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 IN HOUSE TRAINING (IHT) PEMBELAJARAN DI MASA PENDEMI DENGAN BLENDED LEARNING SMK N 5 DUMAI

2021 ◽  
Vol 1 (3) ◽  
pp. 240-246
Author(s):  
Surya Indrawan ◽  
Nur Budi Nugraha ◽  
Juni Saputra ◽  
Sirlyana Sirlyana
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Student Centered ◽  
Information And Communication ◽  
The Times ◽  
And Training

The revolution in information and communication technology occurred during the last few years. During the COVID-19 pandemic that hit Indonesia, all sectors experienced obstacles, including the education sector which was hampered from carrying out teaching and learning activities. Along with the times, the process of teaching and learning activities in the classroom now has many challenges and demands. One-way learning makes the learning atmosphere boring, it is feared that it will affect students' motivation to study the material, so it is modified into blended learning. This model combines offline and online learning, is student centered, namely students must be active in understanding the material, efficient in time, energy, and place because it can be done anywhere. The methods used in this training activity are lectures and discussions, guidance and training. As a result of this blended learning In House Training, all participants actively participated in this activity and participants gained new insights about blended learning strategies that could be implemented in the classroom teaching process during the COVID-19 pandemic to become more varied and innovative

scholarly journals A review of empirical research on ICT applications in teacher professional development and teaching practice

2021 ◽  
pp. 1-20
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Rapid Development ◽  
Information And Communication ◽  
Teacher Professional

The rapid development of information and communication technology (ICT) has been increasingly changing the ways of teaching and learning and teacher development. While the literature shows a proliferation of studies exploring various issues of applying ICT in teacher development and teaching practice, there is a lack of overview of the literature in this field. This study aimed to address the gap by reviewing the literature in two themes: (1) ICT in teacher professional development (TPD), and (2) ICT in teaching practice. Six journals of a high impact in the field of teaching and teacher education were selected, from which 85 articles involving ICT applications and published from 2013 to 2019 were identified. Among them, 18 empirical articles highly relevant to the two themes were analysed. The content analysis of these publications identified a set of specific ICT applications in TPD and in teaching practice. Moreover, the analysis revealed the key features of these ICT applications in terms of their functions, their effects on teaching and teacher development, the factors influencing their applications, and the problems in existing applications.

Using Information and Communication Technology to Maximize Workforce Readiness

2013 ◽  
pp. 209-224
Author(s):  
Merideth Dee
Keyword(s):  
Professional Development ◽  
Social Interaction ◽  
Blended Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Workforce Readiness ◽  
Information And Communication ◽  
E Learning

The following chapter will provide a general discussion regarding the use of Information and Communication Technology (ICT) and how ICT can be used to help prepare students for the demands of the workforce. Additionally, the chapter will explore why ICT fluency is an important factor in preparing students for the demands of the workforce. Furthermore, the chapter will review the literature and empirical research concerned with: attitudes toward the use of ICT, the value of using ICT with regards to workforce readiness and professional development, how different learning environments, such as blended-learning, e-learning, m-learning, virtual learning communities, and social interaction impact workforce readiness, and the theories to consider when designing multimedia and why multimedia can help to prepare students for the workforce.

scholarly journals The development, validation and standardisation of a questionnaire for ICT professional development of mathematics teachers

Pythagoras ◽  
2015 ◽  
Vol 36 (2) ◽  
Author(s):  
Verona Leendertz ◽  
A. Seugnet Blignaut ◽  
Suria Ellis ◽  
Hercules D. Nieuwoudt
Keyword(s):  
Professional Development ◽  
Communication Technology ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Research Problem ◽  
Western Cape ◽  
Ict Integration ◽  
Educational Management ◽  
Custom Made ◽  
Information And Communication

This article reports on the development of a custom-made questionnaire. The questionnaire was developed with the aim to compile guidelines for the professional development (PD) of mathematics teachers for the pedagogical use of information and communication technology (ICT) integration in teaching and learning. During the standardisation and validation of the questionnaire it was distributed to 179 schools and 300 teachers in eight educational management districts in the Western Cape, South Africa. The extracted factors had a reliability level higher than 0.8, which indicates the items in the questionnaire are significant to address the research problem and the questionnaire is valid for ICT PD.

