Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Impact of Computers’ Implementation on Administration Use in Public Secondary...paperpublications3
Abstract: The purpose of this study was to establish the impact of computer implementation on administration use in public secondary schools in Nyamira North District.t. The objectives of this study were to; determine how computers were utilized, determine how the impact of computers was rated among the principals; HODs (Head of Department) bursars and librarians. The study utilized descriptive survey design. The researcher used four tools for data collection: principals’, HOD’s, Bursar’s and librarians’ questionnaire. The target population was 40 public secondary schools from where a sample of 12 schools was purposively obtained. The data were collected by the researcher by administering the tools himself. The data analysis was done using SPSS (Statistical Package of Social Sciences) and Chi-square was used to determine the level of significance of the impact of computer. The study found that only two schools in Nyamira North use computers in accounts offices and the library. It was also found that all management offices were inadequately prepared in use of computer skills. In the principals’ offices, it was found that computers were mainly used for clerical jobs such as typing letters. Bursars used the computers to receive fees, pay vouchers, and prepare budgets and balance sheets. Librarians used computers to issue books, receive books, trace books and locate them on the shelves. The impact of computers were found to be great because they made work easier as they could detect and correct errors, store large volumes of work, edit documents and produce accurate reports. In accounts, computers had a great impact by availing up to date records and speeded work. In the library computers have a great impact in tracing books on loan, receiving and issuing books and locating books on the shelves hence guarding against loss of books?
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Impact of Computers’ Implementation on Administration Use in Public Secondary...paperpublications3
Abstract: The purpose of this study was to establish the impact of computer implementation on administration use in public secondary schools in Nyamira North District.t. The objectives of this study were to; determine how computers were utilized, determine how the impact of computers was rated among the principals; HODs (Head of Department) bursars and librarians. The study utilized descriptive survey design. The researcher used four tools for data collection: principals’, HOD’s, Bursar’s and librarians’ questionnaire. The target population was 40 public secondary schools from where a sample of 12 schools was purposively obtained. The data were collected by the researcher by administering the tools himself. The data analysis was done using SPSS (Statistical Package of Social Sciences) and Chi-square was used to determine the level of significance of the impact of computer. The study found that only two schools in Nyamira North use computers in accounts offices and the library. It was also found that all management offices were inadequately prepared in use of computer skills. In the principals’ offices, it was found that computers were mainly used for clerical jobs such as typing letters. Bursars used the computers to receive fees, pay vouchers, and prepare budgets and balance sheets. Librarians used computers to issue books, receive books, trace books and locate them on the shelves. The impact of computers were found to be great because they made work easier as they could detect and correct errors, store large volumes of work, edit documents and produce accurate reports. In accounts, computers had a great impact by availing up to date records and speeded work. In the library computers have a great impact in tracing books on loan, receiving and issuing books and locating books on the shelves hence guarding against loss of books?
Thanks, I hope to send to Dr. Basma Omair, thanks.
Gamal S. Ahmed
PhD in Education, Cairo University, Egypt.
Ambassador of the HETL, USA
http://hetl.org/liaisons/
http://www.igi-global.com/article/modern-concepts-curriculum-teaching-nanotechnology/67803
http://www.nisenet.org/users/gamal_s_ahmed
hettp://hetl.org/ambassadors-corps
http://eg.linkedin.com/pub/dir/Gamal/Ahmed
Gamal S. Ahmed.
