scholarly journals English Professors’ Attitudes towards the Use of ICT in Moroccan Universities

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Hicham Laabidi
Keyword(s):  
Information And Communication Technologies ◽  
Diffusion Of Innovation ◽  
Teaching And Learning ◽  
English Language ◽  
Descriptive Analysis ◽  
Attitude Scale ◽  
Computer Technologies ◽  
Positive Attitudes ◽  
Information And Communication ◽  
The University

<em>Computers offer several opportunities that encourage the promotion of teaching and learning experiences. The implementation of computer technologies in education has become the main goal of many educational reforms throughout the globe. The Moroccan kingdom, like many other nations, has understood the importance of using computers in schools and universities. For this reason, the Moroccan government has launched numerous projects aiming at the diffusion of Information and Communication Technologies (ICT) in education system. This paper examined the attitudes of professors of English toward the use of computers in teaching practices. The Theory of Diffusion of Innovation ( Rogers, 1995) served as the theoretical framework. A survey questionnaire, “Computer Attitude Scale” (CAS), was distributed to the EFL professors during the university year 2015-2016.  The CAS that was developed by Loyd and Gressard ( 1984) was utilized to collect data regarding professors’ attitudes. These attitudes were assessed based on four components: anxiety, confidence, liking and usefulness. Descriptive analysis of percentages, means, and standard deviations were used to analyse the collected data. The study revealed that Moroccan professors of English language posses positive attitudes toward the implementation of computer technologies in instructional practices.</em>

Preparing Preservice Teachers to Use Mobile Technologies

2019 ◽  
pp. 42-62
Author(s):  
Carolyne Nekesa Obonyo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Information And Communication ◽  
K 12 ◽  
Effective Use ◽  
The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

New Skills and Ways of Working

2011 ◽  
pp. 121-138 ◽  
Author(s):  
Gail Wilson
Keyword(s):  
Faculty Development ◽  
Information And Communication Technologies ◽  
Diffusion Of Innovation ◽  
Teaching And Learning ◽  
Critical Mass ◽  
Communication Technologies ◽  
Skills Acquisition ◽  
Learning Context ◽  
Information And Communication ◽  
E Learning

This chapter analyzes approaches to faculty development for e-learning in post-compulsory institutions. Everett Rogers’ (2003) diffusion of innovation theory provides the framework for a review of faculty development strategies adopted by institutions to foster the adoption of information and communication technologies (ICTs) by mainstream faculty into everyday teaching and learning practices. Using examples as illustration, the chapter reviews different approaches to faculty development aimed at achieving a critical mass of staff who are competent working in the e-learning context. These strategies include focusing on the characteristics of innovation; adopting a staged approach to skills acquisition; embedding skills and processes associated with teaching and learning in the e-learning context in formal, accredited courses; fostering peer learning; framing faculty development as project-based learning; and using the online environment to deliver faculty development. The chapter concludes with practical advice concerning faculty development for e-learning practice across institutions.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

scholarly journals The Attitudes of Pete Program Applicants Towards Information and Communication Technologies

2019 ◽  
Vol 13 (1-2) ◽  
pp. 75-80
Author(s):  
Attila Varga ◽  
Éva Bácsné Bába ◽  
Gergely Ráthonyi ◽  
Anetta Müller
Keyword(s):  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Attitude Scale ◽  
Digital Devices ◽  
Information And Communication ◽  
The Given

As information and communication technology has permeated all aspects of life education cannot be considered an exception either. The schools of the 21st century require the use of the latest digital devices whose effectiveness is greatly determined by the motivation, ICT-related attitude, and the respective competences of teachers managing and directing the given teaching and learning process. Since P.E. also requires the use of information and communication devices it would be crucial that prospective teachers develop a positive attitude toward such equipment. The present research aims at exploring the attitudes of students applying to P.E. teacher programs at the Eszterházy Károly University toward such instruments and approaches. Additional research objectives include the exploration of potential correlation between the sex of the applicants and the respective attitudes. Our inquiry utilized the questionnaire method and the computer-based attitude scale was completed by a sample of 130 applicants in the 2016/2017 and the 2017/2018 academic years.  Our research concluded that both men and women maintain a positive attitude toward the use of digital devices, or the tools of information and communication technology. Students representing both sexes consider the computer as a valuable learning device promoting the efficiency of the knowledge acquisition process. Furthermore, a significantly greater proportion of male respondents stated that they were capable of repairing computer problems emerging during use than that of their female counterparts. At the same time men are less apprehensive to use computers during instruction and this attitude appears to be an indispensable requirement for the application of ICT devices in class. The research can contribute to a deeper exploration of the given field along with performing a gap filling function as such examination has not yet been conducted among applicants to P.E. programs provided by higher education institutions in Hungary. JEL Classification: Z2, I23

