To Face ◽  
Computer Course ◽  
The Face ◽  
Ict Tools ◽  
Analyse Data

The current crisis in Eswatini brought by the Covid 19 pandemic calls for the education sector to move digital education from the peripheral role in leaning delivery to the center of the process of teaching and learning. Digital teaching and learning has become mainstream overnight. All schools were closed and the face-to-face teaching and learning approach was stopped indefinitely. This prompted new direction in research and innovations. The study was therefore conducted to take a snapshot on the E-readiness of Agriculture teachers to integrate ICT in their teaching post the Covid 19 pandemic. A survey research design employing the quantitative approach was conducted with all (N=284) agriculture teachers in Eswatini to (1) describe the E-readiness of Agriculture teachers to integrate ICT in their teaching and learning, (2) identify the support given to teachers towards ICT integration available in schools, and (3) to describe the teachers’ educational level and courses related to ICT integration in teaching. A valid and reliable instrument was designed with a Cronbach Alpha reliability coefficient of (r = .80) was used to collect data. Frequencies and percentages statistics were used to analyse data. Findings associated with teachers’ readiness to integrate ICT in their teaching were: (1) teachers had personal laptops and were using them to support teaching of agriculture, (2) teachers perceived themselves as digitally proficient in using ICT tools to facilitate teaching and learning, (3) teachers had free access to computers in schools, (4) more than half of the schools offering agriculture had internet connectivity, (5) ICT was offered as an examinable subject in the majority of schools, and that (5) teachers had taken basic computer course their pre-service teacher preparatory training. It is recommended that all teacher training institutions design and offer courses on instructional technology to equip all teachers in schools to use technology to enhance their teaching skills.

The Complexity And Compatibility Of ICT Integration In The Teaching And Learning Of Agriculture In Swaziland

2020 ◽  
Vol 7 (11) ◽  
pp. 99-112
Author(s):  
Mzomba Nelson Dludlu ◽  
Nomsa Mndzebele
Keyword(s):  
Computer Use ◽  
Teaching And Learning ◽  
Information Needs ◽  
Service Providers ◽  
Structured Interview ◽  
Agriculture Teachers ◽  
Ict Integration ◽  
Ict Use ◽  
Use Of Technology ◽  
Ict Tools

In Swaziland, ICT integration in teaching and learning is at the infancy stage. Learning opportunities provided by the increasing use of technology in classrooms are not being harnessed in secondary schools. The purpose of the study was to describe ICT integration in the teaching and learning of Agriculture in relation to complexity and the compatibility of the ICT tools in Swaziland. Specific objectives were (1) to describe the complexity of ICT tools as perceived by the teachers and (2) to further describe the compatibility of ICT tools in relation to the teachers’ experiences. A descriptive correlational design employing a mixed method approach was used to conduct the study. Data was collected using a Semi-structured interview guide and a survey questionnaire. The population for the study was (N=325) involving all secondary school Agriculture Teachers (N= 312) and key informants who were Agricultural Education Administrators (n=13). The Unified Theory of Acceptance and Use of Technology (UTAUT) guided the study. Descriptive statistics were used to analyse data. With regard to complexity findings revealed that (1) computers make teaching of complex concepts easy, (2) computer use fits well in my curriculum goals, and that (3) learning to use ICT in teaching is a challenge. In overall findings indicated that the ICT tools were less complex to use by the Agriculture Teachers while teaching. The study further revealed that complexities of ICT use by Agriculture teachers were brought about by the age of teachers and the frequent changing of technologies. In relation to compatibility of ICT usage findings revealed that Agriculture Teachers agreed that (1) ICT is quick in meeting information needs, (2) Working with computers make them feel comfortable, (3) ICT use in teaching was very convenient, (4) Agriculture requires more ICT assistance, (5) computers brought positive changes in the schools, and that (6) computer use suits the learners needs. The study further indicated that Agriculture teachers perceived that ICT devices were (7) compatible with existing practices, (8) ICT philosophy was compatible with the subject content, and that (9) ICT integration allows well demonstration of real situations. It is recommended that a policy articulating the need and usage of ICT integration to support teaching and learning be enacted, thus, compelling Internet service providers to extend their bandwidth of Internet to all schools. It is further recommended, that ICT integration pedagogical skills be part of all pre-service and in-service teacher preparatory programmes.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

Impact of E-Adoption on Teaching and Learning in the Context of Teaching French

2012 ◽  
pp. 245-257
Author(s):  
Christèle Joly ◽  
Nathalie Iseli-Chan
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Face To Face ◽  
Learning Platform ◽  
Chinese University ◽  
Conventional Teaching ◽  
Language Courses ◽  
E Learning ◽  
Ict Tools ◽  
Technology And Communication

Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.

scholarly journals Asynchronous Environment Assessment: A Pertinent Option for Medical and Allied Health Profession Education During the COVID-19 Pandemic