Barriers and Motivators to Implementation of an E Learning and Multimedia Tec...ijtsrd
The study examined the barriers and motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement, Uganda. Specifically, the quality of the content in the E learning and Multimedia Technology, E learning and Multimedia Technology quality, Support by ICT Technical Staff, Attitude towards the E learning and Multimedia Technology and Stakeholder Involvement were examined using a sample of 297 learners and teachers obtained using Krejcie and Morgans table of sample size determination. A 5 point Likert scale questionnaire was designed for data collection, a tested correlation coefficient reliability of the questionnaire was established at 0.82. The tables and frequencies were used to analyses the characteristics of the variables while the Spearman's correlation coefficient was used to examine the relationship between variables. The study findings showed that there was weak correlation between quality of the content in the implemented E learning and Multimedia Technology and learners' attitude, also it was showed that, there was moderately strong correlation between implemented E learning and Multimedia Technology quality, stakeholder's involvement and learners' attitude. The motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement were established as support by ICT technical staff, E learning and Multimedia Technology quality, and stakeholder's involvement. Quality of the content in the implemented E learning and Multimedia Technology was established as the barrier since it was the only which had weak correlation to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Barriers and Motivators to Implementation of an E-Learning and Multimedia Technology towards Improving School Education Standards in Mathematics and Health Education in Nakivale Refugee Settlement, Uganda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29137.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/29137/barriers-and-motivators-to-implementation-of-an-e-learning-and-multimedia-technology-towards-improving-school-education-standards-in-mathematics-and-health-education-in-nakivale-refugee-settlement-uganda/dr-alone-kimwise
Closen, john technologies used by superintendents nfeasj v31 n4 2013 (1)William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology
GENDER SENSITIZATION TOWARDS FUTURE GADGETS IN EDUCATIONorajjournal
Tomorrow’s future is strictly based on today’s students. Students are considered as a preliminary basic
building block for the construction of huge society. Thus, the student’s must be expected to develop good
moral skills not only for their basic necessities or requirements but to groom themselves as an essential
part of country’s economic growth and technological advancements. The task of teacher here plays an
important role nomatter whether s/he is a mentor, guider, philosopher, educator or an expert, whose
responsibility is not just to inculcate appropriate skills in the minds of students but inside and outside the
classroom activities also. The expected future scenario is quite different from the present traditional
classroom situation. The classroom does not mean confined only to the four walls of a room, but it should
inculcate the use of latest tools, devices and gadgets in modern classroom teaching practices. The
paradigm shift has been taken place for the transmission of learning to reshape the classroom for global
perspectives in order to fulfill the visions of 2020. The paper has the objective to find out the opinion of
students towards utilizing future gadgets that can be used for educational purposes. The findings show that
a vast majority of students have positively opined towards utilizing the future gadgets in classroom
practices. This study will highlight the student’s interest towards global competition in terms of their own
standpoint in the world.
Thanks, I hope to send to Dr. Basma Omair, thanks.
Gamal S. Ahmed
PhD in Education, Cairo University, Egypt.
Ambassador of the HETL, USA
http://hetl.org/liaisons/
http://www.igi-global.com/article/modern-concepts-curriculum-teaching-nanotechnology/67803
http://www.nisenet.org/users/gamal_s_ahmed
hettp://hetl.org/ambassadors-corps
http://eg.linkedin.com/pub/dir/Gamal/Ahmed
Gamal S. Ahmed.
Barriers and Motivators to Implementation of an E Learning and Multimedia Tec...ijtsrd
The study examined the barriers and motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement, Uganda. Specifically, the quality of the content in the E learning and Multimedia Technology, E learning and Multimedia Technology quality, Support by ICT Technical Staff, Attitude towards the E learning and Multimedia Technology and Stakeholder Involvement were examined using a sample of 297 learners and teachers obtained using Krejcie and Morgans table of sample size determination. A 5 point Likert scale questionnaire was designed for data collection, a tested correlation coefficient reliability of the questionnaire was established at 0.82. The tables and frequencies were used to analyses the characteristics of the variables while the Spearman's correlation coefficient was used to examine the relationship between variables. The study findings showed that there was weak correlation between quality of the content in the implemented E learning and Multimedia Technology and