scholarly journals Academic Staff Challenges to Effective Utilization of Information and Communication Technology (ICT) in Teaching/Learning of Agricultural Education

2013 ◽  
Vol 13 ◽  
pp. 88-96
Author(s):  
Azuh Oluchi Jannet ◽  
Melody Ndidi Modebelu
Keyword(s):  
Agricultural Education ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Management ◽  
Effective Utilization ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
Ict Tools ◽  
Research Questions ◽  
Teaching Learning

ICT has offered great potential, especially as an aid to every aspect of human endeavor. Inspire of the roles played by ICT especially in teaching/learning, there are still some impediments to its effective utilization by the academic staff. This work examined the academic staff challenges to effective utilization of ICT in teaching and learning of Agricultural Education in Federal Universities in South East geopolitical zones of Nigeria. Forty respondents were purposively sampling from universities and used for the study. Three research questions guided the study. A 35-item researchers’ developed questionnaire was used for data collection. Instrument validation covered face and content validity by two experts in educational management and agricultural education. While reliability index values of 0.86, 0.85 and 0.92 were obtained using Cronbach alpha. Means and grand means were used to analyze the research questions. The findings revealed a low extent utilization and inadequate ICT tool literacy among the academic staff in the federal universities in south east geo-political zone of Nigeria. It is therefore recommended that the academic staff avail themselves the opportunity of various conferences and workshops to acquire the needed skills for effective utilization of ICT tools.

Policy and Practice Challenges for Equality in Information and Communication Technology Education

2022 ◽  
pp. 56-77
Author(s):  
M. E. Kamogelo Setati-Legodi ◽  
Leila Goosen
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Learning Material ◽  
Policy And Practice ◽  
Learning And Teaching ◽  
School Based ◽  
Information And Communication ◽  
Ict Tools ◽  
Research Questions

The purpose of online learning is for learners to be able to access their learning material remotely and teachers to be able to facilitate learning and teaching with the use of information and communication technology (ICT) in education. The research reported in this chapter introduced the limited use of ICT tools and resources for teaching and learning at a primary school based in Tsakane township and explored the policy and practice challenges for equality in terms of community engagement. The chapter will introduce the purpose of the research, as well as the objectives and research questions, and will then proceed to provide background in terms of a detailed literature review. This chapter will proceed to identify limitations and assumptions, outline the problem statement, as well as the research methodology used in the study, together with a discussion of the results collected towards solutions.

scholarly journals O uso das TICs como ferramenta de ensino-aprendizagem no Ensino Superior / Use of technologies of information and knowledge as teaching-learning tools in higher education

2015 ◽  
Vol 25 (44) ◽  
pp. 16-26 ◽  
Author(s):  
Alex Sander Miranda Lobo ◽  
Luiz Claudio Gomes Maia
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
New Technologies ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Learning Tools ◽  
Information And Communication ◽  
Ict Tools ◽  
Teaching Learning

Este ensaio buscou apresentar algumas formas de utilização das Tecnologias da Informação e Comunicação (TIC) no sistema superior de ensino, como apoio ao ensino-aprendizagem e seus desdobramentos. Foi feita uma revisão literária com intuito de mostrar alguns caminhos e práticas para o ensino-aprendizagem, qual o perfil do novo docente frente a estas novas tecnologias, seu papel na utilização das mesmas e o resultado esperado quando da utilização das mesmas. Algumas ferramentas de TIC, que podem ser utilizadas em pesquisas, exposição de conteúdo e disseminação de conhecimento são apresentadas para este contexto. Como resultados percebemos que a tecnologia é uma auxiliar muito importante no processo de ensino, cabendo às instituições de ensino propor currículos bem elaborados; aos professores serem capacitados e interessados em melhorar constantemente as aulas; os alunos terem interesse e não serem passivos, buscarem constantemente adquirir novos conhecimentos.Palavras-Chave: Tecnologia da Informação e Comunicação (TIC). Ensino-Aprendizagem (EA). Ensino Superior.AbstractThis article aims to present some uses of Information and Communication Technologies (ICT) in teaching superior system to support the teaching - learning and its consequences. A literary review was made with the intention to show some ways and practices for teaching and learning, which the profile of the new teaching front of these new technologies, their role in the use of the same and the expected result when using them. Some ICT tools that can be used in research, content display and dissemination of knowledge are presented in this context. As a result we see that the technology is a very important aid in the teaching process, leaving educational institutions offer well-designed curricula; teachers are qualified and interested in constantly enhance lessons; students have interest and not being passive, seek constantly acquire new knowledge.Keywords: Information and Communication Technology. Teaching and Learning. Higher Education. 

