scholarly journals Moroccan Teachers’ Level of ICT Integration in Secondary EFL Classrooms

2019 ◽  
Vol 1 (3) ◽  
pp. 1-19
Author(s):  
Mohamed Elfatihi ◽  
Yassine Ait Hammou
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Structured Interview ◽  
Full Time ◽  
Ict Integration ◽  
Female Teachers ◽  
Significant Difference ◽  
Efl Classrooms

The sheer growth of information and communication technologies (ICT) has reshaped teaching and learning practices tremendously in the learning environments all over the globe. Research reveals that teachers are the key agents in the integration of ICT in particular in language teaching and learning. However, some of the many factors, this ICT integration are associated with teachers’ personal characteristics such as gender. Therefore, the current study investigates the Moroccan male and female teachers’ level of ICT integration in teaching English as a foreign language (EFL) in the public secondary school EFL classrooms. This study aims to explore whether gender influences the way EFL teachers’ ICT use in the classroom. It is a survey which adopts a mixed-method approach of investigation, and two instruments are used to collect data: a questionnaire and a semi-structured interview. Eighty full-time teachers (45 male and 35 female teachers) belonging to different public secondary schools in the area of Agadir Idaoutanane and Inzegane Ait-Meloul participated in the study by answering a questionnaire, and eight teachers out of this sample (4 male and 4 female teachers) are interviewed. The results of data analysis reveal that although female teachers employed ICT in their teaching less than their male counterparts, there is no significant difference in using ICT in language teaching between the two groups. A number of propositions are presented as to how to incorporate ICT in language learning in the Moroccan secondary schools EFL contexts.

Exploring the Perspectives of Basic School Ghanaian Language Teachers on the Integration of ICTs in Teaching and Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 242-264
Author(s):  
Ernest Nyamekye ◽  
Daniel Baffour-Koduah ◽  
Esther Asare
Keyword(s):  
Teaching And Learning ◽  
Survey Design ◽  
Language Teaching ◽  
Language Teachers ◽  
Ict Integration ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Service Training ◽  
Basic School ◽  
Descriptive Survey

Since the advent of Information and Communication Technology (ICT), teaching and learning have somewhat taken a paradigm shift. It is, thus, imperative for teachers in all disciplines to appreciate the essence of integrating ICTs in teaching and learning. In this regard, this study sought to explore Basic School Ghanaian Language teachers’ perceptions of ICT integration in Ghanaian language teaching. The study employed a descriptive survey design. Stratified random sampling was used to obtain data from 205 teachers in the Bono, Bono East and Ahafo region of Ghana. Analysis of data collected through a self-developed questionnaire reveals that Ghanaian language teachers exhibit a positive perception of ICT integration in education. However, in practice, they tend to integrate ICT in their instruction on occasional basis. Also, it was revealed that a lack of financial support for ICT resources and lack of in-service training on ICT use were factors that militated against ICT integration in Ghanaian language teaching. Finally, the study revealed a statistically significant difference between degree holders and diploma holders’ perception of ICT integration in teaching and learning Ghanaian language.

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.

scholarly journals Students’ Involvement in Social Networking and Attitudes towards Its Integration into Teaching

2016 ◽  
Vol 9 (9) ◽  
pp. 250
Author(s):  
Ukeme Ekpedeme Umoh ◽  
Etuk Nssien Etuk
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sampling Technique ◽  
Full Time ◽  
Ex Post ◽  
Significant Difference ◽  
Research Questions ◽  
The University

<p class="apa">The study examined ‘Students’ Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015 academic session. The design of the study was survey design with ex-post facto approach. Random sampling technique was used to select 1730 students from the 12 faculties in the University. The instrument used for the study was ‘Students’ Social Networking and Attitude Questionnaire which was validated by an expert in curriculum studies and an expert in measurement and evaluation in the University of Uyo. Cronbach’s Alpha Statistical method was used to determine the reliability coefficient of .70 for the instrument. Two research questions and two null hypotheses tested at .05 level of significance guided the study. Mean and Standard Deviation were used to answer research questions; Independent t-test and Analysis of Variance were used to test the hypotheses. The results show that there is significant difference in involvement of university undergraduate students in Social Networking based on course of study, level (year) of study and age. Female undergraduate students’ involvement in social networking is higher than that of their male counterparts; but male undergraduate students showed a higher positive attitude towards integration of social networking into teaching and learning.</p>

scholarly journals Teachers’ Perceptions on Integration of Information Communication Technology in Teaching and learning in Secondary Schools in Uasin Gishu County, Kenya