learners' attitude, also it was showed that, there was moderately strong correlation between implemented E learning and Multimedia Technology quality, stakeholder's involvement and learners' attitude. The motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement were established as support by ICT technical staff, E learning and Multimedia Technology quality, and stakeholder's involvement. Quality of the content in the implemented E learning and Multimedia Technology was established as the barrier since it was the only which had weak correlation to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Barriers and Motivators to Implementation of an E-Learning and Multimedia Technology towards Improving School Education Standards in Mathematics and Health Education in Nakivale Refugee Settlement, Uganda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29137.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/29137/barriers-and-motivators-to-implementation-of-an-e-learning-and-multimedia-technology-towards-improving-school-education-standards-in-mathematics-and-health-education-in-nakivale-refugee-settlement-uganda/dr-alone-kimwise
Closen, john technologies used by superintendents nfeasj v31 n4 2013 (1)William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology
GENDER SENSITIZATION TOWARDS FUTURE GADGETS IN EDUCATIONorajjournal
Tomorrow’s future is strictly based on today’s students. Students are considered as a preliminary basic
building block for the construction of huge society. Thus, the student’s must be expected to develop good
moral skills not only for their basic necessities or requirements but to groom themselves as an essential
part of country’s economic growth and technological advancements. The task of teacher here plays an
important role nomatter whether s/he is a mentor, guider, philosopher, educator or an expert, whose
responsibility is not just to inculcate appropriate skills in the minds of students but inside and outside the
classroom activities also. The expected future scenario is quite different from the present traditional
classroom situation. The classroom does not mean confined only to the four walls of a room, but it should
inculcate the use of latest tools, devices and gadgets in modern classroom teaching practices. The
paradigm shift has been taken place for the transmission of learning to reshape the classroom for global
perspectives in order to fulfill the visions of 2020. The paper has the objective to find out the opinion of
students towards utilizing future gadgets that can be used for educational purposes. The findings show that
a vast majority of students have positively opined towards utilizing the future gadgets in classroom
practices. This study will highlight the student’s interest towards global competition in terms of their own
standpoint in the world.
A look at Saudi Arabia\'s current political and economic situation and its propensity for revolution.
(Presented on 3/8/2011 at Fuh Hwa Security Investment Trust, Taipei, Taiwan)
Saudi Game of Thrones - Key players in the looming transfer of power to a new...Terence Lyons
Saudi Arabia, the linchpin of regional stability and the country that 1.7 billion Muslims turn towards 5 times daily, promotes that
succession will be: an orderly transfer of power, stable, predictable and business as usual. Yet the death of the Saudi monarch has brought the challenges facing the country into sharp focus and shows these are hyper-turbulent times both at home and abroad.
Government and economic policies – saudi arabia – january 2017paul young cpa, cga
This presentation looks issues facing Saudi Arabia. The presentation will look at GDP, Financial Services Sector, Government Finances and Foreign Relations.
Saudi Arabian native and Silicon Valley techie Motaz Hajaj gives you the basics on the culture of his homeland. Part 1 covers basic information about the country and its people. Learn about the history, government, economy and its vision for the future. This is a great place to start if you want to bridge the gap between cultures so you can communicate, collaborate and connect with ease.
Encumbrances in Digitization of Education: A Schema of NEPVandanaSharma356
Futuristic Education is technology driven as we have seen the pandemic situation and the terror of being completely locked again and again. The pandemic has changed the education system overnight from offline teaching to online teaching and the technological driven education system has came up with different constraint. The National Education Policy 2020 (NEP 2020), is a widespread framework for elementary education to higher education as well as vocational training in urban and rural India. The policy aims to renovate India's education structure by 2021the policy proposes several measures for promoting digital learning and enhancing infrastructure requirements. The NEP 2020 emphasizes on the advantages of technology and making the youth ready for the future to face all kinds of challenges. India being a country with socio-economic dimension and regional diversity and for proper implementation of policy, emphasis should be done on the reachability of online teaching and training to all for the betterment of society and knowledge enhancement. Present study emphasizes on the different roadblocks which are there in the way of online teaching and learning.
