A Socio-Technical Analysis of Factors Affecting the Integration of ICT in Primary and Secondary Education

Integration Of Ict ◽

Computer Literate ◽

We live in a world that is constantly impacted by information and communication technology (ICT). ICT is considered an important catalyst and tool for inducing educational reforms and progressively extending and modifying the concept of literacy. With the extensive use of ICT in schools and everyday life, the term computer literate has already been established. Schools are open systems that interact with their environment, and the effective use and integration of technology is directly associated with the role of various socio-technical factors that may impact the integration of ICT in schools. In this chapter, we report on an exploratory study undertaken in Cyprus schools to examine the status of using ICT from the perspective of socio-technical systems. Specifically, teachers’ knowledge of ICT, frequency of using ICT for personal purposes, frequency of using ICT for instructional purposes in different subject matters, attitudes toward ICT, self-confidence in using ICT in teaching and learning, and school climate were examined. The findings provide useful guidance to policymakers for planning, implementing, managing, and evaluating the integration of ICT in schools. Implications for the concept of computer literacy are discussed.

A Socio-Technical Analysis of Factors Affecting the Integration of ICT in Primary and Secondary Education

Information Communication Technologies ◽

10.4018/978-1-59904-949-6.ch111 ◽

2008 ◽

pp. 1590-1610

Author(s):

Charoula Angeli ◽

Nicos Valanides

Keyword(s):

Computer Literacy ◽

Teaching And Learning ◽

Open Systems ◽

Factors Affecting ◽

Self Confidence ◽

The Status ◽

Integration Of Ict ◽

Computer Literate ◽

We live in a world that is constantly impacted by information and communication technology (ICT). ICT is considered an important catalyst and tool for inducing educational reforms and progressively extending and modifying the concept of literacy. With the extensive use of ICT in schools and everyday life, the term computer literate has already been established. Schools are open systems that interact with their environment, and the effective use and integration of technology is directly associated with the role of various socio-technical factors that may impact the integration of ICT in schools. In this chapter, we report on an exploratory study undertaken in Cyprus schools to examine the status of using ICT from the perspective of socio-technical systems. Specifically, teachers’ knowledge of ICT, frequency of using ICT for personal purposes, frequency of using ICT for instructional purposes in different subject matters, attitudes toward ICT, self-confidence in using ICT in teaching and learning, and school climate were examined. The findings provide useful guidance to policymakers for planning, implementing, managing, and evaluating the integration of ICT in schools. Implications for the concept of computer literacy are discussed.

Mobile Technologies in Educational Organizations - Advances in Educational Technologies and Instructional Design ◽

Preparing Preservice Teachers to Use Mobile Technologies

10.4018/978-1-5225-8106-2.ch003 ◽

2019 ◽

pp. 42-62

Author(s):

Carolyne Nekesa Obonyo

Keyword(s):

Preservice Teachers ◽

Teacher Preparation ◽

Information And Communication Technologies ◽

Teaching And Learning ◽

Communication Technologies ◽

Mobile Technologies ◽

K 12 ◽

Effective Use ◽

The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

Managing and Designing Online Courses in Ubiquitous Learning Environments - Advances in Mobile and Distance Learning ◽

The Usability of Mobile Devices in Distance Learning

10.4018/978-1-5225-9779-7.ch014 ◽

2020 ◽

pp. 262-278 ◽

Cited By ~ 1

Author(s):

Fırat Sarsar ◽

Tarık Kişla ◽

Melih Karasu ◽

Yüksel Deniz Arıkan ◽

Murat Kılıç

Keyword(s):

Learning Environments ◽

Mobile Devices ◽

Teaching And Learning ◽

Learning Processes ◽

New Techniques ◽

Factors Affecting ◽

Communication Techniques ◽

Technological Developments ◽

Thanks to technological developments, distance education helped new techniques and strategies to emerge in the instruction field. However, these developments may cause problems about integration of the interaction between students and instructors. Communication is seen as one of the biggest problems. Instructors' online communications and their attitudes towards this process affect quality of teaching and learning processes. Other factors affecting this process are learning environment and its effective use. This study is designed to incorporate a mixed method with the aim of reflecting instructors' experiences about different communication techniques and learning environments. In scope of this research, the researchers planned a four-week process using the communication that the researchers have been establishing with Ege University Faculty of Education's instructors. The researchers will use different mobile devices and feedback methods for the process.

Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom - Advances in Educational Technologies and Instructional Design ◽

The Integration of Information and Communication Technology in Pre-University Education in Ghana

10.4018/978-1-7998-0238-9.ch009 ◽

2020 ◽

pp. 109-123

Author(s):

Patrick Ohemeng Gyaase ◽

Samuel Adu Gyamfi ◽

Alfred Kuranchie ◽

Faustina Scholarstica Koomson

Keyword(s):

Teaching And Learning ◽

Knowledge Society ◽

Secondary Data ◽

University Education ◽

Primary Data ◽

Ict Literacy ◽

Service Training ◽

Integration Of Ict ◽

Education In Ghana

Educationists throughout the world are attesting to the capabilities of ICT for innovations in teaching and learning. There are evidences that integrating ICT into education enhances the learners' creativity and opens up new ways of knowledge acquisition and sharing. ICT is also credited with the improvement of teaching and learning of new skills needed to fully function in the 21st century knowledge society. This research was undertaken to evaluate the current state of ICT integration into the pre-university education and identify the barriers through principal components analysis and make the necessary recommendations. The research utilized both primary and secondary data. The primary data was collected through questionnaires and interviews while secondary data was obtained from reviews of government policy documents and reports. The study found an already existing ICT literacy education in the pre-university educational system in Ghana. There is also increasing access to and knowledge of ICT hardware and services. However, inadequate infrastructure, inadequate technology skills, lack of technical support, and inappropriate content are the challenges militating against effective integration of ICT in schools' curricula. Restructuring the curriculum of the various subjects, in-service training for teachers, integration of ICT into teacher training, and provision of internet connectivity infrastructure and services are recommended.

Some Constraints in Using ICT and its Impact on EFL Teachers in Saudi Arabia

Research Journal of Education ◽

10.32861/rje.67.92.96 ◽

2020 ◽

pp. 92-96

Author(s):

Dr. Yousef Hamad A. Al-Main

Keyword(s):

Saudi Arabia ◽

English Education ◽

Teacher Resistance ◽

Intermediate Schools ◽

Self Confidence ◽

Use Of Technology ◽

Technology In Teaching ◽

Efl Teachers ◽

The Status ◽

Information And Communication

Nowadays, our world is experiencing a technological revolution and witnessing an explosion in the field of information and communication. The use of technology in English education is one of the developments associated with this contemporary scientific and technological advance. This paper discusses some issues which Saudi English teachers encounter in using technology in teaching English subjects at intermediate schools in Riyadh, Saudi Arabia. Taking a qualitative approach, the researcher focuses on the status of using technology in two intermediate schools. A discrepancy is found between intention and practice. During investigations and observations throughout the district, the researcher could not find a language laboratory in government intermediate schools. In this paper, the researcher will discuss three issues respectively as follows: teacher resistance, lack of training and self-confidence, and financial obstacles.

Factors Affecting Teachers Attitude towards Designing Virtual Learning Environment

Environment-Behaviour Proceedings Journal ◽

10.21834/ebpj.v5isi3.2560 ◽

2020 ◽

Vol 5 (SI3) ◽

pp. 173-179

Author(s):

Kumar Raman ◽

Norasmah Othman ◽

Haryanti Mohd Affandi ◽

Indera Irawan Md. Rawi

Keyword(s):

Learning Environment ◽

Teaching And Learning ◽

Publishing House ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Ease Of Use ◽

Perceived Usefulness ◽

Perceived Ease Of Use ◽

Factors Affecting ◽

Information And Communication

In many developing countries, Information and Communication Technology had been introduced. Its integration with the curriculum is limited. In view of this, a survey was conducted to examine the factors that affect teacher’s attitude in adopting virtual learning environment in their classroom teaching. The result of regression analysis revealed that Perceived usefulness and Perceived ease of use, had been seen to have more considerable significance than Social Influence and Facilitating Condition in affecting teacher’s attitude to adopt Frog VLE. Together these constructs explained 57 per cent the variance in teacher’s intention to use VLE application in their teaching. Keywords: Virtual Learning Environment; ICT in teaching and learning; teacher’s attitude towards e-learning eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2560

Teachers’ Perception about Learning with Information and Communication Technologies: Usage & Challenges

Sukkur IBA Journal of Educational Sciences and Technologies ◽

10.30537/sjest.v1i2.650 ◽

2021 ◽

Vol 1 (2) ◽

pp. 7-14

Author(s):

Zahid Hussain Sahito

Keyword(s):

