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 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.

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.

AN INVESTIGATION OF FACULTY MEMBERS' BELIEFS AND BARRIERS TO SUCCESSFUL ICT INTEGRATION INTO TEACHING AT SULTAN QABOOS UNIVERSITY

2019 ◽  
Vol 16 (2) ◽  
pp. 50
Author(s):  
MOHAMMED AHMED ABDELRAHMAN ◽  
YOUSIF ABDELRAHEEM AHMED ◽  
ASAID AL-SHEDANI ZAINAB ◽  
SULAIMAN AL AGHBARI MOHAMMED ◽  
◽  
...  
Keyword(s):  
Faculty Members ◽  
Ict Integration ◽  
Sultan Qaboos University

Use of webinar tools for teaching and learning by library and information professionals in Nigeria

2021 ◽  
pp. 026666692110039
Author(s):  
Ogagaoghene Uzezi Idhalama ◽  
Magnus Osahon Igbinovia ◽  
Chioma Augusta Ezeabasili
Keyword(s):  
Standard Deviation ◽  
Teaching And Learning ◽  
Online Survey ◽  
Smart Phone ◽  
Descriptive Statistics ◽  
Ict Skills ◽  
Information Professionals ◽  
Learning Institutions ◽  
Descriptive Survey ◽  
Structured Questionnaire

The study investigated the use of webinar tools for teaching and learning by library and information professionals in Nigeria. The research objectives were to determine the level of ICT skills for webinar utilisation possessed by library and information professionals in Nigeria; ascertain the devices used for participating in webinars by Nigerian library and information professionals; ascertain the webinar platforms used by library and information professionals, and two others. The study adopted the descriptive survey research design and structured questionnaire was adopted as instrument for data collection. The instrument was converted to an online survey using online Google forms which was posted on the Nigerian Library Association (NLA) platform soliciting responses from members of the platform. The survey response summary showed that 109 library and information professionals participated in the study. The data were retrieved and analysed using descriptive statistics of tables, frequency, percentages, mean and standard deviation. The findings revealed that the level of librarians’ ICT skills regarding webinar participation is high (3.40 grand mean), and the majority of LIS professionals studied in Nigeria used smart phone and laptop devices for webinar participation, followed by tablets. Most of the respondents use Zoom, followed by Youtube as platforms for participation in webinars and two other findings. It was concluded that webinars play a very significant role, therefore full adoption and use of webinars in all learning institutions in Nigeria should be encouraged.

scholarly journals Status of Management College Libraries in Bhubaneswar Odisha, India a Comparative Study

2019 ◽  
Vol 39 (4) ◽  
pp. 180-186
Author(s):  
Bhanu Partap ◽  
Payel Saha
Keyword(s):  
Open Access ◽  
Communication Technology ◽  
Current Status ◽  
It Infrastructure ◽  
Library Management ◽  
Access System ◽  
Information And Communication ◽  
College Libraries ◽  
Ict Infrastructure ◽  
Structured Questionnaire

The aim of the present study is to explore the current status of management college libraries in Bhubaneswar region of Odisha, India. A questionnaire based survey has been conducted in the selected management college libraries in Bhubaneswar region of Odisha and tried to evaluate the current status of staff, collection, services, Information and Communication Technology (ICT) infrastructure, budgetary provision, and other related aspects. The copies of well structured questionnaire have been distributed among the seven management college libraries in Bhubaneswar in the month of January 2019, out of which, five college libraries have been responded positively. It was found that all the responded management college libraries were providing Internet and Wi-Fi services and have adopted open access system to its collection. The library of XIMB has the highest number of books (50,000) in its collection, whereas, the library of RCM has 44,500, ASBM has 26,562, KIITSOM has 20,868 and MIMTS has 5000. It is also found that all the libraries under study were automated their activities and services with the implementation of professional library management software, as well as offering open access to its collection. Based on the findings, the researchers were also suggested that more and more electronic resources must be procured by all the libraries under study as well as IT infrastructure should be regularly enhanced so that users’ satisfaction could be achieved at utmost level.

scholarly journals ICT Integration Practices of STEM Teachers in TVET

2019 ◽  
Vol 8 (4) ◽  
pp. 11011-11015
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Three Dimensions ◽  
Vocational Education And Training ◽  
Future Research ◽  
Ict Integration ◽  
Ict Skills ◽  
Barriers And Challenges ◽  
Standard Practices ◽  
And Training