Impact of information and communication technologies (ICT) on student’s learning: a case from university of the Punjab, Pakistan

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Toqeer Ahmad ◽  
Arslan Sheikh
Keyword(s):  
Information And Communication Technologies ◽  
Pearson Correlation ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Communication Technologies ◽  
Content Type ◽  
Information And Communication ◽  
Types Of Information ◽  
The University ◽  
The Impact

Purpose This study aims to investigate the impact of information and communication technologies (ICT) on student’s learning primarily concentrating on the following factors: including availability, accessibility and user-ability of using ICT resources. This investigation will highlight the role of ICT in the pedagogical activities of students, especially in their learning. Design/methodology/approach A questionnaire was designed to comprehend the questions related to the objectives and a sample of 275 students through convenience sampling technique was selected that was enrolled in various degree programs of the University of the Punjab, Pakistan. Primarily the descriptive analysis was made and data were presented in tabulated form. However, for inferential analysis, the Pearson correlation test was applied to determine the relationship among the dependent and independent variables including (availability, accessibility user-ability and student’s learning) and to test the hypotheses of the study. Findings The findings disclose that students at the University of the Punjab have access to various kinds of ICT applications and resources. Moreover, they have an adequate number of ICT equipment available for their use and they are familiar with various kinds of ICT applications and resources which they use in various educational tasks during their studies. A strong positive linear correlation exists between availability, accessibility and user-ability of using ICT resources and the student’s educational learning. This confirms that ICT plays a significant role in the student’s educational accomplishments. It helps students in searching, retrieving and consulting various types of information sources. It also helps them in completing their educational tasks in a quick manner. Students at all levels also see it as a matter of great importance to acquire ICT-related skills as this can help them to be more productive in their educational accomplishments. Originality/value This study concludes that availability, accessibility, adequacy and user ability to use the ICT resources positively impact students learning. Therefore, it is highly recommended for students to learn ICT-related skills and to make the best use of the different communication technologies in their pedagogical activities. Moreover, if academic institutions in Pakistan give more emphasis on developing ICT-based infrastructure and ICT skilled manpower then this can also bring fruitful results in the learning process of student’s educational endeavors.

scholarly journals “Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

2021 ◽  
Author(s):  
Marcela Pozas ◽  
Verena Letzel
Keyword(s):  
Information And Communication Technologies ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Learning ◽  
Ict Use ◽  
Positive Attitudes ◽  
Information And Communication ◽  
And Gender ◽  
Teachers Training

AbstractDespite extensive efforts to support teachers with the integration of information and communication technologies (ICT) into their classroom practice, current research reports that teachers face immense challenges when integrating ICT into their teaching. This issue has become even more relevant with the rapid spread of the COVID-19 virus, forcing schools around the world to close for an indefinite period of time and thus to offer remote digital learning solutions. Against this background, this study focused on examining the predictors of pre-service teachers’ prospective ICT use and investigated the heterogeneous results of previous research related to ICT use and gender. Following the ‘will, skill, tool’ framework, the study examined relevant factors of pre-service teachers’ (N = 103) prospective ICT use for teaching and learning processes by means of multiple regression analyses. The analyses included pre-service teachers’ background characteristics, ICT profiles (attitudes and self-efficacy), digital competencies and use of digital tools in order to explore their role in future in-class use of ICT. They also show that there are no gender differences in pre-service teachers’ prospective ICT integration. However, male pre-service teachers hold more positive attitudes towards ICT use than their female counterparts. Additionally, the findings reveal that the two strongest predictors of pre-service teachers’ future ICT use are their attitudes and perceived competency to teach and implement technology in their teaching practices. Finally, the results provide important information about teachers’ training needs. Implications of the results and further research are discussed.

scholarly journals Multimodal Teaching Proposal in an English as a Foreign Language Subject

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
María Martínez Lirola
Keyword(s):  
Information And Communication Technologies ◽  
English Language ◽  
Tertiary Education ◽  
Communication Technologies ◽  
English Studies ◽  
Information And Communication ◽  
Power Point ◽  
The University ◽  
University Classrooms ◽  
Selection Of