2018 ◽  
Vol 5 (5) ◽  
pp. 4754-4758
Author(s):  
Ogoti Evans Okendo
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Information Communication ◽  
Ict Integration ◽  
Public And Private ◽  
Technology In Teaching ◽  
Private And Public ◽  
Ict Infrastructure

The purpose of the study was to establish teachers’ perception on integration of information communication technology in teaching and learning in secondary schools in Uasin Gishu County. The study was guided by the Minimalism theory. The study utilized ex post facto research design. The target population included all private and public secondary schools in Uasin Gishu County and all teachers in private and public secondary schools in the county. Stratified and simple random sampling procedures were to select the respondents for the study. The study utilized questionnaire and observation schedules for data collection. The study concluded that most of teachers in public and private secondary schools in Uasin Gishu County had favorable perceptions of availability of ICT infrastructure in their school, The study further concluded  that both private and public secondary teachers in Uasin Gishu County had favorable perceptions of availability of plans for ICT integration in teaching in their school and that there is a significant relationship between public and private secondary teachers mean perception scores on ICT integration in Uasin Gishu County. the study recommended that the county Government of Uasin Gishu should provide ICT infrastructure in both private and public secondary schools and The principals and school managers in Uasin Gishu County should develop ICT integration plans at the school level which should inform the process of integrating the same in classroom teaching and learning.

The Complexity And Compatibility Of ICT Integration In The Teaching And Learning Of Agriculture In Swaziland

2020 ◽  
Vol 7 (11) ◽  
pp. 99-112
Author(s):  
Mzomba Nelson Dludlu ◽  
Nomsa Mndzebele
Keyword(s):  
Computer Use ◽  
Teaching And Learning ◽  
Information Needs ◽  
Service Providers ◽  
Structured Interview ◽  
Agriculture Teachers ◽  
Ict Integration ◽  
Ict Use ◽  
Use Of Technology ◽  
Ict Tools

In Swaziland, ICT integration in teaching and learning is at the infancy stage. Learning opportunities provided by the increasing use of technology in classrooms are not being harnessed in secondary schools. The purpose of the study was to describe ICT integration in the teaching and learning of Agriculture in relation to complexity and the compatibility of the ICT tools in Swaziland. Specific objectives were (1) to describe the complexity of ICT tools as perceived by the teachers and (2) to further describe the compatibility of ICT tools in relation to the teachers’ experiences. A descriptive correlational design employing a mixed method approach was used to conduct the study. Data was collected using a Semi-structured interview guide and a survey questionnaire. The population for the study was (N=325) involving all secondary school Agriculture Teachers (N= 312) and key informants who were Agricultural Education Administrators (n=13). The Unified Theory of Acceptance and Use of Technology (UTAUT) guided the study. Descriptive statistics were used to analyse data. With regard to complexity findings revealed that (1) computers make teaching of complex concepts easy, (2) computer use fits well in my curriculum goals, and that (3) learning to use ICT in teaching is a challenge. In overall findings indicated that the ICT tools were less complex to use by the Agriculture Teachers while teaching. The study further revealed that complexities of ICT use by Agriculture teachers were brought about by the age of teachers and the frequent changing of technologies. In relation to compatibility of ICT usage findings revealed that Agriculture Teachers agreed that (1) ICT is quick in meeting information needs, (2) Working with computers make them feel comfortable, (3) ICT use in teaching was very convenient, (4) Agriculture requires more ICT assistance, (5) computers brought positive changes in the schools, and that (6) computer use suits the learners needs. The study further indicated that Agriculture teachers perceived that ICT devices were (7) compatible with existing practices, (8) ICT philosophy was compatible with the subject content, and that (9) ICT integration allows well demonstration of real situations. It is recommended that a policy articulating the need and usage of ICT integration to support teaching and learning be enacted, thus, compelling Internet service providers to extend their bandwidth of Internet to all schools. It is further recommended, that ICT integration pedagogical skills be part of all pre-service and in-service teacher preparatory programmes.