2020 ◽  
Vol 10 (12) ◽  
pp. 352
Author(s):  
Madan Mohan Gupta ◽  
Satish Jankie ◽  
Shyam Sundar Pancholi ◽  
Debjyoti Talukdar ◽  
Pradeep Kumar Sahu ◽  
...  
Keyword(s):  
Health Education ◽  
Teaching And Learning ◽  
Asynchronous Mode ◽  
Scientific Content ◽  
Professional Students ◽  
Face To Face ◽  
The Face ◽  
Video And Audio ◽  
High Standards ◽  
Allied Health Profession

The emergence and global spread of COVID-19 has disrupted the traditional mechanisms of education throughout the world. Institutions of learning were caught unprepared and this jeopardised the face-to-face method of curriculum delivery and assessment. Teaching institutions have shifted to an asynchronous mode whilst attempting to preserve the principles of integrity, equity, inclusiveness, fairness, ethics, and safety. A framework of assessment that enables educators to utilise appropriate methods in measuring a student’s progress is crucial for the success of teaching and learning, especially in health education that demands high standards and comprises consistent scientific content. Within such a framework, this paper aims to present a narrative review of the currently utilised methods of assessment in health education and recommend selected modalities that could be administered in an asynchronous mode during the COVID-19 pandemic. Assessment methods such as open-ended short answer questions, problem-based questions, oral exams, and recorded objective structured clinical exams (OSCE) would be appropriate for use in an asynchronous environment to assess the knowledge and competence of health professional students during COVID-19. Fairness and integrity can be ensured by using technological tools such as video and audio recording surveillance.

scholarly journals Reflexiones sobre la enseñanza - aprendizaje de lenguas extranjeras en la carrera de Ingeniería Civil

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Jaime Walter Cañarte Ávila ◽  
Ned Quevedo Arnaiz ◽  
Nemis García Arias
Keyword(s):  
Teaching And Learning ◽  
Professional Training ◽  
Civil Engineering ◽  
Communicative Competence ◽  
Methodological Approach ◽  
Research Work ◽  
Interdisciplinary Approach ◽  
Oral Communication ◽  
Face To Face ◽  
The Face

Este trabajo investigativo tiene como objetivo reflexionar el tratamiento que se le da a la formación y desarrollo de la competencia comunicativa oral en las condiciones actuales en que se emplean modalidades que combinan lo tutorial y lo presencial en la enseñanza aprendizaje del inglés para la carrera de Ingeniería Civil en el Ecuador, mediante métodos de análisis y síntesis y el análisis de documentos se reflexiona desde posiciones flexibles las posibilidades  de  desarrollo  que  esa  combinación  entre  las  realidades  presenciales  y  las virtuales ofrecen para el aprendizaje del inglés como lengua extranjera en la formación del profesional..  De  ahí  que  el  problema  es  el  restringido  tratamiento  metodológico  en  la enseñanza   aprendizaje   del   inglés   que   obstaculiza   el   desarrollo   de   la   competencia comunicativa oral para la Ingeniería Civil. Su campo de Acción el   Tratamiento a la competencia comunicativa oral del inglés en la modalidad combinada, tutorial y presencial. Se argumenta la importancia  del protagonismo del estudiante como indicador de calidad del aprendizaje, que incluye a su vez atención a la diversidad educativa.  Criterios que parten de los postulados del enfoque histórico cultural de L. S. Vygotsky, que sirven de guía para realizar propuestas que combinen lo presencial y lo tutorial en la enseñanza y el aprendizaje. Se precisa garantizar la formación y desarrollo de  actitudes y valores, y la apropiación de conocimientos y habilidades, comunes y específicos del estudiante, desde el Inglés, como expresión de un enfoque interdisciplinario.  Palabras claves: proceso de enseñanza aprendizaje, formación del profesional, competencia comunicativa en inglés, modalidad presencial y tutorial Reflections on the teaching - learning of foreign languages in Civil Engineering    Abstract This research work aims at reflecting the treatment given to the formation and development of oral communicative competence under current conditions in which tutorial guidance and face- to-face guidance combine in the learning of English for the Civil Engineering Major. By the using methods of analysis and synthesis and analysis of documents from flexible positions, it is  reflected  the  development  possibilities  that  combination  between  the  face-to-face  and virtual realities offer for English learning as a foreign language in the professional. Hence that the problem of the research is restricted methodological approach in the learning of English that hinders the development of oral communication skills for Civil Engineering. Its field of action is the treatment of oral communicative competence in English combined, face- to- face and tutorial guidances, in Civil Engineering. The importance of student leadership as a quality indicator of learning, which in turn includes attention to educational diversity is argued. Criteria are based on the principles of cultural historical approach to L S Vygotsky, that guide to make proposals that combine the face-to- face   and tutorial guidances, in teaching and learning.It is necessary to ensure the training and development of attitudes and values, and the appropriation of knowledge and skills, common and specific of the student from the English, as an expression of an interdisciplinary approach.  Keywords: teaching and learning process, professional training, communicative competence in English, face-to- face , tutorial guidances

scholarly journals Practical, Technical, and Affective Aspects of Teaching English Online during the Pandemic: Instructors’ Voices

2021 ◽  
Vol 10 (1) ◽  
pp. 1-9
Author(s):  
Bora Demir ◽  
Görsev Sönmez
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Foreign Languages ◽  
Distance Teaching ◽  
Learner Engagement ◽  
Negative Attitudes ◽  
Face To Face ◽  
The Face

