scholarly journals The limits of programmed professional development on integration of information and communication technology in education

2012 ◽  
Vol 28 (6) ◽  
Author(s):  
Jef Peeraer ◽  
Peter Van Petegem
Keyword(s):  
Professional Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Panel Study ◽  
Development Program ◽  
Development Cooperation ◽  
Ict In Education ◽  
Information And Communication

<span>In the framework of a development cooperation program on quality of education in Vietnam, a professional development trajectory for teacher educators on the use of information and communication technology (ICT) in education was developed and implemented over the course of a three-year program. We describe how the framework on </span><em>Technological Pedagogical Content Knowledge</em><span> inspired the development of the program. In a longitudinal panel study, we followed a group of 1191 teacher educators (the "total accumulated popluation"). We describe the trainees' reaction to training and learning outcomes and we compare the use of ICT by educators who participated in the program with those who did not participate. Data was collected from self-reported questionnaires and focus group interviews. Comparison of the use of ICT for teaching over the course of the program shows that an ICT core group of enthusiasts made significant progress in integrating ICT into teaching practice. Exploratory multiple regression analysis highlights technological pedagogical knowledge and membership of a community of practice as significant factors for improved use of ICT. Nevertheless, the elements of the professional development program explain only 26.2% of variance. We discuss the extent to which programmed professional development can have an effect on integration of ICT in education and reflect on how to make training programs more effective.</span>

scholarly journals A review of empirical research on ICT applications in teacher professional development and teaching practice

2021 ◽  
pp. 1-20
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Rapid Development ◽  
Information And Communication ◽  
Teacher Professional

The rapid development of information and communication technology (ICT) has been increasingly changing the ways of teaching and learning and teacher development. While the literature shows a proliferation of studies exploring various issues of applying ICT in teacher development and teaching practice, there is a lack of overview of the literature in this field. This study aimed to address the gap by reviewing the literature in two themes: (1) ICT in teacher professional development (TPD), and (2) ICT in teaching practice. Six journals of a high impact in the field of teaching and teacher education were selected, from which 85 articles involving ICT applications and published from 2013 to 2019 were identified. Among them, 18 empirical articles highly relevant to the two themes were analysed. The content analysis of these publications identified a set of specific ICT applications in TPD and in teaching practice. Moreover, the analysis revealed the key features of these ICT applications in terms of their functions, their effects on teaching and teacher development, the factors influencing their applications, and the problems in existing applications.

scholarly journals THE READINESS OF TEACHERS FOR IMPLEMENTING INFORMATION AND COMMUNICATION TECHNOLOGY IN SERBIAN HIGHER EDUCATION INSTITUTIONS

TEME ◽  
2021 ◽  
pp. 019
Author(s):  
Данијела Шћепановић ◽  
Исидора Кораћ ◽  
Бојан Лазаревић
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching Practice ◽  
Higher Education Institutions ◽  
Related Services ◽  
Teachers Perceptions ◽  
Study Results ◽  
Information And Communication

Recent advancements of Information and Communication Technology (ICT) and the increased use of ICT related services in the field of online learning offer a range of possibilities, but also pose a challenge for administration in the institutions of higher education. A plethora of official documents dealing with the analysis of how ICT is applied in teaching practice indicate the existing gap in teachers’ digital competencies for its implementation. The paper discusses teachers’ perceptions of various aspects related to the use ICT in teaching at higher education institutions, as well as their needs for professional development in this area. The study included 211 teachers employed in higher education institutions within the Universities of Belgrade, Novi Sad, Kragujevac, Novi Pazar, and Nis. Considering the purpose of this research, the authors designed a measuring instrument comprised of open and closed-ended questions. The study results indicate that teachers recognize the need for integrating ICT in instruction, while their perception of the level of access to ICT learning resources varies depending on the given technology or ICT related services. It is identified that the practical integration of ICT in the classroom still remains at an intermediate or relatively low level. With regard to teacher perception of the intensity of utilizing different software applications in direct instruction, the overall results demonstrate that basic business/productivity application packages such as MS Office are the predominant form of software used in the classroom, followed by Learning Management Systems (LMS). Finally, it is worth noting that teachers’ perception of available professional development opportunities is considerably low, but coupled with a relatively high personal interest in participating in professional development activities. 

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

TEACHERS’ PERCEPTION TOWARDS ICT INTEGRATION: PROFESSIONAL DEVELOPMENT THROUGH BLENDED LEARNING

2016 ◽  
Vol 11 (2) ◽  
pp. 20-26
Author(s):  
ARWA AHMED ABDO QASEM ◽  
VISWA NATHAPPA
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Change Strategies ◽  
Ict Integration ◽  
Information And Communication

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ efforts in recent years. The teachers need to be involved in collaborative projects and development of intervention change strategies, which would include teaching partnerships with ICT as a tool.

