scholarly journals Teacher Perceptions of Information and Communication Technologies in a Secondary School in Samoa

2021 ◽  
Author(s):  
◽  
Farita Tepora Afamasaga-Wright
Keyword(s):  
Secondary School ◽  
Teacher Perceptions ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Independent Learning ◽  
Student Interest ◽  
Structured Interviews ◽  
Information And Communication ◽  
Support Teacher

<p>This study explored teacher perceptions of information and communication technologies in one secondary school in Samoa, in order to gain insight into recent government initiatives to introduce computers and other ICTs in schools. Phenomenology as an approach was deemed appropriate to the focus of this research in that it provided the framework for an in-depth exploration of how teachers view themselves within a particular event in the development of education in Samoa: the integration of ICTs in schools. Underpinning this study were assumptions about the nature of knowledge as being socially constructed as well as contextually situated. The research sought understanding of the phenomenon from the perspective of one group of participants. Data was gathered using lengthy semi-structured interviews in the Samoan language which were then translated into English for the purpose of data analysis. Significant findings include: lack of clarity amongst teachers regarding ICT in education policies, government rationale and strategies to achieve policy; teacher rationale for the introduction of ICT in schools included improvement of teaching and learning, student future employment and improved student access to technology. Teacher perceptions of ICT were mostly positive noting that its use contributed to higher levels of student interest, engagement, independent learning and motivation. As well, ICTs were mainly used to support teacher-centred pedagogies and contributed to the efficiency of teacher preparation. While teachers were keen to use ICTs in their classes, they were hindered by lack of ICT skills and insufficient pedagogical knowledge. Teachers perceived several obstacles to effective integration of ICTs in classrooms, which included: insufficient student and teacher access to computers; timetabling restrictions; a user pays system; maintenance and running costs; student plagiarism from the web and access to inappropriate sites as well as inadequate teacher professional development for the use of ICTs. ii</p>

scholarly journals Teacher Perceptions of Information and Communication Technologies in a Secondary School in Samoa

2021 ◽  
Author(s):  
◽  
Farita Tepora Afamasaga-Wright
Keyword(s):  
Secondary School ◽  
Teacher Perceptions ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Independent Learning ◽  
Student Interest ◽  
Structured Interviews ◽  
Information And Communication ◽  
Support Teacher

<p>This study explored teacher perceptions of information and communication technologies in one secondary school in Samoa, in order to gain insight into recent government initiatives to introduce computers and other ICTs in schools. Phenomenology as an approach was deemed appropriate to the focus of this research in that it provided the framework for an in-depth exploration of how teachers view themselves within a particular event in the development of education in Samoa: the integration of ICTs in schools. Underpinning this study were assumptions about the nature of knowledge as being socially constructed as well as contextually situated. The research sought understanding of the phenomenon from the perspective of one group of participants. Data was gathered using lengthy semi-structured interviews in the Samoan language which were then translated into English for the purpose of data analysis. Significant findings include: lack of clarity amongst teachers regarding ICT in education policies, government rationale and strategies to achieve policy; teacher rationale for the introduction of ICT in schools included improvement of teaching and learning, student future employment and improved student access to technology. Teacher perceptions of ICT were mostly positive noting that its use contributed to higher levels of student interest, engagement, independent learning and motivation. As well, ICTs were mainly used to support teacher-centred pedagogies and contributed to the efficiency of teacher preparation. While teachers were keen to use ICTs in their classes, they were hindered by lack of ICT skills and insufficient pedagogical knowledge. Teachers perceived several obstacles to effective integration of ICTs in classrooms, which included: insufficient student and teacher access to computers; timetabling restrictions; a user pays system; maintenance and running costs; student plagiarism from the web and access to inappropriate sites as well as inadequate teacher professional development for the use of ICTs. ii</p>

Introducing an iPad app into literacy instruction for struggling readers: Teacher perceptions and student outcomes

2016 ◽  
Vol 16 (4) ◽  
pp. 522-548 ◽  
Author(s):  
Jerome V D’Agostino ◽  
Emily Rodgers ◽  
Sinéad Harmey ◽  
Katherine Brownfield
Keyword(s):  
Teacher Perceptions ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
The United States ◽  
Information And Communication ◽  
Ipad App

There is a critical need, according to national policy statements in the United States, to integrate information and communication technologies into instruction, and yet research about the effect of such integration on the literacy learning of at-risk populations is scant. In addition, barriers exist that prevent teachers from realizing the goal of information and communication technology integration. To address this issue, we conducted a mixed-methods study to investigate the effects of LetterWorks, an iPad app, on the letter learning of 6- to 7-year-old children in an early literacy intervention, Reading Recovery. We present empirical evidence about the effects of the integration of this iPad app into literacy instruction for struggling learners and we describe teachers’ perceptions about the affordances and challenges of integrating this app into their instruction. Despite the positive effects of the iPad app on the letter learning of the children in the treatment group, teachers identified a misfit between their beliefs about literacy teaching and learning and the app as a barrier to their continued use. We suggest that the successful uptake of information and communication technologies into literacy instruction may depend, at least in part, on whether and how well training addresses the coherence between the information and communication technology itself and teachers’ theories about teaching and learning.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

