scholarly journals Educators’ ICT Literacy: A Prerequisite for the Future of Education Post-COVID-19

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Gerby Parra
Keyword(s):  
Literacy Skills ◽  
Ict Literacy ◽  
Ict Skills ◽  
Digital Curriculum ◽  
Learning Platform ◽  
Lack Of Information ◽  
The Future ◽  
Information And Communication ◽  
New Policies ◽  
Future Of Education

The education ecosystem was highly disrupted by the COVID-19 pandemic last March 2020, which forced school leaders and stakeholders to adopt an online learning platform to cope with learning continuity. However, educators encountered challenges in using technology to manage digital curriculum and technology-driven instruction due to the lack of Information and Communication Technology (ICT) skills and knowledge.  This concept paper aims to highlight the need for educators' ICT literacy, which requires the support of new policies for educators to upgrade skills in managing the digital curriculum and effective online lessons delivery. Possessing ICT literacy skills will help educators be ready to transition to the new normal in education. ICT will be an integral component of the future of school education system after the pandemic,

scholarly journals ICT LITERACY OF LANGUAGE TEACHERS IN SELECTED LAGOS STATE SECONDARY SCHOOLS, NIGERIA

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Oludare Adebanji Shorunke ◽  
Solomn O. Makinde ◽  
Omawumi O. Makinde
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Information Age ◽  
Skills Training ◽  
Language Teachers ◽  
Education Sector ◽  
Ict Literacy ◽  
Ict Skills ◽  
Lagos State ◽  
Information And Communication

This study contributes to the limited research available on Information and Communication Technology (ICT) literacy of language teachers in Nigeria. The advent of ICT brought new opportunities that require a skill set to operate better and faster, even in the education sector.  The case for teachers’ ICT literacy is cogent in the information age to update them on their areas of specialization. The use of ICT requires some skills to enhance the access and retrieval of the required information without undue stress. The level of ICT skills a teacher possesses may affect the extent to which the teacher puts ICT to use. This study revealed that majority of the respondents made use of ICT resources. The study revealed that aggregately a large proportion of the teachers are ICT literate. This study made recommendations to improve ICT skills training and access to ICT resources.

Digital Literacy in a Lifelong Learning Programme for Adults

2014 ◽  
pp. 841-856
Author(s):  
Athanassios Jimoyiannis ◽  
Maria N. Gravani
Keyword(s):  
Lifelong Learning ◽  
Instructional Practices ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Communication Technologies ◽  
Literacy Skills ◽  
Ict Literacy ◽  
Individual Instruction ◽  
Information And Communication ◽  
To Come

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults' knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners' needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The paper ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

Digital Literacy in a Lifelong Learning Programme for Adults

2012 ◽  
pp. 109-123 ◽  
Author(s):  
Athanassios Jimoyiannis ◽  
Maria Gravani
Keyword(s):  
Lifelong Learning ◽  
Instructional Practices ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Communication Technologies ◽  
Literacy Skills ◽  
Ict Literacy ◽  
Individual Instruction ◽  
Information And Communication ◽  
To Come

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults’ knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners’ needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The paper ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

Female Lecturers' Perception of ICT Integration for Teaching and Learning in University of Ibadan, Nigeria

2016 ◽  
Vol 12 (1) ◽  
pp. 11-21 ◽  
Author(s):  
Airen Adetimirin
Keyword(s):  
Teaching And Learning ◽  
Secondary Data ◽  
Literacy Skills ◽  
Ict Literacy ◽  
Ict Integration ◽  
Use Of Technology ◽  
Or Groups ◽  
Information And Communication ◽  
The University ◽  
University Of Ibadan

Deployment of Information and Communication Technology (ICT) for teaching and learning affords learners' flexibility in learning such that they can learn as individuals or groups. The dissemination of information by lecturers to learners will also be facilitated by the use of ICT. The University of Ibadan designed a courseware development programme for 20 female lecturers to improve the use of technology for teaching and research. Data was collected using a questionnaire, interview and secondary data. Results revealed that the lecturers found the programme very relevant, appropriate but demanding. The major challenges were limited access to some of the technologies, fluctuation in internet connectivity and poor ICT literacy skills. Improvement in the level of ICT use requires the development of relevant infrastructure and ICT literacy training which were identified as critical for its successful deployment.