ICT usage in Ghanaian secondary schools: teachers’ perspectives

2015 ◽  
Vol 32 (5) ◽  
pp. 300-312 ◽  
Author(s):  
Charles Buabeng-Andoh
Keyword(s):  
Secondary Schools ◽  
Administrative Support ◽  
Male Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Content Type ◽  
Female Teachers ◽  
Significant Difference ◽  
Ict Training ◽  
Teachers Perspectives

Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.

scholarly journals Challenges and Benefits of Facilitating Online Learning in Time of Covid-19 Pandemic: Insights and Experiences of Social Science Teachers

2021 ◽  
Vol 20 ◽  
pp. 233-243
Author(s):  
Feddy B. Junsay Jr. ◽  
Dennis V. Madrigal
Keyword(s):  
Online Education ◽  
Social Science ◽  
Science Teachers ◽  
Lived Experiences ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Full Time ◽  
Teachers And Students

Online education is a rapidly growing phenomenon for teachers. With the outbreak of COVID-19, there are changes in all societies worldwide, and a forcible shift in the medium of teaching and learning is inevitable. This paper explored the social science teachers' lived experiences in a Chinese school during the COVID-19 Pandemic. This qualitative study utilized the phenomenological approach to explore the lived experiences of eight full-time and tenured social science teachers determined using purposive sampling.  The data were collected from the participants using an in-depth semi-structured interview. Meanwhile, the recursive textual analysis guided by the three C's of Lichtman was employed to analyze the data thematically.  The findings show that social science teachers faced challenges in online teaching such as personal, technical, and teaching strategies.  It also found that the teachers have difficulty motivating students to participate in the online class activities and submission of outputs.  Despite the challenges, the teachers were able to surmount the difficulties because of the support of the administration and their fellow teachers.  Generally, the unfolding of online teaching challenges confronted by school heads, teachers, and students will make them resilient to adapt and embrace virtual education. Keywords. Social Science, online education, COVID-19 Pandemic, phenomenology, Philippines

scholarly journals Prospective Teachers’ Metaphors as a Lens to Understand How They Perceive ‘Web 2.0’

2020 ◽  
Vol 12 (1) ◽  
pp. 58-68
Author(s):  
Mevlüt Aydoğmuş ◽  
Süleyman Arslantaş
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Evaluation Tool ◽  
Web 2.0 Tools ◽  
Educational Sociology ◽  
Development Platform ◽  
Measurement And Evaluation

Abstract Technology should be used in teaching and learning in universities. It is seen that studies on the use of Web 2.0 tools in education faculties are limited. Teachers who will integrate information and communication technologies into education at schools must first of all have prerequisite knowledge and skills on this subject. However, the effective use of technological tools in learning environments also depends on teachers’ perspectives on technology. This study aimed to determine the perceptions of pre-service teachers towards Web 2.0 applications through metaphors. The authors of the study effectively used web 2.0 tools during the semester in Educational Sociology, Attention Deficit and Hyperactivity, and Integration in Special Education courses. In the study, phenomenology design, one of the qualitative research approaches, was used, and semi-structured interview form was used to collect the data. Participants of the study consisted of 123 pre-service teachers who took this course. In light of the findings, it was observed that the majority of the participants (98%) used positive metaphors about Web 2.0 applications, and 2% used negative metaphors. Metaphors were then classified into 7 categories and tables were created. Categories ‘Web 2.0 as a source and producer of information,’ ‘Web 2.0 as a measurement and evaluation tool,’ ‘Web 2.0 as an Innovation and Development Platform,’ ‘Web 2.0 as a social / fun environment,’ ‘Web as a helpful and supportive platform 2.0, ‘Web 2.0’ and ‘other’ as a stimulating and relaxing platform. The abstract is to be in fully-justified text. Use the word ‘Abstract’ as the title, in 11-point Times, bold, initially capitalized. The abstract is to be in 10-point, single-spaced type, and up to 200 words in length.

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