scholarly journals Information and Communication Technology (ICT) Readiness and its Integration to Teaching and Learning Process among Private High Schools

2021 ◽  
Author(s):  
Edison Estigoy
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Significant Relationship ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Ict Integration ◽  
Quantitative Correlation ◽  
Significant Difference ◽  
Information And Communication ◽  
Teaching Learning

<p>This study was designed using quantitative-correlation approach to determine the level of readiness in Information and Communication Technology (ICT) in terms of hardware, software and connectivity among five target high school teachers and the extent at which teachers integrate ICT in classroom teaching in terms of planning and designing learning environments; teaching, learning and curriculum; and assessment and evaluation. Furthermore, this research also identified significant difference of ICT readiness and ICT integration between gender. Moreover, the study explored whether there is a significant relationship between teachers’ ICT readiness and ICT integration in classroom teaching. Findings revealed that the level of readiness of teachers in utilizing ICT is very ready and the extent of integration to classroom teaching is often. Furthermore, findings revealed when data is grouped by gender, there is a significant difference in teachers’ ICT readiness but none is found in integration of ICT in the classroom. Moreover, a significant relationship was found in the readiness of teachers’ in using ICT and its extent of integration in classroom teaching.</p>

scholarly journals Information and communication technology to enhance continuing professional development (CPD) and continuing medical education (CME) for Rwanda: a scoping review of reviews

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Joseph Lune Ngenzi ◽  
Richard E. Scott ◽  
Maurice Mars
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Easy Access ◽  
Face To Face ◽  
Review Articles ◽  
Information And Communication

Abstract Background Access to high quality continuing professional development (CPD) is necessary for healthcare professionals to retain competency within the ever-evolving worlds of medicine and health. Most low- and middle-income countries, including Rwanda, have a critical shortage of healthcare professionals and limited access to CPD opportunities. This study scoped the literature using review articles related to the use of information and communication technology (ICT) and video conferencing for the delivery of CPD to healthcare professionals. The goal was to inform decision-makers of relevant and suitable approaches for a low-income country such as Rwanda. Methods PubMed and hand searching was used. Only review articles written in English, published between 2010 and 2019, and reporting the use of ICT for CPD were included. Results Six review articles were included in this study. Various delivery modes (face to face, pure elearning and blended learning) and technology approaches (Internet-based and non-Internet based) were reported. All types of technology approach enhanced knowledge, skills and attitudes. Pure elearning is comparable to face-to-face delivery and better than ‘no intervention’, and blended learning showed mixed results compared to traditional face-to-face learning. Participant satisfaction was attributed to ease of use, easy access and interactive content. Conclusion The use of technology to enhance CPD delivery is acceptable with most technology approaches improving knowledge, skills and attitude. For the intervention to work effectively, CPD courses must be well designed: needs-based, based on sound educational theories, interactive, easy to access, and affordable. Participants must possess the required devices and technological literacy.

scholarly journals Information and Communication Technology (ICT) Readiness and its Integration to Teaching and Learning Process among Private High Schools

2021 ◽  
Author(s):  
Edison Estigoy
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Significant Relationship ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Ict Integration ◽  
Quantitative Correlation ◽  
Significant Difference ◽  
Information And Communication ◽  
Teaching Learning

<p>This study was designed using quantitative-correlation approach to determine the level of readiness in Information and Communication Technology (ICT) in terms of hardware, software and connectivity among five target high school teachers and the extent at which teachers integrate ICT in classroom teaching in terms of planning and designing learning environments; teaching, learning and curriculum; and assessment and evaluation. Furthermore, this research also identified significant difference of ICT readiness and ICT integration between gender. Moreover, the study explored whether there is a significant relationship between teachers’ ICT readiness and ICT integration in classroom teaching. Findings revealed that the level of readiness of teachers in utilizing ICT is very ready and the extent of integration to classroom teaching is often. Furthermore, findings revealed when data is grouped by gender, there is a significant difference in teachers’ ICT readiness but none is found in integration of ICT in the classroom. Moreover, a significant relationship was found in the readiness of teachers’ in using ICT and its extent of integration in classroom teaching.</p>

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.

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