scholarly journals Features of the implementation of educational functions in the study of the geography course using information and communication technologies in secondary school

2018 ◽  
pp. 57-64
Author(s):  
V. Bulhakov  ◽  
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information And Communication

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.

scholarly journals ICT ROLE IN EDUCATIONAL SYSTEMS OF FOREIGN COUNTRIES

2010 ◽  
Vol 10 (2) ◽  
Author(s):  
Iryna D. Malytska
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Educational Systems ◽  
Foreign Countries ◽  
Information And Communication ◽  
Role Of Information

The role of information and communication technologies in educational systems of foreign countries and the level of their integration into the secondary school educational process is considered.

scholarly journals Examining secondary school students' safe computer and internet usage awareness: An example from Bartın province

2017 ◽  
Vol 7 (1) ◽  
pp. 83-114 ◽  
Author(s):  
Ramazan Yılmaz ◽  
Fatma Gizem Karaoğlan Yılmaz ◽  
H. Tuğba Öztürk ◽  
Tuğra Karademir
Keyword(s):  
Information Security ◽  
Secondary School ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Internet Security ◽  
Computer Usage ◽  
School Students ◽  
Discussion Section ◽  
Policy Makers ◽  
Information And Communication

Information and Communication Technologies (ICT) have been rapidly prevailed among the children and youths. Personal technologies facilitating the students to gain some learning experiences both in and out of the schools also include many threats. It is important for students to have high awareness of safe internet and computer use to overcome with these threats. In this research, it was aimed to reveal internet security and computer usage awareness profiles of students studying in the secondary school.  The data were collected from 2029 students studying in the secondary schools in Bartın Province in Turkey by using a questionnaire developed by the researchers. The data obtained from the questionnaire were analyzed based on the pre-determined themes and the students' information security and computer usage awareness profiles were revealed. The findings indicate that the majority of the students are insufficient regarding information security and computer usage awareness and they could be under risk in online settings towards the threats. In the discussion section, some measures for the parents, schools and policy makers were mentioned to increase students' information security and computer usage awareness.

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 Predictors of Behavioural Intentions of Teachers to Adopt and Use Information and Communication Technologies in Secondary Schools in Zimbabwe

2021 ◽  
Vol 20 (11) ◽  
pp. 366-386
Author(s):  
Norman Rudhumbu ◽  
Elizabeth Du Plessis ◽  
Patience Kelebogile Mudau
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Secondary School Teachers ◽  
Sampling Strategy ◽  
Communication Technologies ◽  
Learning Context ◽  
School Teachers ◽  
Behavioural Intentions ◽  
Information And Communication

The use of information and communication technologies (ICTs) also known as educational technology in the teaching and learning context, has become a new normal in all sectors of education world-wide. The most important driver of the use of ICT in education has been the rapid advances in technology and to some extent, natural disasters such as COVID-19 that has affected access to education across all sectors of the education system. As a result, it has become very important that teachers in secondary schools adopt ICT for their teaching. This study therefore seeks to establish factors influencing the behavioural intentions of secondary school teachers to adopt ICT in Zimbabwe. A sample of 251 teachers were selected using stratified random sampling strategy from 10 secondary schools to participate in the study. A structured questionnaire adapted from the Oscarson Scale for Measuring Adoption-proneness (OSMA) was used for data collection. Results of the study showed that the use of technology in teaching, professional development, attitudes toward ICT, gender and ICT support services have a significant influence on the behavioural intentions of secondary school teachers to adopt ICT. A number of challenges that affected the adoption of ICT in secondary schools were also identified. The study has implications on both policy and practice with regard to the adoption of ICT in secondary schools.

PROBLEMS OF PROFESSIONAL TRAINING OF INFORMATICS FUTURE TEACHERS IN THE CONDITIONS OF DIGITALIZATION OF EDUCATION

2021 ◽  
Vol 69 (1) ◽  
pp. 58-66
Author(s):  
N. Malikova ◽  
Keyword(s):  
Secondary School ◽  
General Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Communication Technologies ◽  
Professional Activity ◽  
Future Teachers ◽  
Information And Communication ◽  
The Republic ◽  
Pedagogical Research

The problems of professional training of future teachers in a pedagogical university are considered in the article. The relevance of this study in the regulatory documents adopted in the Republic of Kazakhstan, as well as the structure of professional training of teachers as a pedagogical system in scientific and pedagogical research are analyzed. The essence and place of the school course of Informatics among general education disciplines and the importance of professional training of future teachers of computer science in the context of digitalization of education have been substantiated. The components of the professional activity of a teacher of informatics are determined. The terms information and communication technologies and digital technologies are considered and the differences between these terms are described with examples. The stages of studying informatics in general education secondary school according to the updated curriculum and requirements for the professional training of informatics teachers are described. Recommendations for improving the professional training of future teachers of informatics are given.

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 PLACE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN SECONDARY SCHOOL OF FOREIGN COUNTRIES (FOREIGN EXPERIENCE)

1970 ◽  
Vol 17 (3) ◽  
Author(s):  
Iryna D. Malytska
Keyword(s):  
Great Britain ◽  
Secondary School ◽  
Information And Communication Technologies ◽  
International Organizations ◽  
Statistical Data ◽  
Communication Technologies ◽  
Foreign Experience ◽  
Ict Use ◽  
Foreign Countries ◽  
Information And Communication

In the article the place occupying by information and communication technologies in secondary school of foreign countries is analysed. It is based on the researches which were carried out by the leading international organizations of EU and the Great Britain. The attitude of teachers to creativity development of pupils is shown; weaknesses in the course of ICT use, which have been stipulated by teachers are designated; statistical data concerning a professional level of teachers on ICT according to the Summery analytical report 2009 made British association BESA are cited.

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