Integration of ICT systems and processes

2021 ◽  
pp. 91-104
Author(s):  
Rema Padman ◽  
Ramesh Krishnan ◽  
Renu Agarwal
Keyword(s):  
Integration Of Ict

scholarly journals Teachers’ Integration of Information and Communication Technology (ICT) Tools into Writing Classes: A Qualitative Study

2019 ◽  
Vol 5 (1) ◽  
pp. 77-82
Author(s):  
Luqman M Rababah
Keyword(s):  
Convenience Sample ◽  
Public And Private ◽  
Writing Classes ◽  
Efl Writing ◽  
First Semester ◽  
Information And Communication ◽  
Ict Tools ◽  
Integration Of Ict ◽  
Ict Infrastructure ◽  
Academic Year

Integration of ICT is invaluable in writing classes as it affects the writing abilities of students positively and improves their EFL writing. This study has made use of qualitative design. Ten EFL teachers have been chosen based on the convenience sample to answer the research questions. Using the observation tool, this study has been carried out in the first semester of the academic year 2018/2019. The participants were all from private secondary school stages in Irbid, Jordan where the ICT infrastructure is available in the classrooms. The observations revealed that the observed teachers integrate various media and technologies in their instruction in classrooms. Further studies are recommended to compare between public and private schools in terms of the integration of ICT tools.

scholarly journals Use of information and communication technologies in Castilla & León universities

Comunicar ◽  
2010 ◽  
Vol 18 (35) ◽  
pp. 159-166 ◽  
Author(s):  
Roberto Baelo-Álvarez ◽  
Isabel Cantón-Mayo
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Educación Superior ◽  
Educacion Superior ◽  
Castilla Y Leon ◽  
Information And Communication ◽  
Integration Of Ict ◽  
Key Indicators

This paper explores the uses of information and communication technologies (ICT) in the universities of Castilla y León. We believe that the integration of ICT in the universities is essential for the development of a university system in line with the requirements of the knowledge society. This piece of work must be placed within a research that has analyzed the use of ICT in higher education in the universities of Castilla y León. In our view, the uses of ICT in higher education are one of the main key indicators for its level of integration. With this research, whose goals relate to ascertaining the level of integration of ICT in the universities of Castilla y León, we seek to identify the factors that influence the use-avoidance of ICT by the professors, and to describe the uses that they do of ICT in the development of their profession (teaching and research).For this reason, we have conducted an ex-postfacto research with a descriptive and improvement-seeking motivation. Even though the results of this research highlight the widespread use of ICTs within the universities, they also point out that this use is superficial and indicate a lack of actual integration of ICT in the universities of Castilla y León. El presente trabajo se enmarca dentro de una investigación que ha analizado la utilización que se hacen de las tecnologías de la información y la comunicación (TIC) en la educación superior en los centros universitarios de Castilla y León. Bajo nuestra perspectiva los usos de las TIC por parte del docente se conforman como un indicador esencial para conocer el grado de integración que éstas tienen dentro de las universidades. De esta forma los objetivos principales de la presente investigación se encuentran en relación con la indagación sobre el nivel de integración de las TIC existente en los centros universitarios de Castilla y León, tratando de identificar los elementos que influyen tanto en la utilización, como en el no uso de las TIC por parte del docente universitario, para posteriormente hacer un descripción sobre los usos a los que el profesorado destina las TIC en el desarrollo de su actividad profesional, tanto en el ámbito docente, como en el investigador. Para ello se ha llevado a cabo una investigación ex-postfacto, con una orientación descriptiva y de búsqueda de la mejora, cuyos resultados inciden en una generalización en la utilización de las TIC dentro de la educación superior de Castilla y León, aunque se ha de señalar que esta utilización se encuentra referida a unos usos superficiales de las TIC, lo que denota una falta de integración real de las TIC en las universidades de Castilla y León.