STEM Education is important for a country to be advanced in economy and technology. It is achieved through skilled and multi-talented workforce produced by Technical Vocational Education and Training (TVET) which is a component of STEM Education. Technology becomes a mechanism for STEM teachers to engage their students in STEM disciplines. However, STEM teachers have barriers and challenges integrating technology in STEM Education. Therefore, it is the purpose of this study to examine STEM teachers’ technology integration practices in the context of ICT. This is a preliminary study that is conducted in MARA TVET – one of the private providers of TVET in Malaysia. Using a quantitative data collection tool, 32 STEM teachers from MARA TVET in Borneo Region participated in the study. The study employed adopted SPMa (Standard Practices MARA Educators) instrument that consists of three dimensions: basic ICT skills, integrating ICT in teaching and learning and communicate skillfully using ICT. The overall result revealed that the level of ICT integration of STEM teachers in MARA TVET is high (M = 2.63, SD = 0.80). Dimension basic ICT skills had the lowest mean (M = 2.41, SD = 1.04) and followed by dimension integrating ICT in teaching and learning (M = 2.69, SD = 0.90). Dimension using ICT to communicate had the highest mean (M = 2.78, SD = 1.04). In conclusion, the level of ICT integration of STEM teachers in MARA TVET of Borneo Region based on adopted SPMa instrument is moderate. Though ICT skills affect ICT integration in teaching and learning, there is also a need to examine other factors that affect the success of ICT integration. STEM teachers’ knowledge is a proposed variable to be investigated in future research.

The Reality of Use of WhatsApp as a Tool for Distance Education in Teaching and Learning

2019 ◽  
pp. 200-213
Author(s):  
Naifa Eid AI-Saleem ◽  
Mohammed Nasser Al-Saqri ◽  
Aysha Sultan Al-Badri
Keyword(s):  
Distance Education ◽  
Open Source ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Sultanate Of Oman ◽  
Educational Purpose ◽  
Sultan Qaboos University ◽  
Interview Method ◽  
Information Studies ◽  
Source Of Information

This research aims to investigate the reality of WhatsApp use among faculty members at the Department of Information Studies (IS) at Sultan Qaboos University (SQU) in the Sultanate of Oman as a tool for distance education (DE) and as a tool for teaching and learning. The study also focuses on the information retrieved on WhatsApp teaching groups and its use. Data was collected through the interview method. The results of the study showed that three faculty members out of nine are using WhatsApp in teaching and learning. They use it for class discussions and explanations of projects. The study showed that the three faculty members in the Department of IS who used WhatsApp in teaching and learning are using it in general to communicate with the students and also for educational purpose. In addition, the study showed a relationship between age, nationality, and specialization. The study also proved that students used WhatsApp as an open source of information.

Technology Integration in Teacher Education

2020 ◽  
pp. 282-299
Author(s):  
Charity Mukiri Limboro ◽  
Ephantus Micheni Kaugi
Keyword(s):  
Technology Integration ◽  
Teaching And Learning ◽  
Ict Integration ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Teacher Colleges ◽  
Information And Communication ◽  
Teacher Trainers ◽  
Ict Infrastructure ◽  
Technology In Classroom

This study examined the availability of computers and internet in the classroom or elsewhere at teacher colleges, teacher preparation and training in technology integration, as well as trainers' use of technology in classroom instruction. A survey questionnaire was distributed randomly to 63 teacher trainers from three public and one private teacher training college in Kenya. The data was analyzed descriptively using SPSS software. The results indicated that technology integration at the classroom level was too low due to lack of computers and internet access in the classrooms. Teacher trainers were inadequately trained in information and communication technology integration and therefore poorly equipped to integrate technology in the classroom. The study concludes that teacher colleges were not adequately prepared for ICT integration in teaching and learning. It is recommended that teacher colleges' ICT infrastructure be improved and teacher trainers' capacity on ICT integration be developed for the success of the current curriculum reforms.

scholarly journals The Challenges of Online Teaching in COVID-19 Pandemic: A Case Study of Public Universities in Karachi, Pakistan

10.28945/4784 ◽  
2021 ◽  
Vol 20 ◽  
pp. 263-282
Author(s):  
Huma Akram ◽  
Sarfraz Aslam ◽  
Atif Saleem ◽  
Khalida Parveen
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Public Universities ◽  
Educational Leaders ◽  
Faculty Members ◽  
Ict Infrastructure ◽  
Acceptance Model

