Exploring The Use Of Information Communication Technology To Improve The Teaching And Learning Process In South African Schools

2019 ◽  
pp. 585
Author(s):  
Louw Js. Rankhumise ◽  
Mp Maimane Jr
Keyword(s):  
South African ◽  
Communication Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Information Communication Technology ◽  
Information Communication

scholarly journals Emerging Trends in Teaching and Learning with ICT and Barriers in ICT

2020 ◽  
Vol 9 (6) ◽  
pp. 719-721
Keyword(s):  
Communication Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Information Science ◽  
Information Communication Technology ◽  
Learning Tools ◽  
Information Communication ◽  
Related Field ◽  
Concept Of Information ◽  
Teaching Learning

This paper is about the concept of information communication technology its role, importance, usage in teaching and learning. The field of ICT joins science and technology .it contains the package of computer tangible and intangible items, cell phones and telecommunication, web, internet, guided and unguided media, digital cameras, artificial intelligence and the rest. It combines the field of computer and information science tremendous and speedily growing knowledge base that is developed by researchers and scholars. ICT has declared to be beneficial in solving problems in teaching, learning, education and related field. There are two types of learning mediums. Traditional medium and ICT medium.ICT replaced the traditional medium with smart technology devices. Emerging learning tools such as podcast, blog, integrated learning module Wikipedia and m-learning have begun developing rapid strides in teaching learning processes. There are some barriers of ICT in teaching/learning process were discussed using general talk survey, unstructured interview and observations. It exposed that teacher factor, chalk and talk, inadequate funding, infrastructure, internet connectivity were some of the barriers of Information communication technology in teaching and learning process.

The Role of Using Information Communication Technology in the Motivation of Moroccan English Department Students during COVID-19 Quarantine

2020 ◽  
Vol 10 (16) ◽  
pp. 22-47
Author(s):  
Mohamed Benhima ◽  
Youssef Benabderrazik
Keyword(s):  
Distance Education ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Information Communication Technology ◽  
English Department ◽  
Information Communication ◽  
Extrinsic Factors ◽  
Depth Data ◽  
Motivating Factor

The current study aims to investigate the role of using Information Communication Technology in motivating Moroccan English Department Students to learn during COVID-19 quarantine that lasted from the mid of March to the mid of July. Distance education or emergency remote instruction has become the standard way of teaching and learning during COVID-19. Hence, many universities have started uploading their lesson materials to different platforms. However, many students feel unmotivated to learn using ICT. To prove this hypothesis, a questionnaire in Google Forms was submitted to 114 students from some Moroccan English Department students to investigate the motivating and demotivating factors behind using ICT. Both open and closed-ended questions were used. Moreover, a focus group on the topic of motivation during distance education was conducted for more in-depth data. The results revealed that the most highly motivating factor behind using ICT to learn is attributed to extrinsic factors, whereas the demotivating factors are about lack and weakness of connection and lack of orientation. It is highly recommended that educational administrators and authorities respond to students’ needs.

scholarly journals A Critical Review of the Impacts of Digital Citizenship on Teachers and Students’ Educational Development

2021 ◽  
Vol 2 (7) ◽  
pp. 557-564
Author(s):  
Mohammad Naim Rahim
Keyword(s):  
Social Media ◽  
Communication Technology ◽  
Critical Review ◽  
Teaching And Learning ◽  
Educational Development ◽  
Information Communication Technology ◽  
Digital Citizenship ◽  
Information Communication ◽  
The World ◽  
Teachers And Students

The teachers and students' engagement on Facebook, Instagram, WhatsApp, Telegram, and other online and offline platforms for the purpose of teaching and learning are considered as digital citizenship in education. These social media have also exposed the users to admit several rights and mutual values. However, the enhancement of technology has motivated these citizens not only to communicate across the world but also to build platforms to practice and learn new knowledge and skills. This article is proposed to review the impacts of digital citizenship on teachers and students' educational development. Therefore, a critical review of the literature is conducted. The data is collected using Google Scholar with the scope of the topic and the criteria mainly between 2011 to 2021. The data analysis procedure and identifying codes, patterns, and similar themes have motivated the authors to present and discuss the results and findings thematically. The results show that the fundamental elements of digital citizenship are the internet, technological tools, social media, and responsible behaviors of the users on the platforms. The findings also indicate that the development of information communication technology and virtual practices are serving digital citizens to be involved in many related and unrelated activities which need to be controlled by an authentic policy. Since the growing technology of the world is transforming the paradigms including the students' needs, the layout of the classrooms, and the stakeholders' requirement for employability. Investigating these continuing needs contributes to the efforts to lead the information communication technology integration into educational circumstances and address the local and national policies, facilitating the infrastructure, enhancing the educational settings, cybersecurity issues, and privacy accountability among educators and the learners.