A STUDY ON INTEGRATION OF ICT RESOURCES IN STEM EDUCATION - UTILITY ASSESSMENT

2018 ◽  
Author(s):  
Valentina Terzieva ◽  
Yuri Pavlov ◽  
Nina Dobrinkova ◽  
Elena Paunova-Hubenova
Keyword(s):  
Stem Education ◽  
Utility Assessment ◽  
Integration Of Ict

Primary School Teachers' Perceived Factors Affecting the Integration of ICT in an Educational District

2021 ◽  
pp. 91-112
Author(s):  
Leesha Nicole Roberts
Keyword(s):  
School Context ◽  
Instructional Support ◽  
Ict Literacy ◽  
Ict Integration ◽  
Software Support ◽  
Primary School Teachers ◽  
Factors Affecting ◽  
Main Factors ◽  
Integration Of Ict ◽  
Teaching Learning

This study examined whether there was a link between school context, teachers' knowledge, mastery of ICT, and the factors perceived by teachers during the integration of ICT in their classrooms. One hundred teachers at the early childhood and middle school levels, in the Port-of-Spain and Environs School District, Trinidad and Tobago, participated in this study. The data was analyzed using SPSS, Version 22 Software. The results, using 1-way ANOVA, revealed no significant differences between the main factors (p = 5%) as perceived by teachers, hindering the use and integration of ICT into their lessons: insufficient instructional support [F (6, 88) = 0.45, p =0.0843]; inadequate hardware and software support [F (6, 88) = 0.47, p = 0.0830]; ICT literacy restrictions [F (6, 88) = 1.13, p = 0.350]; and limited leadership at the level of the school [F (6, 88) = 0.86, p = 0.529]. Despite these results, teachers continue to perceive these factors as hindrances to the integration of ICT in the teaching/learning process, which could have implications for ICT integration decision making in schools.

Criteria for the Implementation of Learning Technologies

2009 ◽  
pp. 1-19 ◽  
Author(s):  
Michael Vallance ◽  
Kay Vallance ◽  
Masahiro Matsui
Keyword(s):  
Experiential Learning ◽  
Learning Technologies ◽  
Successful Implementation ◽  
Communications Technology ◽  
Information Communications Technology ◽  
The United Kingdom ◽  
Policy Statements ◽  
Academic Competencies ◽  
Integration Of Ict ◽  
Multiple Media

The grand narrative of educational policy statements lack clear guidelines on Information Communications Technology (ICT) integration. A review of current academic literature fails to provide consistent strategies for institutions and practitioners determined to adopt ICT in an informed way. This chapter introduces criteria for the successful implementation of ICT-enabled tasks. It argues that the integration of ICT is best supported by a pedagogy that facilitates experiential learning and a development of academic competencies. The context for demonstrating the importance of the informed use of ICT is a research project entitled, “iPod therefore iWrite,” in which multiple-media content was developed by students in Japan and the United Kingdom.

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

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 ◽  
Information And Communication ◽  
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.

Rethinking Digital Literacy for Teachers in Open and Participatory Societies

2018 ◽  
Vol 9 (3) ◽  
pp. 1-11 ◽  
Author(s):  
Fabio Nascimbeni
Keyword(s):  
Teacher Training ◽  
European Commission ◽  
Knowledge Production ◽  
Digital Literacy ◽  
Production Management ◽  
Holistic Understanding ◽  
Integration Of Ict

This article argues that models for the integration of ICT in teacher training should be based on a holistic understanding of digital literacy that considers the ongoing change in knowledge production, management and consumptions connected with the generalised rise of open and participatory societies. In order to understand how this could be done, the article analyses a few digital literacy frameworks, including the recent DigCompEdu framework by the European Commission, looking for the space given to competencies related to openness and collaboration, and proposes some reflections on how critical competences could be included in contemporary digital literacy frameworks for teachers. The article concludes that more should be done by teacher training initiatives to transform educators into critically literate actors able to participate competently in digital practices but also to transform these practices into an active, inclusive and open way.

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