scholarly journals Testing Information Literacy in Digital Environments: ETS's iSkills Assessment

2007 ◽  
Vol 26 (3) ◽  
pp. 3 ◽  
Author(s):  
Irvin R. Katz
Keyword(s):  
Information Literacy ◽  
Coming Of Age ◽  
Field Trials ◽  
Literacy Skills ◽  
Ict Literacy ◽  
Design Development ◽  
Library Community ◽  
Digital Environments ◽  
Information And Communication ◽  
Information Literacy Skills

Despite coming of age with the Internet and other technology, many college students lack the information and communication technology (ICT) literacy skills necessary to navigate, evaluate, and use the overabundance of information available today. This paper describes the development and early administrations of ETS’s iSkills assessment, an Internet-based assessment of information literacy skills that arise in the context of technology. From the earliest stages to the present, the library community has been directly involved in the design, development, review, field trials, and administration to ensure the assessment and scores are valid, reliable, authentic, and useful.

Harnessing information and communication technologies for effective knowledge creation

2017 ◽  
Vol 30 (5) ◽  
pp. 831-855 ◽  
Author(s):  
Vikas Gupta ◽  
Namita Jain
Keyword(s):  
Information And Communication Technologies ◽  
Customer Service ◽  
Online Courses ◽  
Communication Technologies ◽  
Content Type ◽  
The Future ◽  
Brick And Mortar ◽  
Technological Developments ◽  
Information And Communication ◽  
Future Of Education

Purpose Education is subject to the same pressures as a business, it has to spur innovation, improve customer service and achieve operational excellence. Education is expected to solve intricate problems that heralded the twenty-first century. Niche areas emerged in education that need further study and research. The authors postulate such demands may be met by information and communication technologies (ICTs) that opened up the avenue for innovation and experimentation in education. One such innovation is online learning and massive open online courses (MOOCs) that represent immense opportunities in education. With their advent, even the permanent relevance of physical classrooms has been questioned. The purpose of this paper is to answer to all these questions and attempts to fill gaps in the understanding of the future of education. Design/methodology/approach The paper came into being after a review of literature pertaining to the changing ecosystem of education and an analysis of newer platforms like MOOCs. The paper surveyed books, scholarly articles, reports, conference proceedings and online databases in the area of education and related technological developments. Findings The existence of MOOCs in the education landscape cannot be ignored. This is proven by the fact that MOOC enrollment surpassed 35 million users in 2015. MOOCs were considered a popular concept in the developed world to start with. But, today MOOCs are being offered by universities in developing nations too. As the number of participant countries increases, MOOCs in vernacular languages are being developed to overcome the language barrier. The paper found that the online model cannot replace the brick and mortar model completely. Rather, it will complement it by providing an enriching experience to various stakeholders, including the learner and the instructor. In the future, students will have the advantage of a blended classroom where the best of online and offline models converge into an optimal experience. Research limitations/implications As the theme of the paper is new and the educational landscape continues to evolve, it is very difficult to determine the pace of transformation of education. However, the authors have tried to suggest a conceptual framework for the future in education, subject to empirical validation. Practical implications This paper helps us understand that we are in a rapidly evolving scenario where innovations have the potential to disrupt the existing model. Such disruptions can have behavioral, economical and social ramifications. A better understanding of such alterations will help academicians equip themselves for evolving classrooms and the changing nature of their jobs. The new ICT enabled ecosystem will also try to overcome issues related to the quality of education and knowledge dissemination. Originality/value The present paper is a comprehensive study of the opportunities and challenges posed by emerging classrooms.

scholarly journals Sources of individual differences in adults’ ICT skills: A large-scale empirical test of a new guiding framework

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0249574
Author(s):  
Alexandra Wicht ◽  
Stephen Reder ◽  
Clemens M. Lechner
Keyword(s):  
Individual Differences ◽  
Information And Communication Technologies ◽  
Large Scale ◽  
Empirical Test ◽  
Explanatory Power ◽  
Literacy Skills ◽  
Ict Skills ◽  
Engagement Theory ◽  
Ict Use ◽  
Information And Communication