THE „CLOUDY“ CLASSROOM

2020 ◽  
Vol 11 (2) ◽  
pp. 347-352
Author(s):  
Atanaska Peneva ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Communications ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Web Based ◽  
Modern Approach ◽  
Building Information ◽  
Practical Guidelines ◽  
Information And Communication ◽  
Cloud Technologies

The report presents the author’s experience in integrating modern ICT technologies in the process of teaching and learning in school. The emphasis is on the use of mobile devices and the integration of cloud technologies in schools. As an ICT teacher, the author provides some practical guidelines on how to apply innovation. The generation of 7 screens does not know a world without digital technologies and mobile communications. The discrepancy between the expectations of the digital generation and the reality in our schools is in terms of the information and communication technologies (ICT) used in them and the didactic models. Adolescents, when they find themselves in an environment that does not meet their expectations, are demotivated and redirect their attention to other objects and goals and stop being active in class. The use of the so-called. „Cloud“ technologies will significantly increase the interest and retention of students. The modern approach to building information systems is focused on developing solutions in which the collection, input and output of information is carried out through WEB-based applications or platforms.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Students' perceptions regarding the use of ICT in learning

2019 ◽  
Author(s):  
Ana Elisa Carreta de Sousa
Keyword(s):  
Labor Market ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Good Practices ◽  
Private And Public ◽  
Information And Communication ◽  
Vocational Courses

This study focuses on how students of vocational courses related to Information and Communication Technologies (ICT) perceive the use they make of technologies in their learning. A questionnaire survey was applied in classroom to 314 students from 4 private and public schools, with the aim of understanding if the students recognize benefits in the use of ICT in teaching and learning, by answering the 34 premises presented to them. Most students recognize benefits from the use of ICT in teaching considering it improves and facilitates learning. They recognize the need to improve the pedagogical use of ICT and that teachers from the scientific and sociocultural components still make little use of the technologies in the classroom. These students consider that the courses they take prepare them to integrate the labor market, indicating good practices in learning with and from technologies in the technical classes. The premises about the disadvantages and obstacles resulting from the use of ICT were the ones that gathered the lowest consensus among students. They consider that the use of ICT is essential in learning and preparing to work with ICT and in a broader sense to live in a society of information and knowledge.

CREATIVE APPROACHES TO THE TEACHING SOCIOHUMANITARIAN DISCIPLINES, IN THE TRAINING OF GENERATION “Z” REPRESENTATIVES

2020 ◽  
pp. 55-67
Author(s):  
Tatiana Kadlubovich ◽  
Darina Chernyak
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Cognitive Activity ◽  
Communication Technologies ◽  
Value Orientations ◽  
Educational Process ◽  
Generation Z ◽  
Information And Communication ◽  
Everyday Reality ◽  
Independent Work

The article deals with the value orientations, attitudes, life views of modern students - representatives of Generation “Z”, for whom digital technologies are an everyday reality. The experience of working with students during class and independent work is given. The authors, based on the latest research, prove that the modern generation with its peculiarities needs new creative methods and teaching methods that will take into account the specifics of cognitive activity of modern youth, its values, needs, psychological characteristics and technical skills. It is necessary to change not only teaching and learning methods, but also the style of communication between the subjects of the educational process, the form of presentation of information, knowledge, preparation of a new type of educational and methodical literature, active use of information and communication technologies.

Access to information technology of households and secondary school students in Turkey

2021 ◽  
pp. 026666692110089
Author(s):  
Nejat İra ◽  
Mehmet Yıldız ◽  
Gamze Yıldız ◽  
Eylem Yalçınkaya-Önder ◽  
Ali Aksu
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Secondary School Students ◽  
Communication Technologies ◽  
Access To Information ◽  
School Students ◽  
National Education ◽  
Internet Connection ◽  
Teachers And Students ◽  
Information And Communication

The aim of the study was to investigate secondary school students’ and teachers’ access to information technologies in Turkey by making interregional comparisons. Document analysis of the qualitative research methods was employed to analyze the reports issued by the Turkish Ministry of National Education, the Turkish Statistical Institute (TUIK), and the Programme for International Student Assessment (PISA). The results of the research revealed the importance of access to information and communication technologies for both students and teachers: 67.9% of the participating students were found to have Internet connection and 69.1% a computer in their homes, while 80.3% of the students were observed to use a computer outside the school, but 19.7% were not. The results also showed that 64.6% of the students have Internet connection in their classrooms, but 29.2% of these students do not use the Internet in the classroom, whereas 8.9% use it in the classroom all the time. The rate of students using a digital device for reading is 38.1%, while that of those not using one is 61.9%. Some 32.1% of secondary school students were revealed not to have Internet connection at home. Additionally, 77% of teachers were not trained in online teaching prior to the COVID-19 pandemic. Based on the findings, teachers can be suggested to develop projects – i.e., of TUBITAK, E-twinning, and Erasmus – which potentially encourage students to use information and communication technologies so that both teachers and students can benefit from them. It is also suggested that the Ministry of National Education should work on improving the information communication technology competencies of teachers and students. Besides, policies should be developed to eliminate regional differences in terms of access to digital resources and technology in terms of equal opportunities and opportunities.

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