<p>XXI century society has a multimodal nature and it is referred as 2.0 era, in which the use of Information and Communication Technologies (ICTs) is essential. This implies that tertiary education needs to be adapted to this context and, therefore it is necessary to highlight multimodal teaching in University classrooms thanks to <em>Power Point</em> or <em>Prezi</em> presentations, the use of videos or social networks such as <em>Facebook</em> or <em>Twitter</em>, the use of <em>google</em> tools, etc. This article describes some activities that promote multimodality used in the subject English Language V of the degree in English Studies at the University of Alicante. The selection of activities is determined not only for its multimodal nature but also because they contribute to the acquisition of competences that are essential for the labour market. In addition, a survey was prepared in order to know students’ opinions about a teaching proposal based on multimodality.</p>

scholarly journals Multimodal Teaching Proposal in an English as A Foreign Language Subject

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
María Martínez Lirola
Keyword(s):  
Information And Communication Technologies ◽  
English Language ◽  
Tertiary Education ◽  
Communication Technologies ◽  
Information And Communication ◽  
Power Point ◽  
The University ◽  
Teaching In Higher Education ◽  
Social Competences ◽  
University Classrooms

<p>XXI century society has a multimodal nature and it is referred as 2.0 era, in which the use of Information and Communication Technologies (ICTs) is essential. This implies that tertiary education needs to be adapted to this context and, therefore it is necessary to highlight multimodal teaching in University classrooms thanks to <em>Power Point</em> or <em>Prezi</em> presentations, the use of videos or social networks such as <em>Facebook</em> or <em>Twitter</em>, the use of <em>google</em> tools, etc. This article intends to be a contribution to highlight the importance of multimodal teaching in higher education. It describes some activities that promote multimodality used in the subject English Language V of the degree in English Studies at the University of Alicante. The selection of activities is determined not only for its multimodal nature but also because they contribute to the acquisition of competences that are essential for the labour market. In addition, a survey was prepared in order to know students’ opinions about a teaching proposal based on multimodality. The results of the survey show that students consider that multimodal teaching facilitates learning and increases their motivation. Moreover, multimodal teaching contributed to the acquisition of different social competences.</p>

scholarly journals Methodological Support Of Teacher Training In English Language Teacher’s Development

2020 ◽  
Vol 02 (12) ◽  
pp. 313-317
Author(s):  
Shukurova Marifat Xodjiakbar Qizi ◽  
◽  
Omina Mukhiddinova Sharofiddin Qizi ◽  
Abdurakhmon Norinboev Vokhidovich ◽  
◽  
...  
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
English Language ◽  
Communication Technologies ◽  
Learning Processes ◽  
Efl Teachers ◽  
Methods And Techniques ◽  
Information And Communication

Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).

Policy Processes for Technological Change

2011 ◽  
pp. 182-195
Author(s):  
Richard Smith ◽  
Brian Lewis ◽  
Christine Massey
Keyword(s):  
Technological Change ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Social Institutions ◽  
Mediated Learning ◽  
Universities And Colleges ◽  
Institutions Of Higher Learning ◽  
Information And Communication ◽  
Higher Education Organizations ◽  
The University

Universities, among the oldest social institutions, are facing enormous pressures to change. There have always been debates about the university, its purpose, its pedagogical program, and its relationship to other social and political structures. Today, these debates have been given renewed vigor and urgency by the availability of advanced information and communication technologies for teaching and learning. These include computers and computer networks, along with the software and telecommunications networks that link them together. When these technologies are used to connect learners at a distance, they are called “telelearning technologies.” When referring to their use more generally, to include local as well as remote teaching innovations, they are sometimes called “technology mediated learning” (TML). Despite much media attention and recent academic criticism, pressures on universities are facilitated, but not caused, by telelearning technologies. Change in universities is not simply a result of forces acting upon universities, but is the result of a complex interaction of internal and external drivers. The use of telelearning technologies intersects with a host of social, political, and economic factors currently influencing university reform. Technology, in this context, has become the catalyst for change, reacting with other elements in a system to spark a reaction and a change in form and structure. This chapter examines policy processes for the introduction of technology-mediated learning at universities and colleges. It is based on the results of a two-year research project to investigate policy issues that arise with the implementation of telelearning technology in universities and colleges. The focus was on Canadian institutions of higher learning, but the issues raised are common to higher educational institutions in other countries. The study scanned a large number of institutions, reviewed documents, and interviewed key actors including government and institutional administrators, faculty, and students, to discover the range of issues raised by the implementation of telelearning technologies. This chapter discusses these issues and findings. CASE Questions • What policies or processes are in place to guide change in colleges and universities? Who knows about these policies and participates in them? • What are the forces behind technological change in higher education organizations? Are they external or internal? • Can technology be used as a tool for achieving meaningful and positive change or is it an end to itself? • In what ways can technology be used to increase access to education?

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