scholarly journals Information and communication technology as a primary tool for Sefako Makgatho Health Sciences University’s statistics and operations research business

2016 ◽  
Vol 14 (3) ◽  
pp. 115-122 ◽  
Author(s):  
Solly Matshonisa Seeletse
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Research Output ◽  
Health Sciences ◽  
Computer Applications ◽  
Main Concern ◽  
Digital World ◽  
Information And Communication

The Department of Statistics and Operations Reasearch (SOR) at the Sefako Makgatho Health Sciences University (SMU) in South Africa desires to increase its research output, as well as to provide high quality teaching and learning. Most SOR lecturers want to embrace technology and innovations, and also be competitive both regionally and globally. This can be achieved more effectively if they are trained in computer applications. Thus, they should be developed into critical citizens of the digital world. They should also be prepared to use information and communication technology (ICT) as a teaching and learning resource, as well as a research and community engagement backing. An innovation in academia should be backed by the lecturer. Thus, the main concern of this paper is to explore use of ICT as a business tool in SOR. Methodologies of the study were case study and thematic content analysis, and the data collection tool was a questionnaire. The study found that SOR was understaffed and could not provide full statistics (stats) training mainly in the statistical packages. The lecturers were all trained in ICT and the packages. They were all willing to use ICT in SOR activities. The computer laboratories were adequate for the student numbers at the time, even though some computers were not working. These laboratories showed to be poorly adequate for the envisaged growth of SOR. SOR would also need more lecturers for the future growth. The study recommends growth of SOR in lecturers and ICT facilities, at the least

Transforming the K-12 Classroom with ICT

2008 ◽  
pp. 2084-2103
Author(s):  
Colin Baskin
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
School Administrators ◽  
Learning Technologies ◽  
Online Classrooms ◽  
Technology Classroom ◽  
Information And Communication ◽  
K 12

This chapter begins with four very public examples of how K-12 education providers across Australia are attempting to assimilate new teaching and learning technologies into existing teaching and learning structures. The transition as predicted is not altogether smooth, and questions are raised as to where and how the discourses of literacy, education, and technology converge in the information and communication technology classroom. The discussion presents a layered case study that brings together the practical discourse of the teacher, the new discourses of literacy, teaching and learning confronting our students, and the challenge these provide to the management discourse of school administrators. In doing so, it points conclusively to the fact that new configurations of learning are at work in our online classrooms.

Transforming the K-12 Classroom with ICT

2011 ◽  
pp. 195-216
Author(s):  
Colin Baskin
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
School Administrators ◽  
Learning Technologies ◽  
Online Classrooms ◽  
Technology Classroom ◽  
Information And Communication ◽  
K 12

This chapter begins with four very public examples of how K-12 education providers across Australia are attempting to assimilate new teaching and learning technologies into existing teaching and learning structures. The transition as predicted is not altogether smooth, and questions are raised as to where and how the discourses of literacy, education, and technology converge in the information and communication technology classroom. The discussion presents a layered case study that brings together the practical discourse of the teacher, the new discourses of literacy, teaching and learning confronting our students, and the challenge these provide to the management discourse of school administrators. In doing so, it points conclusively to the fact that new configurations of learning are at work in our online classrooms.

scholarly journals The effect of E-Learning on Teachers' Motivation: A case study in Jeddah University

2018 ◽  
Vol 14 ◽  
pp. 3316-3327
Author(s):  
Hadhami Kaabi ◽  
Tagreed Alsulimani
Keyword(s):  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Communication Technologies ◽  
Learning Framework ◽  
Information And Communication ◽  
E Learning

E-learning is  defined as a learning tool that is supported by information and communication technology. In the last ten years, E-learning has become the key issue of universities all over the world and has a significance impact on current higher education. The issue of utilizing novel information and communication technologies for teaching and learning, is therfore crucial. Before implementing an E-learning framework in Jeddah university, a questionnaire is established to highlight the ability of teachers' to use this new way of education or not. The results show that the teachers have favorable attitude towards the use of E-learning and new technologies to enhance the education.

Manajemen Stratejik Pemanfaatan Teknologi Informasi dan Komunikasi untuk Peningkatan Mutu Pembelajaran SMK Ciledug Al Musaddadiyah dan SMKN 1 Garut

2020 ◽  
Vol 3 (2) ◽  
pp. 109-119
Author(s):  
Partono Partono
Keyword(s):  
High School ◽  
Strategic Management ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
General Description ◽  
Vocational High School ◽  
Information And Communication ◽  
School Learning