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
Education has taken a quantum leap with the advent of the Internet. Smart education is an interactive, collaborative, and visual model, designed to increase student engagement and enable teachers to adapt to students skills, interests, and learning preferences. It is about the transformation of the conventional way of pedagogy to contemporary methods using information and communication technologies. It is a model of learning adapted to the new generation, known as digital natives. It helps the student to acquire 21st century skills, including digital literacy, inventive thinking, effective communication, teamwork, and collaboration. Smart education applies different information technologies like social networks, virtual laboratories, augmented reality, artificial intelligence, big data, and so on. It uses smart classrooms, which are a seamless teaching environment where students and faculty have access to information quickly and effortlessly. This paper provides an overview of smart education, its principles, and its applications. Matthew N. O. Sadiku | Grace. A. Adegoye | Abayomi Ajayi-Majebi | Sarhan M. Musa "Smart Education: An Overview" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52416.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52416/smart-education-an-overview/matthew-n-o-sadiku
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Introductory Keynote: International Symposium of Comparative Sciences, 2013Alexander Wiseman
Watch a screencast of this keynote presentation here:
Part 1: http://www.youtube.com/watch?v=2xB6rPsjIbk
Part 2: http://www.youtube.com/watch?v=PIiDtghFDJk
Part 3: http://www.youtube.com/watch?v=2Q_fNUEHv28
More information about the symposium is here: http://www.comparative-education.com/call-for-papers-international-symposium-on-comparative-sciences-2013-sofia-bulgaria/
Wiseman, A. W. (2013, May). The Global “Crisis” in Education and the US Polic...Alexander Wiseman
Please visit my website for more information: http://www.comparative-education.com/. To cite this presentation, please use the following: Wiseman, A. W. (2013, May). The Global “Crisis” in Education and the US Policy Response. Presentation to the Comparative and International Education Department, East China Normal University, Shanghai, China.
Wiseman, A.W. (2013, May). The Development and Impact of Youth Political Soc...Alexander Wiseman
Please visit my website for more information: http://www.comparative-education.com/. To cite this presentation, please use the following: Wiseman, A.W. (2013, May). The Development and Impact of Youth Political Socialization through Formal Mass Education Worldwide: Evidence from ICCS 2009. Paper presented at the Sino-American Academic Symposium: Comparative Research on Cultivating Responsibility, Personality and Capability of Youth, Tongji University, Shanghai, China.
Strategic approach to making education policy based on evidence/data in the Arabian Gulf. Please visit my website for more information: http://www.comparative-education.com/.
International Cross-Time, Cross-System (XTXS) Database: Research Potential & ...Alexander Wiseman
Please visit my website for more information: http://www.comparative-education.com/. To cite this presentation, please use the following: Wiseman, A. W. (2012, April). International Cross-Time, Cross-System (XTXS) Database: Research Potential & Example. Presentation given at the CIES workshop, “Comparative and International Education Research Made Easier: How to Use Several Free Online Data Tools,” San Juan, Puerto Rico.
The Economic Impact of the Achievement Gap in Saudi ArabiaAlexander Wiseman
Please visit my website for more information: http://www.comparative-education.com/. To cite this presentation, please use the following: Wiseman, A. W. (2011, March). The Economic Impact of the Achievement Gap in Saudi Arabia. Paper presented at the International Exhibition and Forum for Public Education, Riyadh, Saudi Arabia.
Comparing National and Non-national Student Achievement in Saudi Arabia: Alexander Wiseman
Please visit my website for more information: http://www.comparative-education.com/. To cite this presentation, please use the following: Wiseman, A. W., & LaRue, B. (2011, April). Comparing National and Non-national Student Achievement in Saudi Arabia by Analyzing Economic Participation disparity Using Educational Indicators. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Gendered Roles, Principal-Teacher Relationships, School Climate and Instructi...Alexander Wiseman
Please visit my website for more information: http://www.comparative-education.com/. To cite this presentation, please use the following: Wiseman, A. W., & Jackson, K. (2011, May). Gendered Roles, Principal-Training Relationships, School Climate and Leadership Activity: A Cross-national Analysis using TALIS 2008. Paper presented at the annual meeting of the Comparative and International Education Society, Montreal, Canada.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Digital Tools and AI for Teaching Learning and Research
ICT-Integrated National Education Systems as the Core of National Innovation Systems in the Gulf Cooperation Council Countries
1. ICT Integrated National Education Systems as the Core of National Innovation Systems in the Gulf Cooperation Council Countries Workshop 7: Shaping the Gulf National Innovation Systems Gulf Research Meeting, Cambridge University Emily Anderson Centenary College [email_address] Alexander W. Wiseman Lehigh University [email_address]
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4. Innovation and NIS Development through ICT Integrated National Education Systems Students and teachers acquire knowledge and skills through ICT in formal learning Students and teachers can apply their skills to engage in critical thinking and problem solving activities Students and teachers can become producers, or creators of knowledge through collaborative, higher-order learning activities _____ Muhammad Z.M. Zain, Hanafi Atan and Rozhan M. Idrus, “The Impact of Information and Communication Technology (ICT) on the Management Practices of Malaysian Smart Schools,” International Journal of Educational Development 24(2004): 201-211. Liisa Ilomaki and Pirkko Rantanen, “Intensive Use of Information and Communication Technology (ICT) in Lower Secondary School: Development of Student Expertise,” Computers & Education 48(2007): 119-136 Markus Dresel and Marion Haugwitz, “A Computer-Based Approach to Foster Motivation and Self-Regulated Learning,” The Journal of Experimental Education 77 (2008): 3-18.
