scholarly journals Visual Art Education Teacher’s Beliefs and Attitudes Toward Incorporating ICT into Art Classrooms

2019 ◽  
Vol 15 (3) ◽  
pp. 285
Author(s):  
Mohd Khairezan Rahmat ◽  
Wing K. Au
Keyword(s):  
Art Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Visual Art ◽  
School Administrator ◽  
Ict Integration ◽  
Information And Communication ◽  
Integration Of Ict ◽  
Art Classrooms ◽  
Beliefs And Attitudes

Visual art is a subject that emphasizes on creativity, innovation and critical thinking, therefore, Visual Art Education (VAE) teachers have been urged to utilize the full potential of Information and Communication Technology (ICT). Despite numerous literature have highlighted the benefits of ICT, VAE teachers were found not serious toward integrating ICT in teaching. Hence, this study was carried out to determined Malaysian VAE teachers’ attitudes and beliefs and their level of confidence toward incorporating ICT into art classrooms. This study explored teachers’ specific approach of ICT and factors that influence their integration of ICT into art classrooms. The participants of this study were eighteen VAE teachers from three-selected secondary school in the state of Selangor, Malaysia. Data for the study was gathered by face-to-face interviews. The findings of the study indicated that Malaysian VAE teachers were still at moderate levels of ICT integration. The support from the school administrator and continues professional development were identified as two main factors that contribute towards successful ICT integration. In light of the published research on the integration of ICT in the VAE subject area, hopefully, the findings of this study will assist school organization, teachers training institutions and the Ministry of Education toward establishing a standard for successful ICT integration, especially in the context of the VAE.   Keywords: Visual Art Education (VAE), Information and Communication Technology (ICT), Teachers; beliefs and attitudes

scholarly journals VISUAL ART EDUCATION TEACHER’S BELIEFS AND ATTITUDES TOWARD INCORPORATING ICT INTO ART CLASSROOMS

2019 ◽  
Vol 15 (3) ◽  
pp. 10-19
Author(s):  
Mohd Khairezan Rahmat ◽  
Wing K. Au
Keyword(s):  
Art Education ◽  
Visual Art ◽  
Subject Area ◽  
School Administrator ◽  
Full Potential ◽  
Ict Integration ◽  
Integration Of Ict ◽  
Teacher's Beliefs ◽  
Teachers Attitudes ◽  
Art Classrooms

As a subject that emphasizes on creativity, innovation and critical thinking, Visual Art Education (VAE) teachers were urged to utilize the full potential of Information and Communication Technology (ICT). Despite numerous literatures that highlighted benefits of ICT, VAE teachers were found not serious toward integrating ICT. This study was carried out to determined Malaysian VAE teachers’ attitudes and beliefs and their level of confidence toward incorporating ICT into art classrooms. Moreover, this study explored teachers’ specific approach of ICT and factors that influence their integration of ICT into art classrooms. The participants of this study were eighteen VAE teachers from three-selected secondary school in the state of Selangor, Malaysia. Data for the study was gathered by face-to-face interviews. The findings of the study indicated that Malaysian VAE teachers were still at moderate levels of ICT integration. At the mean time, the support from school administrator and continues professional development were two main factors that contribute towards successful ICT integration. In light of the published research on the integration of ICT in the VAE subject area, the findings of this study will contribute towards guiding school organization, teachers training institutions and the Ministry of Education toward establishing a standard for successful ICT integration, especially in the context of the VAE.

scholarly journals Teachers' Readiness Indicators on ICT Integration into their Teaching

2019 ◽  
Vol 2 (4) ◽  
pp. 195-203
Author(s):  
Rea Aisha Champa ◽  
Dewi Rochsantiningsih ◽  
Diah Kristiana
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Rapid Change ◽  
Teaching Skills ◽  
Ict In Education ◽  
Ict Integration ◽  
Information And Communication ◽  
Integration Of Ict ◽  
Almost All

By the rapid change in innovations of Information and Communication Technology, people are now able to get and exchange information fast. To keep up with these innovations, the integration of ICT in education is urgently demanded of time at present as ICT is being used in almost all other sectors all over the world. Therefore, it demands the teachers to be skillful in operating ICT during their teaching. Nevertheless, the integration of ICT into teaching in Indonesia hasn’t fully been maximized. This paper is intended to investigate the factors of teachers’ readiness to integrate ICT into their teaching. To acquire an in-depth result, this case study focuses on the interview of some teachers in a certain school in Indonesia. The data gained revealed four factors that enact the integration of ICT in class. Most of the teachers need official trainingconcerning the integration of recent ICTs in class to optimize their teaching skills using ICT.