Information And Communication Technologies ◽

Teaching Practices ◽

Teaching And Learning ◽

Professional Training ◽

Technical Assistance ◽

Government Schools ◽

Use Of Technology ◽

Ict Tools ◽

We are living in an era of technology where everything demands knowledge, understanding, and handling of digital technology. Technology has renewed all spheres of social and professional lives and in this regard teaching and communication are not exceptional. Effective use of technology for real Communication is widely followed in teaching and teachers need to know the use of ICTs in classrooms for delivering lessons to inculcate sound knowledge and understanding of concepts. It is found that despite the significant impacts of ICTs on teaching and learning teachers are reluctant to use technical aids in the classroom. They report various issues that hamper them to use technology in their day-to-day teaching practices; moreover, a majority of teaching professionals are not convinced that they can make their teaching more and more effective by using technology. The paper aims to find out the CHALLENGES THE teachers face to use ICTs in classrooms and perceptions of teachers about the same. A qualitative research method was used to carry out the study. A well-designed questionnaire comprising of open-ended questions was served to randomly selected serving teachers from government schools of District Khairpur. The responses of the participants were analyzed to identify the challenges faced by the teachers while using ICT during the teaching and learning process. The collected data was analyzed and it was found out that teachers find it difficult to use technology in classrooms because they are not provided appropriate computers, technical support, and professional training to learn to use technology. It was also identified that because of time constraints teachers are unable to use ICTs in their teaching practices. Further, it was explored that teachers believe that teachers have limited perceptions about technology as they hold the view that technology just wastage their time. Based on findings, it was concluded that the integration of ICT tools is highly effective as it makes students more creative, productive, and hard-working as compared to traditionally managed classrooms. Schools administrations should provide not only the technology but also technical assistance to the teachers. Schools administrations need to help teachers to know the importance of ICTs and to use it for a meaningful purpose to improve the standard of education.

E-Learning Technologies for Effective Teaching

Online Tutor 2.0 - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-5832-5.ch011 ◽

2014 ◽

pp. 235-248

Author(s):

Alaattin Parlakkılıç

Keyword(s):

Teaching And Learning ◽

Instant Messaging ◽

Learning Technologies ◽

Personal Learning ◽

Use Of Technology ◽

Virtual Class ◽

E Learning ◽

Digital Pedagogy ◽

Information and Communication Technology (ICT) is extensively used in delivering e-learning. The effective use of technology in e-learning fosters learning and communication. E-learning technologies provide dynamism and increase in learning possibilities all over the world. The application of e-learning in education has already changed the organization and delivery of education. E-learning technologies and tools are increasing every day thus it is necessary to learn and know their properties in order to use them effectively. It is also important to know the learners and their skills for e-learning technologies. Digital Pedagogy emerged in response to this challenge; it effectively enhances and transforms teaching and learning to provide rich, diverse and flexible learning opportunities for a digital generation. For effective e-learning an instructor must focus less on lecturing and content presentation, and more on assisting learners in creating personal learning or knowledge networks. Virtual class tools, chat or instant messaging, voice over IP, asynchronous tools, forums, email utilities, blogs, wikis and other asynchronous and synchronous tools are commonly used technological tools. This chapter explores the way in which e-learning technologies have caused a revolution in education, allowing learning to be individualized, enhancing interactions and changing the role of the classical teacher into facilitator.

Integrating Multimedia ICT Software in Language Curriculum: Students’ Perception, Use, and Effectivenes

The EuroCALL Review ◽

10.4995/eurocall.2014.3637 ◽

2014 ◽

Vol 22 (1) ◽

pp. 20 ◽

Cited By ~ 1

Author(s):

Nikolai Penner ◽

Elzbieta Grodek

Keyword(s):

Language Learning ◽

Information And Communication Technologies ◽

Teaching And Learning ◽

Self Directed Learning ◽

Language Practice ◽

Language Curriculum ◽

Factors Affecting ◽

Alternative Means ◽

Directed Learning

Information and Communication Technologies (ICT) constitute an integral part of the teaching and learning environment in present-day educational institutions and play an increasingly important role in the modern second language classroom. In this study, an online language learning tool Tell Me More (TMM) has been introduced as a supplementary tool in French and German first and second-year language university classes. At the end of the academic year, the students completed a questionnaire exploring their TMM usage behaviour and perception of the software. The survey also addressed aspects of the respondents' readiness for self-directed language learning. The data were then imported into SPSS and underwent statistical analysis. The results of the study show that 1) relatively few of today's university students are open to the idea of voluntarily using ICT for independent language practice; 2) grade, price, and availability of alternative means of language practice are the most important factors affecting the students' decision to purchase and use ICT software; 3) there is a relationship between the students' decision to buy and use ICT software and their readiness for self-directed learning.