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8. Table 1: Student-level indicators of Science Knowledge Creation, Application and Implementation International Saudi Arabia Bahrain Oman Qatar UAE Kuwait Student Level Indicators Books in the Home 16.498 *** 13.606 *** 10.045 *** 12.061 *** 11.966 *** 15.879 *** 5.439 * (1.023) (2.362) (1.720) (2.722) (1.497) (2.698) (2.552) Female Student -9.235 *** -41.775 + 10.865 -7.514 29.306 * 6.715 -16.427 (1.846) (22.512) (9.856) (19.283) (13.466) (8.224) (21.482) Language of Test Spoken at Home 8.746 *** 0.020 1.132 -1.885 15.854 *** 6.585 + 0.329 (1.372) (3.504) (1.801) (3.311) (2.742) (3.565) (3.098) Computer Use for Instruction -9.615 *** -12.148 ** -16.897 *** -23.498 *** -19.114 *** -11.324 ** -14.916 *** (1.244) (4.592) (3.797) (3.256) (2.025) (3.615) (1.972) +p<.10, *p<.05, **p<.01, ***p<.001 a Country N = 46, Classroom N = 3042, Student N = 96048 b Standard errors are in parentheses.
9. Table 2: School-level indicators of Science Knowledge Creation, Application and Implementation International Saudi Arabia Bahrain Oman Qatar UAE Kuwait Classroom Level Indicators PD in ICT 1.673 4.828 10.663 387.789 15.882 -14.046 15.387 (2.467) (13.937) (16.266) (35.335) (31.548) (31.604) (21.975) Frequency of Computer Use for Instruction -0.607 16.407 7.050 -5.386 0.258 21.485 16.784 + (1.961) (13.891) (6.108) (7.366) (13.382) (24.751) (8.667) Computer Shortage -5.585 *** -0.346 -0.293 3.069 -12.558 13.289 -16.917 + (1.328) (8.592) (3.118) (6.67) (16.941) (21.206) (9.547) Internet Access 22.083 * 30.090 31.722 * 44.217 -84.958 + -19.070 0.044 (10.473) (33.847) (12.483) (30.612) (46.658) (67.642) (41.891) Female Teacher 7.541 * 76.772 * 39.219 * 34.467 0.715 21.904 73.152 ** (3.860) (26.632) (15.109) (26.337) (28.947) (27.682) (24.922) +p<.10, *p<.05, **p<.01, ***p<.001 a Country N = 46, Classroom N = 3042, Student N = 96048 b Standard errors are in parentheses.
10. Table 3: Nation-level indicators of Science Knowledge Creation, Application and Implementation International Saudi Arabia Bahrain Oman Qatar UAE Kuwait Nation Level Indicators Economic Regulation -12.273 *** -- -- -- -- -- -- (3.516) Innovation 17.222 * -- -- -- -- -- -- (6.731) Education -3.688 -- -- -- -- -- -- (4.231) ICT 11.399 + -- -- -- -- -- -- (5.908) +p<.10, *p<.05, **p<.01, ***p<.001 a Country N = 46, Classroom N = 3042, Student N = 96048 b Standard errors are in parentheses.