scholarly journals Evaluation of ICT tools accessibility to business education lecturers and students

2020 ◽  
Vol 15 (1) ◽  
pp. 64-69
Author(s):  
Oluwalola Kikelomo Felicia
Keyword(s):  
Business Education ◽  
Null Hypothesis ◽  
Teaching And Learning ◽  
State College ◽  
Information And Communication ◽  
Ict Tools ◽  
Research Questions ◽  
The Government ◽  
Level Of Significance ◽  
Descriptive Survey

The paper evaluated the accessibility of Information and Communication Technology (ICT) tools to business education lecturers and students. Descriptive survey research design was adopted for the study. A total of 110 students and 20 lecturers were randomly selected from the department of business education for the study. Two research questions guided the study and one null hypothesis tested at 0.05 level of significance. The co-efficient of 0.86 was obtained for the research instrument. Research questions were reported as means and standard deviation values while T-test was used to test the null hypothesis. The results showed that ICT supportive tools were available for teaching and learning Business Education in Kwara State College of Education Ilorin. Hence, there was no difference in perception of lecturers and students accessibility of ICT tools. Respondents recommended provision of adequate ICT tools by the government for teaching and learning of business education. Trainings like seminars with workshop is of immense importance for ICT support staff.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals The Use of Technologies for Teaching Dentistry in Brazil: Reflections from an Integrative Review

2017 ◽  
Vol 10 (4) ◽  
pp. 172 ◽  
Author(s):  
Henrique Salustiano Silva ◽  
Rita Catia Bariani ◽  
Hatsuo Kubo ◽  
Tais Pereira Leal ◽  
Roberta Ilinsky ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Technical Skills ◽  
Health Sciences ◽  
Integrative Review ◽  
Exclusion Criteria ◽  
Teaching Resources ◽  
Data Collection Instrument ◽  
Information And Communication

This article is an integrative review regarding the use of information and communication technologies (ICT) for teaching Dentistry. Thus, the article aimed to analyze papers that show the use of these technologies as resources and tools for learning. The stages in the elaboration of this integrative review were: establishing the guiding question and aims of the study, establishing the inclusion and exclusion criteria for articles, defining the research instrument and information to be extracted from the articles selected, results analysis, and discussion. For this, bibliographical data was collected from the SciELO, ColecionaSUS, and Periódicos CAPES databases in the search for articles published in the last five years, written in Portuguese, and containing the following keywords in Health Sciences: “education in dentistry”, “dentistry”, “dentistry informatics”, “distance learning”, and “education”, and which were related in context to the topic of study. Eleven articles were selected as the results, which were analyzed using the data collection instrument. It was concluded that the current technologies used as teaching resources and tools contribute as allies for improving ways of teaching and learning, particularly in the area of dentistry, in a way that makes courses more interactive and dynamic, and adding personal and technical skills to the profiles of the professionals trained.

scholarly journals Information and Communication Technology in Teaching and Learning: Perspectives on E-Learning at Higher Education Level

2020 ◽  
Vol 8 (5) ◽  
pp. 4084-4086
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Control Group ◽  
Post Test ◽  
Information And Communication ◽  
E Learning ◽  
Teaching Learning ◽  
Experimental Group

Technology can be a powerful tool for transforming learning. To be a successful teacher one should be learner always and should have the mind to comprehend and design new methodologies in their transaction process. ELearning courseware is an effective model of teaching and learning framework that can enhance academic achievement of students. In this research, E-Learning courseware is developed for B.Ed curriculum and the effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. 80 students studying B.Ed. course are selected as sample by convenient sampling method. 40 of which are assigned in the experimental group and 40 in the control group. Experimental Group is subjected to E-Learning courseware and the Control group is subjected to Conventional method of teaching, Pre-test – Post Test non-equivalent groups design is used for the study. Achievement test developed and validated by the researcher is administered to measure the academic achievement of the prospective teachers as pre-test and post-test. Effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. In the analysis of data, t-test and descriptive analysis were used. Results showed that there is significant effect of ELearning courseware in enhancing the academic achievement of Prospective Teachers. This research opens new avenues in teaching learning process which can empower students.