Tourism–growth nexus in Pacific Island Countries: A panel study on information and communication technology as a contingent factor

2019 ◽  
Vol 26 (3) ◽  
pp. 371-388
Author(s):  
Tiru K Jayaraman ◽  
Keshmeer Kanewar Makun
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Panel Study ◽  
Threshold Level ◽  
Pacific Island ◽  
Long Run ◽  
The Pacific ◽  
Information And Communication ◽  
Contingent Factor ◽  
Pacific Island Countries

Growth in tourism earnings, aside from adding real resources in terms of foreign exchange and rising income in the organized sector of the hospitality industry, has given rise to employment opportunities in the informal sectors of the Pacific Island Countries (PICs). The spread of information and communication technology (ICT), on the other hand, has facilitated faster and smoother international tourism and provides greater opportunities for tourists travelling in interior islands for ecotourism and home stays at affordable costs. In this article, we assess the role of tourism with ICT as a contingent factor on economic growth in a panel study of five selected PICs. The results show that in the long run, tourism and ICT contribute around 0.25 and 0.02%, respectively. The interaction term of tourism with ICT is positive and statistically significant, indicating they act as complements. The complementary relationship begins to work when ICT reaches a certain threshold level.

scholarly journals Motivational Factors Affecting the Integration of Information and Communication Technology (ICT) in Education by Faculty Members: A Developing Country Perspective

2017 ◽  
Vol 9 (3) ◽  
pp. 168 ◽  
Author(s):  
Al-Mothana Gasaymeh ◽  
Hasan Al-hasanat ◽  
Osama Kraishan ◽  
Khaled Abutayeh
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching Practice ◽  
Motivational Factors ◽  
Faculty Members ◽  
Factors Affecting ◽  
First Semester ◽  
Direct Benefits ◽  
University Support ◽  
Information And Communication

The purpose of this study was to examine motivational factors affecting the integration of Information and Communication Technology (ICT) in the educational practices of faculty members at a university in Jordan. A quantitative approach was used in which 35 participants completed a questionnaire. They were faculty members who were teaching in the first semester of the 2016–2017 academic years. The participants reported limited use of ICT for educational purposes. The most significant motivational factors they reported were internal and personal ones related to the direct benefits of ICT in terms of enhancing their teaching practice, enhancing students’ learning, and improving their job satisfaction. External factors including physical and moral motivational factors, as well as university support and encouragement, had a moderate influence on the participants’ use of ICT for educational purposes. Recommendations are presented based on the findings.

scholarly journals إدماج تكنولوجيا المعلومات والاتصال في التعليم : توصيات ومقترحات

2014 ◽  
Vol 2 (1) ◽  
pp. 121-130
Author(s):  
Fatimah Ahmad Thahir
Keyword(s):  
Sustainable Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Technology In Education ◽  
Ict In Education ◽  
Critical Juncture ◽  
Just Cause ◽  
World Community ◽  
The World ◽  
Information And Communication

Abstract: This research aims to uncover the benefits of the introduction of information and communication technology in education. The researcher analyzes documents from formal and non-formal institutions in facilitating the use of information and communication technology to meet the needs of today's students. In order to maximize the benefits of having ICT in education, universities have to have more interactions with the world community through communication with pople in the community and their leaders. The universities should also take advantages of available possibilities to ensure the comprehensive and sustainable development, which we desperately need them at this critical juncture for our just cause. DOI: 10.15408/tjems.v1i1.1122

scholarly journals Desain Model dan Materi Pembelajaran Berbasis Teknologi Informasi

2018 ◽  
Vol 16 (2) ◽  
pp. 128-143
Author(s):  
Ali Rahman
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Ict In Education ◽  
Educational Processes ◽  
Information And Communication ◽  
E Learning ◽  
Effectiveness And Efficiency ◽  
Addie Model

ABSTRACTICT is one of the learning media that is widely used in various fields of educationbecause it increases the effectiveness and efficiency in the learning process. Theuse of ICT in learning includes tutorials, application tools and communication,while the application of ICT in the world of education is in the form of electronicbooks and e-learning. The use of information and communication technology ineducation is absolutely necessary to answer problems in the education sector,especially for access and equity and the quality of education. Everything will runsmoothly depending on the technology and network conditions available.Standardization and utilization of ICT in education is very important to ensure thequality of educational processes and outcomes. Teachers as implementers ofeducation are required to design the learning process by presenting the rightlearning atmosphere so that the learning process can take place effectively,efficiently and pleasantly. One learning model that can be used as a reference formodel design and learning based material is the ADDIE model.

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