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Editor's Notes
Good afternoon, my name is Emily Anderson and I thank you for the opportunity to share our paper on ICT Integrated National Education Systems as the Core of National Innovation Systems in the GCC. This paper is co-authored by my colleague, Alex Wiseman, who is currently participating in Workshop 3. My presentation of our paper today focuses on how national education systems create capacity for the development of national innovation systems in the GCC, and discusses how ICT in education can serve as the catalyst to develop students’ expertise and transfer of ICT skills and science competencies from secondary schooling to tertiary education and the labor market to support research and innovation development at in the region.
The worldwide shift towards a knowledge society and knowledge-based economy requires policymakers to re-evaluate their understanding of the knowledge and skills individuals need in order to achieve national development as well as personal social, political and economic goals. The increasingly interconnectedness of global markets has caused national innovation systems to be reoriented to reflect global trends including the use of information and communication technologies (ICT) in research development and innovation (RDI) systems which include other social institutions, most notably national education systems. National interests and norms across the GCC have increasingly focused on science and technology because of their roles in (RDI) capacity. As a result, the incorporation of information and communication technologies (ICT) in all levels of industry and education has increased dramatically and worldwide over the past 30 years. ICT in education serve as a catalyst for developing a national innovation system (NIS) that responds to and eventually guides innovation nationwide, builds national RDI capacity, and creates an institutionalized structure of innovation at the national and GCC regional levels. National education systems are the only institution whose charter is to involve all members of the GCC community for most of the day, every weekday, for 12 years during the impressionable and developmentally significant years of each individual’s life. National education systems are in effect national innovation incubators because they create capacity for students’ development of ICT skills which can be transferred to tertiary education, and then to the labor market to support NIS development.
Recent education reforms across the GCC countries have reflected the institutionalization of ICT as an outcome of formal schooling. In this model, national education systems are challenged to prepare students to develop specialized ICT competencies that are dynamic and easily transferable. Because of the relationship between NIS development and national education system development, ICT use in education is continuously evolving and new products are introduced at an increasing rate. In order for national education systems to capitalize on the novelty of ICT in instruction, it requires that they have the ability to purchase new technologies at the rate they are introduced, but more importantly it requires students to develop flexibility and transfer of ICT-skills in ways that are not dependent on specific ICT tools. In an ICT-integrated national education system, it is important for students to be able to develop process-oriented expertise to acquire, apply and create knowledge through the use of ICT tools in a variety of contexts while in school and to support national economic growth. ICT is uniquely associated with innovation in GCC countries because it provides multiple opportunities to communicate across otherwise separated communities (e.g., gender, socioeconomic, and geographic). It provides an immediate method of acquiring, applying and creating knowledge, which then can be transferred and disseminated across communities in real time. Implementing a NIS through Gulf countries’ national education is unique due to limited Arabic-language ICT resources for instruction and the instructional culture of schooling which is traditionally more teacher-directed than student-centered. However, it poses the most potential for nationwide implementation and long-term sustainability, if done so in a way that responds to socio-cultural regional contexts while also reflecting the need for institutions to keep pace with international economic demands.
Technology tools do not alone create innovation; it is the ways technology is integrated into learning that creates the opportunity for innovation through students’ application and experimentation. Technology use in formal learning creates opportunities for students to have greater responsibility in their learning. The development of these three key skills, knowledge acquisition, application and creation, are essential to the growth of innovation systems from the classroom to the nation-level. This model illustrates how ICT in instruction enables students’ acquisition, application and creation of knowledge in formal learning. This cycle creates students’ capacity to transfer what they learn through secondary school in tertiary education to support national NIS development in the labor market.
This will provide a measure of the degree to which national schools facilitate students’ development of ICT expertise, which is a factor in the development of national innovation systems across the GCC.