So far, in implementing school strategies, they tend not to utilize Information and Communication Technology (ICT), despite the availability of ICT resources available. Stages of strategic management are needed to generate the vision, mission, objectives, policy, program, budget, and procedures as well as control and evaluation process as an effort to utilize ICT to improve school quality. Based on the interpretation and the results of the study, it is concluded that schools have organized stages in strategic management that enable schools to have a quality profile. The impact of effective utilization of ICTs for schools is the achievement of effective school management, as per the National Education Standards, which is characterized by effective planning, implementation, control, and evaluation of school ICTs.The purpose of this study is to get a general description, describe, and reveal the Strategic Management of Information and Communication Technology Utilization to Improve the Quality of School Learning in Ciledug Al Musaddadiyah Vocational High School and Garut 1 Vocational High School, both on environmental analysis, strategic formulation, implementation and strategic evaluation. The research method used in this research is the case study method, because the problems studied occur in the place and situation of Ciledug Al Musaddadiyah Vocational School and Vocational High School 1 Garut. The use of case study models in this study is based on the consideration that to provide an overview of the strategic management activities of the use of ICTs carried out at vocational high schools with the ultimate goal of being able to improve the quality of school learning. Based on observations in the field of SMK 1 Garut and SMK Al Musaddadiyah Ciledug Garut is one of the public schools and private schools that have these advantages.

The Sustainable Implementation of a Master’s Programme in IT for Education in a Developing Context

2018 ◽  
Vol 39 (2) ◽  
Author(s):  
Johannes C Cronje ◽  
Emmanuel Arthur-Nyarko ◽  
Palmas Anyagre
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Research Output ◽  
Institutional Support ◽  
Joint Implementation ◽  
Host Institution ◽  
University Administrators ◽  
Partner Institution ◽  
Sustainable Implementation ◽  
Information And Communication

This article gives an account of the joint implementation by the sponsor, the host institution and the partner institution of a master’s programme in Information and Communication Technology for Education at a leading African university in 2005. The success of the programme was such that it became a flagship programme at the institution. In the context of many failed joint implementations of such programmes, the question that arose and that prompted the writing of this article was, “Why did this programme succeed?” The literature indicates two elements that contribute to successful implementations: the individuals responsible for the course, and the support the institution gives. Interviews with the course coordinator, university administrators, alumni and current students, and an analysis of course documents and students’ research output revealed the nature of the activities of certain individuals and also of the institutional support factors that led to the success of the programme. Based on the study conducted, this article provides some suggestions that other implementers of similar projects may find useful.

Student Learning and the Role of Information and Communication Technology (ICT) in 21st Century: A Review

2020 ◽  
Vol 3 (9) ◽  
pp. 181-185
Author(s):  
Jaspreet Singh ◽  
Amir Shamim Shiekh ◽  
Manmeet Kour ◽  
Pankaj Kumar
Keyword(s):  
Student Learning ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Teaching And Learning ◽  
Non Governmental Organizations ◽  
Information And Communication ◽  
Secondary Information

In the last few decades, Information Technology has transformed the entire world into a village, known as Global Village, as proposed by Marshal McLuhan. ICT has increased its influence in every field like the education sector, defense sector, technology etc. In the 21st century, information and communication technology (ICT) has become an important and integral part of most educational organizations throughout the world.. The use of ICT in classroom teaching and learning processes has become indispensable as it gives teachers and learners the opportunity to operate, store, control and retrieve data in addition to promoting self-regulated and active learning. (Ali, Haolader & Muhammad, 2013) Today we are dependent on technology and the role of ICT is increasing day by day and is believed to be a new normal. Keeping that in view, the present paper attempts to examine the relationship between information and communication technologies (ICT) and student learning. This conceptual paper  is based on secondary information collected from different sources such as books, journal articles, newspapers, reports of various government organizations, non-governmental organizations and soon.

Use of ICT in Teaching Vocational Subjects

2021 ◽  
Vol 9 (2) ◽  
pp. 803-813
Author(s):  
Deepak Chakravarty, Dr. Mahima Gupta, Prof. Banhi Jha
Keyword(s):  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Modern World ◽  
Physical Strength ◽  
New Information ◽  
Information And Communication ◽  
The Way

In today’s modern world, globalization has completely changed the way of working. The way we live, learn, work, and even define work has changed due to new information and communication technologies—Hence, it can stated that human capital fuel up the modern economy. In reality, the information and communication technology revolution has turned intelligence into a valuable commodity. In today's economy, economic growth is based on mental intelligence rather than physical strength, and its worth is generated by recruiting knowledgeable workers and continuing to learn. Incorporating information and communication technology (ICT) into vocational and technical education and the educational system in general has a vast range of consequences on teaching and learning.

An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice A Case Study of Secondary School EFL Teachers in the Western District of Chlef , Algeria

2021 ◽  
Vol 12 (2) ◽  
pp. 37
Author(s):  
Kouider Makhlouf ◽  
Zoulikha Bensafi
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Independent Variables ◽  
Efl Teachers ◽  
Information And Communication ◽  
Teachers Attitudes

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

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