We develop an integrative conceptual framework that seeks to explain individual differences in the ability to use information and communication technologies (ICT skills). Building on practice engagement theory, this framework views the continued usage of digital technologies at work and in everyday life (ICT use) as the key prerequisite for the acquisition of ICT skills. At the same time, the framework highlights that ICT use is itself contingent upon individual and contextual preconditions. We apply this framework to data from two recent German large-scale studies (N = 2,495 and N = 2,786, respectively) that offer objective measures of adults’ ICT skills. Findings support our framework’s view of ICT use as a key prerequisite for ICT skills. Moreover, they demonstrate that literacy skills have strong associations with ICT skills, largely by virtue of their indirect associations through ICT use. By comparison, regional digital cultures (as proxied by internet domain registration rates) evince only limited explanatory power for individual differences in ICT skills.

Female Lecturers' Perception of ICT Integration for Teaching and Learning in University of Ibadan, Nigeria

2018 ◽  
pp. 1624-1636
Author(s):  
Airen Adetimirin
Keyword(s):  
Teaching And Learning ◽  
Secondary Data ◽  
Development Programme ◽  
Literacy Skills ◽  
Ict Literacy ◽  
Use Of Technology ◽  
Or Groups ◽  
Information And Communication ◽  
The University ◽  
University Of Ibadan

Deployment of Information and Communication Technology (ICT) for teaching and learning affords learners' flexibility in learning such that they can learn as individuals or groups. The dissemination of information by lecturers to learners will also be facilitated by the use of ICT. The University of Ibadan designed a courseware development programme for 20 female lecturers to improve the use of technology for teaching and research. Data was collected using a questionnaire, interview and secondary data. Results revealed that the lecturers found the programme very relevant, appropriate but demanding. The major challenges were limited access to some of the technologies, fluctuation in internet connectivity and poor ICT literacy skills. Improvement in the level of ICT use requires the development of relevant infrastructure and ICT literacy training which were identified as critical for its successful deployment.

Digital Literacy in a Lifelong Learning Programme for Adults

2010 ◽  
Vol 1 (1) ◽  
pp. 40-60 ◽  
Author(s):  
Athanassios Jimoyiannis ◽  
Maria Gravani
Keyword(s):  
Lifelong Learning ◽  
Instructional Practices ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Communication Technologies ◽  
Literacy Skills ◽  
Ict Literacy ◽  
Individual Instruction ◽  
Information And Communication ◽  
To Come

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults’ knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners’ needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The article ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

scholarly journals Information and Communication Technology Literacy Skills and Class Instruction: a Comprehensive Perception Survey of University of Benin First Year Students

2015 ◽  
Vol 7 (1) ◽  
pp. 63-79 ◽  
Author(s):  
Luke O. Obasuyi
Keyword(s):  
Communication Technology ◽  
Computer Software ◽  
Literacy Skills ◽  
First Year ◽  
Ict Literacy ◽  
First Year Students ◽  
Significant Difference ◽  
Information And Communication ◽  
Class Instruction ◽  
The University

This study investigates the influence of class instruction (GST 111 – use of library) on University of Benin (UNIBEN) first year students’ information and communication technology (ICT) literacy skills. The study adopted the survey research method using the questionnaire as research instrument. First year students in the 2013/2014 academic session constituted the population of study. Simple random and total enumeration sampling methods were used to collect data from students in five out of twelve faculties in the university. The questionnaire used is a 4-point likert scale instrument: SA (Strongly agreed) = 4; A (Agreed) = 3; D (Disagreed) = 2; and SD (Strongly disagreed) = 1. Data was collected at the end of the first semester when the GST 111 – use of library was concluded. Results revealed that Computer, Software, Internet, WWW and ICT literacy skills of the students are high. There is a significant difference in Computer, Software, Internet and WWW and ICT literacy skills of the students per faculty. Majority (65%) of the students are skillful in ICT use. Class instruction is very well perceived by the students and it positively influenced students’ ICT literacy skills. Gender and secondary school attended did not influence students’ ICT literacy skills. There is no significant difference between male and female students’ ICT literacy skills as well as students that attended private or public secondary schools. It is therefore concluded that the students are highly ICT literate and class instruction (GST 111 – use of library) course mainly influenced the students’ ICT literacy skills thus the class instruction programme in the university is adequate and effective.

Sign in / Sign up

Export Citation Format

Share Document