The aim of this study was to investigate English as a Foreign Language (EFL) instructors’ apperceptions about practical, technical, and affective aspects of online teaching as a result of the Covid-19 pandemic. Our study involved qualitative data collection using an open-ended interview form, including three sections developed by the researchers. EFL instructors (N =18) from randomly selected three state and three private universities of Turkey participated in the study. The results of the content analysis indicated that instructors perceived the distance teaching environment less favorably than the face-to-face environment, although they generally feel competent using the technology. However, the instructors were also found to have negative attitudes towards the psychology of distance teaching by reporting it as boring and an awkward way of teaching. The study concluded that EFL instructors regard distance teaching as inconvenient since teaching and learning foreign languages involve face-to-face interaction and higher learner engagement and motivation.

Impact of E-Adoption on Teaching and Learning in the Context of Teaching French

2010 ◽  
Vol 2 (3) ◽  
pp. 26-38 ◽  
Author(s):  
Christèle Joly ◽  
Nathalie Iseli-Chan
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Face To Face ◽  
Learning Platform ◽  
Chinese University ◽  
Conventional Teaching ◽  
Language Courses ◽  
E Learning ◽  
Ict Tools ◽  
Technology And Communication

Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.

scholarly journals Transitioning from Face-to-Face to Online Instruction in the COVID-19 Era: Challenges of Tutors at Colleges of Education in Ghana

2020 ◽  
pp. 8-17
Author(s):  
Emmanuel Aboagye
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Emergency Situation ◽  
Successful Implementation ◽  
Colleges Of Education ◽  
Structured Interviews ◽  
Face To Face ◽  
The Face ◽  
Education In Ghana ◽  
Learning Development

Online learning (e-learning) is well established as one of the best pedagogical approaches in recent years. Despite numerous pieces of literature addressing the significance and limitations of this type of approach, little has been done on the challenges involved in the transition from the face-to-face method of teaching without a blended approach to a complete online in an emergency situation. The present study examined the challenges faced by tutors at colleges of education in Ghana to transition from face-to-face (conventional) to a complete online in the COVID-19 era. A mixed methods design was employed to gather data using questionnaires and semi-structured interviews. The data were analysed separately, and the results showed how network, pedagogies, Learning Management Systems and students' factors hinder tutors to successfully deliver online. The study further reported the blended approach as an effective method to assist the tutors for a more effective and less painful transition. Based on the findings, it is relevant for all educational institutions that use a conventional method to adopt a blended approach to help transition to a complete online in case of emergencies. However, it was revealed that online teaching and learning development is expensive, therefore, it requires assistance from stakeholders for a successful implementation.

scholarly journals Learning videos - do they work?

2014 ◽  
Vol 3 (6) ◽  
Author(s):  
Gabriela Daniels
Keyword(s):  
Learning Styles ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Learning Resources ◽  
Instructional Videos ◽  
Face To Face ◽  
Guided Learning ◽  
The Face ◽  
Further Development

The videos which were subject of this investigation could be classified broadly as instructional videos, presenting processes or specialist machine introductions. As such, they can be referred to as a type of multimedia learning resources. This study compared staff’s views with the students’ perceptions of relevance and usability of a range of instructional videos. The use of videos and mobile digital technology was seen as an enabler of rapid access and self-guided learning, but overwhelmingly, tutors and students valued the face-to-face interaction as a prime enabler of learning. Further development of video resources should be based on the following key considerations: constructing the shortest visual and audio messages, identifying key meta-data to enhance reusability, adaptation of teaching and learning styles.

scholarly journals Choose Your Own Adventure: Gamified Course Design in History of Science

2021 ◽  
Vol 12 (2) ◽  
pp. 40-48
Author(s):  
John Stewart ◽  
Kathleen Sheppard
Keyword(s):  
History Of Science ◽  
Teaching And Learning ◽  
Course Design ◽  
Distance Teaching ◽  
Long Distance ◽  
Traditional Grading ◽  
Face To Face ◽  
The Face ◽  
History Of ◽  
Online Format

To combat high dropout rates and low motivation for online courses, we gamified a history of science course. To do so, we used an online educational program called 3DGameLab to convert what had been a well-liked face-to-face lecture and discussion course to an online format, for the purposes of long-distance teaching and learning. Within 3DGameLab, we prepared approximately three times as much content as would be taught in a face-to-face class. Clear tasks and immediate rewards in the form of experience points (XP) contributed to a transparent motivational system as compared to traditional grading. In this course, students completed their assignments asynchronously. Sustaining engagement is challenging in this format due to student self-management, but, with the game mode, students could repeat their attempts to pass a quest (a lesson) until they succeed (submit a passable response). The feedback cycle was short, and we found that students tend to persevere in the face of failure when they get rapid feedback, rather than quit. To test the adaptability of the asynchronous, gamified format, we also designed this course as a hybrid course. Students remained engaged when the feedback was quick, and the tasks were clearly set. We did not perform a quantitative study; the purpose of this article is to share a design study of our methods and subsequent experience with these modalities.

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