An Embedded Collaborative Systems Model for Implementing ICT-based Multimedia Cartography Teaching and Learning

2008 ◽  
pp. 1193-1215
Author(s):  
Shivanand Balram ◽  
Suzana Dragicevic
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Systems ◽  
Collaborative Systems ◽  
Student Background ◽  
Systems Model ◽  
Multimedia Cartography ◽  
Information And Communication ◽  
Teaching Learning

Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.

An Embedded Collaborative Systems Model for Implementing ICT-based Multimedia Cartography Teaching and Learning

2008 ◽  
pp. 1254-1269
Author(s):  
Shivanand Balram ◽  
Suzana Dragicevic
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Systems ◽  
Collaborative Systems ◽  
Student Background ◽  
Systems Model ◽  
Multimedia Cartography ◽  
Information And Communication ◽  
Teaching Learning

Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.

scholarly journals Experimentar con TIC en la formación inicial de profesores

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 255-274
Author(s):  
Natália Lopes ◽  
Anabela Gomes
Keyword(s):  
Elementary Education ◽  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Processes ◽  
Future Teachers ◽  
Information And Communication ◽  
Ict Tools ◽  
Teaching Learning

En una sociedad en la que las tecnologías poseen cada vez mayor relevancia, son varios los argumentos que justifican su integración en la escuela. Efectivamente, el uso de las Tecnologías de la Información y Comunicación surge como una gran y valiosa posibilidad de cambio, ofreciendo al proceso de enseñanza-aprendizaje un nuevo soporte. Parece evidente que su uso constituye un hecho inevitable al que ningún docente debería permanecer indiferente. Esta es la finalidad del artículo, al preocuparse por la importancia de utilizar las TIC en el contexto de prácticum. Para ello, se presenta un relato de diez seminarios de practicum realizados en la Universidad de Trás-os-Montes e Alto Douro (Portugal), con futuros/as profesores/as de diferentes áreas de enseñanza básica y su potencial formativo. En este contexto, se recurre al uso de diferentes tecnologías para presentar herramientas susceptibles de ser usadas en las aulas,mostrar su utilidad en la futura práctica pedagógica y dejar indicadores para que los futuros docentes pudiesen elaborar materiales pedagógicos digitales capaces de responder a sus intenciones didácticas y, también, a los ambientes de aprendizaje que crean conforme a sus características y estilos de aprendizaje. Se concluye con una reflexión sobre la pertinencia de estos seminarios y la utilidad de las TIC en el contexto del prácticum. In a society in which technologies have increasing relevance, there are several arguments for their inclusion in school. Indeed, the use of Information and Communication Technology emerges as a great and valuable possibility of change, a new support of teaching-learning processes. It seems clear that its use constitutes an unavoidable fact to which no teacher should remain indifferent. This is the purpose of this article which focuses on the importance of ICT in the context of practicum placements. To this extent, we describe 10 seminars about practicum placements in the Trás-os-Montes y Alto Douro University (Portugal), with future teachers of elementary education. During these seminars some ICT tools were presented so that students could check how they could use those tools in their lessons, show their usefulness in their future teaching and leave advice on how future teachers might elaborate digital pedagogical materials which respond to their educational intentions and to different learning environments according to learning characteristics and styles. It concludes by highlighting the relevance of these seminars and the usefulness of ICT in the context of practicum placements.

scholarly journals Object of the activity systems as a major barrier to the creative use of ICT in schools

2001 ◽  
Vol 17 (3) ◽  
Author(s):  
Lim Cher Ping
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Activities ◽  
Activity Systems ◽  
Major Barrier ◽  
Information And Communication ◽  
Ict Tools ◽  
Economics Courses

<span>Despite the research and investment of Information and Communication Technologies (ICT) in schools, many teachers still use it as a neutral tool; that is, a tool that can be used to carry out the same teaching and learning activities as have been undertaken previously with non-ICT tools. This paper adopts activity theory as a conceptual framework to describe and analyse how the objectives of two economics courses are shaped by their participants and learning environments, and in turn, how these shared objectives affect the way ICT is used in these courses. The paper goes on to suggest that the object of the activity systems poses a major barrier to the creative use of ICT in schools.</span>

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