scholarly journals Deployment of Information Communication Technology for Teaching and Learning Engineering Technological Skills: A Case of National Polytechnics in Kenya

2021 ◽  
Vol 2 (3) ◽  
pp. 8-12
Author(s):  
Mutai Cheruiyot Daniel
Keyword(s):  
Communication Technology ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Information Communication Technology ◽  
Simple Random Sampling ◽  
Simulation Software ◽  
Information Communication ◽  
Educational Approach ◽  
The Status ◽  
Ict Infrastructure

The knowledge economy expansion has significantly affected the methodologies of knowledge transfer and skilling of human resource. The demand for skillful workforce is significant to the development of an ingenious educational approach to teaching and learning engineering. Integration of Information Communication Technology (ICT) in teaching and learning provides a number of endless interactive modernizations of training approaches to engineering processes and applications. The purpose of this study was to establish the status of integration of ICT in teaching and learning of practical engineering concepts in National Polytechnics in Kenya. The study surveyed the trainers’ competencies on the application of ICT for the teaching and learning engineering processes and practices. The descriptive research design was employed and involved both quantitative and qualitative data. The study was based on the constructivist theory of learning and under the framework of technology, organization and environmental theory. Qualitative data was collected through Interviews and observation while questionnaires produced quantitative data. Three National polytechnics; Eldoret, Kisumu and Kenya Technical Trainers’ College, were selected and a sample of 75 respondents consisting of trainers was selected using stratified simple random sampling, while administrators from mechanical, electrical, and automotive and civil engineering departments were selected by simple purposive sampling; to provide information on the trainers’ competence on virtual teaching and learning engineering. The data was analyzed using descriptive statistics. The triangulation of the bi-data collected through mixed method strengthened the overall outcome as one approach offset the weaknesses of the other method. The findings of the study identified the constraints getting in the way of trainers to effectively integrate ICT in teaching and learning engineering and the pointer centred on the inadequate knowledge on the application of simulations and unavailability of virtual laboratories; 64% of the engineering trainers reported that their computer proficiency was good while 36% reported to be moderately proficient in the use of computers. However, a depressed 17% had the capacity to employ simulation software for TL. The study recommended enhancement of trainers’ competence on the application of ICT and provision of appropriate ICT infrastructure.

Influence of level of trainers’ perception on Information Communication Technology Integration in Teaching and Learning of Engineering courses in National polytechnics in Kenya

2020 ◽  
Vol 17 (1) ◽  
pp. 55-68
Author(s):  
Daniel C. Mutai ◽  
Khaemba Ongeti ◽  
Anne S. Kisilu ◽  
Richard K. Ronoh
Keyword(s):  
Communication Technology ◽  
Teaching And Learning ◽  
Information Communication Technology ◽  
Reliability And Validity ◽  
Simple Random Sampling ◽  
Primary Data ◽  
Mixed Method Research ◽  
Information Communication ◽  
Ict Integration ◽  
Adoption Of Technology

Understanding trainers’ perceptions of innovation is the key to successful adoption of technology in learning. The purpose of this paper was to examine the level of trainers’ perception on Information Communication Technology (ICT) integration into teaching and learning of engineering courses in National polytechnics in Kenya. This study used mixed method research. The target population in this study was 140 engineering staff and the trainees, Heads of departments and Principals of Kisumu and Eldoret Nationa l Polytechnic and Kenya Technical Trainers College. Primary data was used, which was collected using structured questionnaires and interview schedules. Simple random sampling was used to identify the respondents from the relevant departments to participate in this study, while purposive sampling was used to select the principals to be interviewed. Reliability and validity of data collection instruments were ascertained through pilot testing. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data generated from the interview schedules was organized through content scrutiny. The results indicated that the level of trainers’ perception has a significant effect on ICT integration into teaching and learning. It was concluded that trainers are willing to undergo training to equip them with new knowledge in ICT to improve their productivity. It was recommended that the National Polytechnic management, in partnership with the Ministry of Education, should carry out assessment of skills and needs as far as ICT integration is concerned.

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