scholarly journals The development, validation and standardisation of a questionnaire for ICT professional development of mathematics teachers

Pythagoras ◽  
2015 ◽  
Vol 36 (2) ◽  
Author(s):  
Verona Leendertz ◽  
A. Seugnet Blignaut ◽  
Suria Ellis ◽  
Hercules D. Nieuwoudt
Keyword(s):  
Professional Development ◽  
Communication Technology ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Research Problem ◽  
Western Cape ◽  
Ict Integration ◽  
Educational Management ◽  
Custom Made ◽  
Information And Communication

This article reports on the development of a custom-made questionnaire. The questionnaire was developed with the aim to compile guidelines for the professional development (PD) of mathematics teachers for the pedagogical use of information and communication technology (ICT) integration in teaching and learning. During the standardisation and validation of the questionnaire it was distributed to 179 schools and 300 teachers in eight educational management districts in the Western Cape, South Africa. The extracted factors had a reliability level higher than 0.8, which indicates the items in the questionnaire are significant to address the research problem and the questionnaire is valid for ICT PD.

TEACHERS’ PERCEPTION TOWARDS ICT INTEGRATION: PROFESSIONAL DEVELOPMENT THROUGH BLENDED LEARNING

2016 ◽  
Vol 11 (2) ◽  
pp. 20-26
Author(s):  
ARWA AHMED ABDO QASEM ◽  
VISWA NATHAPPA
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Change Strategies ◽  
Ict Integration ◽  
Information And Communication

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ efforts in recent years. The teachers need to be involved in collaborative projects and development of intervention change strategies, which would include teaching partnerships with ICT as a tool.

scholarly journals A review of empirical research on ICT applications in teacher professional development and teaching practice

2021 ◽  
pp. 1-20
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Rapid Development ◽  
Information And Communication ◽  
Teacher Professional

The rapid development of information and communication technology (ICT) has been increasingly changing the ways of teaching and learning and teacher development. While the literature shows a proliferation of studies exploring various issues of applying ICT in teacher development and teaching practice, there is a lack of overview of the literature in this field. This study aimed to address the gap by reviewing the literature in two themes: (1) ICT in teacher professional development (TPD), and (2) ICT in teaching practice. Six journals of a high impact in the field of teaching and teacher education were selected, from which 85 articles involving ICT applications and published from 2013 to 2019 were identified. Among them, 18 empirical articles highly relevant to the two themes were analysed. The content analysis of these publications identified a set of specific ICT applications in TPD and in teaching practice. Moreover, the analysis revealed the key features of these ICT applications in terms of their functions, their effects on teaching and teacher development, the factors influencing their applications, and the problems in existing applications.

scholarly journals Information and Communication Technology (ICT) Readiness and its Integration to Teaching and Learning Process among Private High Schools

2021 ◽  
Author(s):  
Edison Estigoy
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Significant Relationship ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Ict Integration ◽  
Quantitative Correlation ◽  
Significant Difference ◽  
Information And Communication ◽  
Teaching Learning

<p>This study was designed using quantitative-correlation approach to determine the level of readiness in Information and Communication Technology (ICT) in terms of hardware, software and connectivity among five target high school teachers and the extent at which teachers integrate ICT in classroom teaching in terms of planning and designing learning environments; teaching, learning and curriculum; and assessment and evaluation. Furthermore, this research also identified significant difference of ICT readiness and ICT integration between gender. Moreover, the study explored whether there is a significant relationship between teachers’ ICT readiness and ICT integration in classroom teaching. Findings revealed that the level of readiness of teachers in utilizing ICT is very ready and the extent of integration to classroom teaching is often. Furthermore, findings revealed when data is grouped by gender, there is a significant difference in teachers’ ICT readiness but none is found in integration of ICT in the classroom. Moreover, a significant relationship was found in the readiness of teachers’ in using ICT and its extent of integration in classroom teaching.</p>

scholarly journals The integration of Information and Communication Technology for teaching and learning at Ghanaian Colleges of Education: ICT Tutors’ Perceptions

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
John Kwame Eduafo Edumadze
Keyword(s):  
Communication Technology ◽  
Teaching And Learning ◽  
Colleges Of Education ◽  
Ict In Education ◽  
It Use ◽  
Ict Integration ◽  
Teacher Trainees ◽  
Information And Communication ◽  
Education Model ◽  
Basic Level

