ict in education
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2022 ◽  
Author(s):  
Shephard Pondiwa ◽  
Umayra El Nabahany ◽  
Margaret Phiri

The provision of education using ICT has been adopted by many institutions in Africa. The use of ICT is critical in knowledge-based societies such as those in Zanzibar and Zimbabwe. This study looks at how the Midlands State University (MSU) and State University of Zanzibar (SUZA) have adopted the use of ICT in many ways. ICTs do not work for everyone in the same way. It has become inevitable, in the current digital era for educators to integrate ICT in their teaching and gradually replace traditional teaching methods with modern ones which are ICT led. The main objective of this study is to find out challenges and opportunities of using ICT in education.


2022 ◽  
Vol 3 (1) ◽  
pp. 42-53
Author(s):  
Na’imeh Ahmad.A. Arshood

This paper Information and communication technology (ICT) in education of comprehensive Methodological foundations and concept ,fills two major civilizational functions of personality development: its spiritual, moral, artistic, cultural development and its socialization, as well as the economic function, the reproduction of skilled labor resources for social production. The intensification of the process of obtaining knowledge, the requirements for quality and individualization of the process of obtaining education by different categories of students cause an urgent need to develop and implement a wide range of educational programs that allow everyone who wants to get that education, at the time and place that seem most acceptable to him, regardless of gender, age, social origin and abilities. On the study of the role of education in this context, inclusive pedagogy is aimed.


2021 ◽  
Vol 11 (9) ◽  
pp. 548
Author(s):  
Mohamed Elsayed Ahmed ◽  
Shinobu Hasegawa

The increasing use of online virtual laboratories (OVLs) in educational institutions as a recent educational technology application necessitates developing a new educational platform for assisting instructors in using such technology in the teaching process without web programming obstacles. The OVLs are online environments that provide students with several types of content such as simulations, videos, scientific images, and infographics related to real laboratory experiments. This article proposes a unified online virtual laboratory platform (OVLP) to support instructors who teach real laboratory experiments in multi-domains. To evaluate the proposed platform, five university instructors and five experts of ICT in education have participated in this study. The data were collected using online questionnaires for both specialists, respectively. Regarding the results, they confirm that the proposed platform is acceptable for teaching real laboratory experiments, especially in the tested domains.


2021 ◽  
Vol 5 (2) ◽  
pp. 238-244
Author(s):  
Anggun Winata ◽  
Ifa Seftia Rahkma Widiyanti ◽  
Saeful Mizan ◽  
Sri Cacik

Information and Communication Technology (ICT) in education is one of the main supporters of educational services through the development of e-books. The purpose of this activity is to increase teacher competence in utilizing ICT to prepare the 21st century education system in facing the industrial revolution 4.0. This activity uses the community development method through training, mentoring and development in the preparation of e-book learning media. Instrument achievement of implementation indicators using pretest and posttest questionnaires for knowledge and skills of e-book development for teachers at Analysis of the results of achievement using descriptive analysis of the average value and percentage. The average pretest results of participants' abilities in developing e-books are still less visible from the results of less than 11%, very less by 77%, enough by 6%, good 4% and very good by 2% . The average posttest results of participants' ability in developing e-books increased, namely very less and less by 0%, enough by 26%, good by 60% and very good by 14%. The community development method is able to increase the knowledge and skills of teachers in developing e-book learning media  


2021 ◽  
Vol 3 (2) ◽  
pp. 71-85
Author(s):  
Yongxing Huang ◽  
Jianlan Tang ◽  
Jerito Pereira ◽  
Chen Jihe ◽  
Maximus Tamur ◽  
...  

Along with the development of the world of science, it is getting faster ICT in education. The objectives to be achieved in this study are to find out how the student's response to the utilization of the Hawgent Dynamic Mathematics application on the material of the curved side of the learning room in the teaching and learning process took place in the classroom. The main object in this study was the 9th-grade junior high school student who was 96 students at Gusui Middle School in Guangxi Zhuang Autonomous Region. Data collection in this study was a questionnaire containing indicators that have to measure the student's response to the use of learning media using Hawgent Dynamic Mathematics and the primary tool processing research data, namely Ms. Excel and SPSS statistical. The study results were related to the student's response that students agreed, were happy, and were assisted by the Hawgent Dynamic application. The perception or student response results concluded that learning using Hawgent Dynamic software could help in mathematics. It was easier and satisfying for students to understand the material about building a curved side space. However, the use of Hawgent software was only limited to trials, so it was recommended that it be able to use and utilize this software for other discussions on mathematics lessons.