Aim/Purpose: This study aims to examine the challenges faculty members face with online teaching practices in public universities in Karachi, Pakistan during the COVID-19 pandemic. Faculty members’ pedagogical experiences were examined by following the approach of the technology acceptance model (TAM) framework presented by Davis in 1986 and 1989. Background: The COVID-19 pandemic has significantly affected educational activities and disrupted the traditional norms of education at colleges and universities in the world, and, as a result, teaching and learning have shifted to online. Accordingly, the outcome of the COVID-19 pandemic has unexpectedly forced educators and educational leaders to analyze pedagogical measures to offer quality education to students and make changes to their curriculum and instruction. Methodology: This study used a mixed-method research design with closed-ended surveys and interviews. The researchers distributed online questionnaires and conducted phone call interviews, followed by simple random sampling approach to strengthen data collection and analysis. The research data were analyzed through descriptive statistical tests, including mean, standard deviation, and Pearson correlation, and thematic analysis. Contribution: By examining the challenges faculty members face with online teaching practices, this study contributes to the literature knowledge to advance the Practical-Knowledge gap (the lack of empirical studies in the context of practice and theoretical perspective) by knowing faculty members’ experiences and attitudes regarding online teaching in public universities in Karachi, Pakistan. The adopted framework of the technology acceptance model provides confirmation of reliability in the context of higher education institutions, which can help explore pedagogical challenges and practices of teachers who teach online in other provinces in Pakistan, cultures, and countries. This study provides suggestions to online teachers in Pakistan to sort out their challenges. Findings: The findings highlight a favorable attitude of faculty members’ usage of virtual platforms for teaching. Likewise, faculty members encountered several challenges that caused restrictions in accomplishing competent teaching and learning. Furthermore, faculty members lacked sound experience in conducting online classes and were not given adequate technical assistance or ICT infrastructure to cope with the technical challenges. Recommendations for Practitioners: It is recommended by this study that teachers should be given adequate professional development opportunities to develop technical and ICT infrastructure competencies to facilitate them to successfully teach online. Recommendation for Researchers: Another study should be conducted at the national level to reinforce the understanding and generalization of this study’s results. Furthermore, this study assessed public universities faculty members’ experiences through self-reported surveys and interviews. However, future researchers should employ other means and methods of examination such as private universities, public universities, primary schools, middle schools, secondary schools, and observations or focus group discussions to broaden the understanding of online teaching practices and challenges in Pakistan. Impact on Society: By examining faculty members’ experiences and challenges of teaching online, this study will help educators and educational leaders to raise the quality of online teaching in Pakistan by knowing the appropriate solutions and recommendations. Future Research: This study examined the adoption of three ICT indicators through pedagogical practices such as perceived usefulness, perceived ease of use, and attitude to use. For future studies, researchers and practitioners should evaluate other indicators such as students’ learning outcomes.

scholarly journals Influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya

2020 ◽  
Vol 16 (31) ◽  
Author(s):  
Rose Mwikali Kithungu ◽  
Daniel Komo Gakunga ◽  
Musembi Nungu
Keyword(s):  
Secondary Schools ◽  
Comparative Education ◽  
Teaching And Learning ◽  
Document Analysis ◽  
Ict Integration ◽  
Ict Skills ◽  
Content Preparation ◽  
Integration Of Ict ◽  
Trained Teachers ◽  
Ict Training

The use of Information Communication Technology (ICT) in teaching and learning has become a necessity and an opportunity for improving and enhancing acquisition of knowledge by learners. The integration of ICT in teachers’ pedagogical practices has the potential to transform the teaching and learning process. ICTs have become vital tools for teachers to enhance learning through the teachers’ pedagogical aspect of content preparation in classroom. The purpose of this study was to investigate the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The study’s specific objectives were to assess the status of teachers’ integration of ICT in content preparation and to establish the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The hypothesis of the study was; ICT integration does not significantly influence content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya. The study employed descriptive survey research design. The sample size comprised of 180 principals, 360 teachers and 398 students. Data was collected using questionnaires, observation schedule, and document analysis. Content validity of the research instruments was ascertained through analysis by experts in comparative education and piloting of the research instruments. Reliability was ascertained by testing and re-testing the instruments. Data analysis was done by use of the Statistical Package for Social Sciences (SPSS). Responses from the observation schedule and document analysis guide were organized into themes and integrated with rest of the data for purposes of triangulation. Pearson’s Product Moment correlation coefficient was used to determine the level and strength of the relationship between ICT integration and teachers’ content preparation. Pearson chi test was employed to determine the levels of significance between the variables. The study established that ICT trained teachers profoundly embraced the use of ICT skills to prepare e-based learning activities which enhanced their content preparation leading to more innovative lessons due to the acquisition of pedagogical ICT training. The study concluded that ICT integration significantly influenced teachers’ content preparation by ICT and Non-ICT trained teachers. ICT trained teachers’ integration of ICT in their content preparation was significantly higher at (p) 0.002 than their Non-ICT trained counterparts at (p) 0.045. It was concluded that ICT trained teachers integrated ICT in their content preparation more than Non-ICT trained teachers in secondary schools. Hence the null hypothesis was rejected. Based on the findings and conclusions the study recommended that, The Ministry of Education (MOE) and other ICT training agencies should provide ICT in-service training programs to ensure that all teachers acquire ICT skills to utilize ICT in content preparation for quality education.

Sign in / Sign up

Export Citation Format

Share Document