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.

scholarly journals Political Innovations for ICT Institutionalization in Benin Agricultural System

2020 ◽  
pp. 264-277
Author(s):  
Mori W. Gouroubera ◽  
Latifou Idrissou ◽  
Ismail M. Moumouni
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Agricultural Sector ◽  
Agricultural System ◽  
Agricultural Policies ◽  
Policy Reforms ◽  
Ict Integration ◽  
Policy Documents ◽  
Information And Communication ◽  
Innovation Capacity

Information and Communication Technology (ICT) plays a significant role in addressing the challenges in agriculture in many countries. However, the institutionalization of ICT in any country’s agricultural system highly depends on its ICT policies. Benin’s agricultural sector has undergone many policy reforms since its independence in 1960 which caused changes in the orientation of ICT usage. This article aims to analyze ICT integration policies in agriculture in Benin regarding the innovations brought to facilitate its institutionalization. Therefore, three (3) dimensions of national political innovations are explored: innovation propensity, innovation capacity and innovation practice. A qualitative approach was adopted based not only on policy documents analysis such as laws, decrees and projects/programs but also on interviews with 30 key persons involved in the sector. The results showed that: (i) ICT has long been overlooked in agricultural policies in Benin; (ii) Low propensity and capacity was noticed regarding innovation of ICT integration in agriculture from 1960 until 2014. After this period, several innovations were introduced but they are still under innovation practiced. This study shows to researchers and practitioners that high political innovation propensity in the field of ICT integration in agriculture does not guarantee its institutionalization. The three concepts –innovation propensity, innovation capacity and innovation practice are inter-linked with each other in successfully institutionalizing ICT in agricultural sector. In the case of Benin, despite the fact that several innovations have been introduced their institutionalization is lagging behind. The results are useful for ICT policies, researchers and practitioners to better understand the process of ICT integration in agricultural system.

scholarly journals A comparative analysis of policies, strategies and programmes for information and communication technology integration in education in the Kingdom of Saudi Arabia and the republic of Ireland

2020 ◽  
Vol 25 (6) ◽  
pp. 4721-4745
Author(s):  
Jawaher Alghamdi ◽  
Charlotte Holland
Keyword(s):  
Saudi Arabia ◽  
Comparative Analysis ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Ict In Education ◽  
Ict Integration ◽  
Education Policies ◽  
Kingdom Of Saudi Arabia ◽  
Information And Communication ◽  
The Republic

Abstract This paper provides a comparative analysis of policies, strategies and programmes for Information and Communication Technology (ICT) integration in primary and post-primary education, that were active in the Kingdom of Saudi Arabia (KSA) and in the Republic of Ireland in 2016. The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum, provision of teacher professional development in ICT integration, and supply of computer technologies and infrastructure. However, as in the Irish context, the framing of the ICT in education’ policies, strategies and programmes needed to be strengthened through participatory partnerships with key stakeholders that endured throughout the life-cycle of ICT policy implementation in primary and post-primary settings. Furthermore, the review showed a need for governments in both jurisdictions to make better provision for financial and human resourcing to fully operationalize the teacher training and supports necessary for effective integration by teachers of ICT in primary and post-primary settings. Finally, the evaluation protocols within ICT in education’ policies, strategies and programmes in both countries needed to be re-casted to make evidence of their enactment publicly available in a timely manner. Moreover, the resultant evaluation reports further needed to be detailed at a level that made visible the national progress on ICT integration in schools, and the corresponding impact on learners’ ICT skills and broader competencies.

scholarly journals Readiness Model for Integration of ICT and CPS for SMEs Smart Logistics

2021 ◽  
pp. 187-209
Author(s):  
Sakgasit Ramingwong ◽  
Lachana Ramingwong ◽  
Trasapong Thaiupathump ◽  
Rungchat Chompu-inwai
Keyword(s):  
Competitive Advantage ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Industry 4.0 ◽  
Cyber Physical Systems ◽  
Essential Elements ◽  
Smart Logistics ◽  
Sustained Competitive Advantage ◽  
Information And Communication ◽  
Integration Of Ict

AbstractAlthough it is an extremely important step to gain sustained competitive advantage in the era of Industry 4.0, the integration of Information and Communication Technology (ICT) and Cyber-Physical Systems (CPS) for smart logistics can be challenging. In order to successfully implement such technologies, it is crucial, particularly for SMEs, to self-evaluate their own readiness for integrating technologies for smart logistics. This research proposes a readiness model which can be used as a guideline before implementing technologies for smart logistics at the SMEs level. It describes essential elements in the integration of ICT and CPS for smart logistics, as well as the potential five stages of implementation, which are initial, trial, organized, automated, and optimized.

scholarly journals ICT Use in the EFL Classroom in Morocco

2022 ◽  
Vol 18 (1) ◽  
pp. 0-0
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Ict Integration ◽  
Mixed Methods Approach ◽  
Ict Use ◽  
Efl Teachers ◽  
Information And Communication ◽  
The City

This study investigates the level of Information and Communication Technology (ICT) use in teaching English as a foreign language (EFL) in Morocco. It explores the effects of EFL teachers' personal and technology-related variables in ICT use in English high school classes. The study opts for a descriptive and an analytical method to account for this claim. Therefore, a mixed-methods approach is used. A survey questionnaire and interviews are conducted to obtain a corpus of data that is both representative and reliable. The sample of our study consists of thirty teachers of English in six high schools in the city of Meknes. The findings indicate that ICT integration in the EFL classes in Morocco is hampered due to different variables. Interior variables refer to the teacher's attitude and dilemma towards using ICT; while exterior ones are strongly associated with the lack of ICT facilities and ICT related equipment in the Moroccan high schools.

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