2021 ◽  
Vol 8 (1) ◽  
pp. 1-7
Author(s):  
Sonhaji Sonhaji ◽  
Lidia Andiani ◽  
Mohammad Syadeli ◽  
Muslichah Muslichah ◽  
Uke Prayoga

This article aims to show that educators' transfer power to students can be increased through educators' computer literacy. The development of science and technology has gained momentum by discovering and developing the internet and its supporting facilities. The development commonly known as information and communication technology provides effectiveness for life activities, especially in education. Due to an increase in the use of ICT in education and educational institutions, computer literacy is a must for educators and education personnel to carry out their duties. This article seeks to reveal the increase in the transfer of educators' knowledge and the effectiveness of the teaching staff's duties from community service activities in Islamic boarding schools. The community service activities that have been carried out to the educators and education personnel show an increase in the capacity of teaching materials provided to students and the capacity for student’s acceptance. Besides, the increase in computer literacy promotes effectiveness and easiness for the educators in fulfilling the tasks as part of their responsibility.


Author(s):  
Carla Martínez-Climent ◽  
Marc Veciana-Belmonte ◽  
Dolores Botella-Carrubi ◽  
Francisco Javier Sendra-García

2021 ◽  
Vol 7 (Extra-C) ◽  
pp. 548-558
Author(s):  
Margaryta Noskova ◽  
Oksana Semianyk ◽  
Viktoriia Miziuk ◽  
Oksana Babakina ◽  
Valentyna Lytvyn

The purpose of this article was to identify the features and relationships between different stages of formation of digital competence of teachers in terms of distance learning. The research methodology is based on a statistical analysis of data from a survey of 38081 teachers using a structured OECD interview (2018a) on the development of digital competencies. The study found that courses on the use of ICT for teaching were included in the formal education of teachers in 63.1% of cases. 58% of teachers are well prepared for the use of ICT in education, while 42% of teachers answered a low level of preparation for the use of ICT in education. The practical value of the study lies in identifying the features of the formation of digital competence: the importance of training programs for the development of digital skills.


Author(s):  
Steve Warner ◽  
Muhammed Malik ◽  
Joanne Mohammed

The Ministry of Education (MoE) of The Republic of Trinidad and Tobago has recently embarked on another teacher training program to equip secondary school teachers with the necessary competencies for ICT infusion in their physical classrooms. This study aims to investigate the impact and usefulness of that program, and challenges that the teachers have been facing in its implementation. Thirteen interviews (eight one-on-one and five focused group) were conducted from forty trained teachers. The findings showed that almost all the teachers were quite content and even ecstatic about the workshops and were willing to use the acquired knowledge and skills. Those who were able to use the knowledge and skills attained in the workshops reported improved students’ interest, classroom interaction, and academic performance. However, many expressed disappointments due to the multiple obstacles at their schools which prevented them from fully and effectively using the knowledge and skills from the workshops. They specifically reported insufficient number of computers, poor and inapt ICT environment and most importantly, unreliable internet access and connectivity. This study identifies three important elements in the successful implementation of any ICT in education program: willingness (mainly of administrators, teachers and students), training (especially for the teachers) and infrastructure (physical, hardware and software). Although, there was an overwhelming willingness from the teachers (even excitement) and adequate training, issues with infrastructure appear to be preventing the policy from yielding desired results. In order to ensure that the current policy brings the desired results, the MoE must not only provide effective professional development training for teachers, but also furnish schools with the necessary ICT resources and infrastructure. Only then, the MoE may revolutionize the education system through ICT. Keywords: ICT in education, professional development, teacher training, 21st century skills, Trinidad


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