ICT is used more at the workplace than in the classroom mainly due to the lack of its extensive integrated into the curriculum by teachers. With the increasing use of ICT in our society, teachers must be at the forefront of it use in order to train their students in its proper use. Ghana’s Colleges of Education (COEs) are the first place where ICT education should begin since they are responsible for the training of teachers in the country. The main objective of the study is to evaluate the extent of ICT integration in Ghana's COEs. This study, based on the UNESCO’s literature on ICT integration in education and teachers’ adoption of ICT, examines the perception of ICT tutors in COEs on the goal to strengthen ICT curriculum in COEs. It also examines their perception of the capability of their students to competently teach ICT studies at the Basic levels in Ghana's education system. Results from the study show that tutors are of the view that ICT integration for teaching and learning are at the beginning stages with respect to Anderson’s ICT in Education model. They also are of the view that an elective ICT course should be introduced to train teacher-trainees who will specialise in ICT teaching at our basic level. Finally the study made recommendations to address these challenges.

scholarly journals Information and Communication Technology (ICT) Readiness and its Integration to Teaching and Learning Process among Private High Schools

2021 ◽  
Author(s):  
Edison Estigoy
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Significant Relationship ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Ict Integration ◽  
Quantitative Correlation ◽  
Significant Difference ◽  
Information And Communication ◽  
Teaching Learning

<p>This study was designed using quantitative-correlation approach to determine the level of readiness in Information and Communication Technology (ICT) in terms of hardware, software and connectivity among five target high school teachers and the extent at which teachers integrate ICT in classroom teaching in terms of planning and designing learning environments; teaching, learning and curriculum; and assessment and evaluation. Furthermore, this research also identified significant difference of ICT readiness and ICT integration between gender. Moreover, the study explored whether there is a significant relationship between teachers’ ICT readiness and ICT integration in classroom teaching. Findings revealed that the level of readiness of teachers in utilizing ICT is very ready and the extent of integration to classroom teaching is often. Furthermore, findings revealed when data is grouped by gender, there is a significant difference in teachers’ ICT readiness but none is found in integration of ICT in the classroom. Moreover, a significant relationship was found in the readiness of teachers’ in using ICT and its extent of integration in classroom teaching.</p>

Student Learning and the Role of Information and Communication Technology (ICT) in 21st Century: A Review

2020 ◽  
Vol 3 (9) ◽  
pp. 181-185
Author(s):  
Jaspreet Singh ◽  
Amir Shamim Shiekh ◽  
Manmeet Kour ◽  
Pankaj Kumar
Keyword(s):  
Student Learning ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Teaching And Learning ◽  
Non Governmental Organizations ◽  
Information And Communication ◽  
Secondary Information

In the last few decades, Information Technology has transformed the entire world into a village, known as Global Village, as proposed by Marshal McLuhan. ICT has increased its influence in every field like the education sector, defense sector, technology etc. In the 21st century, information and communication technology (ICT) has become an important and integral part of most educational organizations throughout the world.. The use of ICT in classroom teaching and learning processes has become indispensable as it gives teachers and learners the opportunity to operate, store, control and retrieve data in addition to promoting self-regulated and active learning. (Ali, Haolader & Muhammad, 2013) Today we are dependent on technology and the role of ICT is increasing day by day and is believed to be a new normal. Keeping that in view, the present paper attempts to examine the relationship between information and communication technologies (ICT) and student learning. This conceptual paper  is based on secondary information collected from different sources such as books, journal articles, newspapers, reports of various government organizations, non-governmental organizations and soon.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

Use of ICT in Teaching Vocational Subjects

2021 ◽  
Vol 9 (2) ◽  
pp. 803-813
Author(s):  
Deepak Chakravarty, Dr. Mahima Gupta, Prof. Banhi Jha
Keyword(s):  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Modern World ◽  
Physical Strength ◽  
New Information ◽  
Information And Communication ◽  
The Way

In today’s modern world, globalization has completely changed the way of working. The way we live, learn, work, and even define work has changed due to new information and communication technologies—Hence, it can stated that human capital fuel up the modern economy. In reality, the information and communication technology revolution has turned intelligence into a valuable commodity. In today's economy, economic growth is based on mental intelligence rather than physical strength, and its worth is generated by recruiting knowledgeable workers and continuing to learn. Incorporating information and communication technology (ICT) into vocational and technical education and the educational system in general has a vast range of consequences on teaching and learning.

An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice A Case Study of Secondary School EFL Teachers in the Western District of Chlef , Algeria

2021 ◽  
Vol 12 (2) ◽  
pp. 37
Author(s):  
Kouider Makhlouf ◽  
Zoulikha Bensafi
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Independent Variables ◽  
Efl Teachers ◽  
Information And Communication ◽  
Teachers Attitudes

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

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