Information about the ICT-integration and use for knowledge exchange and innovative use in national education systems and expectations for use beyond the school environment comes from the 2007 Trends in Mathematics and Science Study (TIMSS). TIMSS is conducted every four years by the International Association for the Evaluation of Educational Achievement. The first TIMSS study was conducted in 1995 and the new cycle begins in 2011. TIMSS data is publically available through the International Study Center at Boston College. All GCC countries participated in TIMSS 2007 as nationally-represented samples with the exception of the UAE. Only Dubai participated in 2007 TIMSS as a benchmarking community, but its data can be included in the analyses for more complete representation from throughout the GCC member countries. Using the detailed student and teacher questionnaires we have information on ICT infrastructure, and evidence regarding which ICT-based instruction involves development of students’ acquisition, application and creation of knowledge in relation to what the expectations are among youth and educators about how ICT-based instruction relates to labor market participation in each GCC country or community. We also use the World Bank Institute’s (WBI) Knowledge Economy Index (KEI) as both an indicator of and correlate with GCC national education systems to measure the ways that ICT-integration in schools forms the foundation for national innovation systems throughout the Gulf region (World Bank Institute, 2009).
Using hierarchical linear modeling (HLM), we ran several multivariate, multilevel models that estimate the impact of ICT on students’ development of knowledge acquisition, application and creation on knowledge exchange and innovation development in the GCC. Standard multi-level models of student outcomes assess the relative influence of ICT opportunity, infrastructure and instructional effects on knowledge creation, acquisition and implementation among youth in the GCC nations and international sample analyzed here. These models also include family socioeconomic status, the student’s gender, plus an indicator of the nation’s economic and technological development as important controls for background characteristic effects. Hierarchical linear models were used because they estimate the nested effects of classroom, school and national characteristics on individual students’ science knowledge. In particular, hierarchical linear modeling (HLM) affords great precision in the estimation of variance since it takes into account the nested nature of this data. The first level (1) estimates the amount of variance in students’ science knowledge that is explained by student-level characteristics and student-reported computer use for instruction. The student level outcome variable is 8th grade (13-year-old) general science achievement score. Independent variable indicators at the student level are computer use for instruction, books in the home, female student, and language of test spoken at home. Computer use for instruction is the key variable at the student level and indicates the frequency with which computers are used for instruction as reported by students. The second level (2) estimates the amount of variance in students’ science knowledge that is explained by the student-level and student-reported characteristics when variance in school- and classroom-level characteristics are accounted for as well as the effect of each classroom-level variable on the average school science knowledge score. At the third level (3) of the multi-level model, nation-level knowledge economy characteristics are added. These predictors provide an estimation of the amount of variance in students’ science knowledge that is explained when school- and nation-level variance is accounted for as well as the effect of each nation-level variable on the national average science knowledge score. At the third level, we include our indicators of knowledge economy effects using the WBI KEI.
At the student level, the indicators of students’ background have the expected effects on student science achievement. Books in the home and language of the test spoken at home, as the two indicators of socioeconomic status, have predicted positive and typically statistically significant effects on student science achievement. The more books in the home and the more the language of the test is spoken at home, the higher students’ science achievement scores rise. Several GCC countries, including Saudi Arabia, Bahrain, Oman and Kuwait do not have significant effects for the language indicator, but this is because there is little variation in the language spoken at home versus in school, so the effects are not statistically significant. The gender of students also has the typical result at the international level (b = -9.235, p<.001), but there is wide variation in the effect of students’ gender on science achievement among the GCC countries. For example, in Saudi Arabia there is a large and negative effect of a student being female (b = -41.775, p<.10); whereas, in Qatar there is a large and positive effect (b = 29.306, p<.05). Although the focus of this study is not gender, the variation in the effects of gender on science achievement are wide across the GCC, and this HLM level-1 model has taken these contextual and background characteristics into effect in order to isolate the variables of interest; namely those dealing with computers and ICT-based instruction.
The other ICT related indicators at the classroom level vary across GCC countries and between the GCC countries and the international sample, which suggests that there are some interesting effects taking place. For example, computer shortage has a negative impact on student science knowledge in most of the GCC countries and the international sample, but it is only a statistically significant effect internationally and in Kuwait. For all of the other GCC countries there is not a statistically significant impact of computer shortage on student science achievement. This suggests that in the international sample, computer shortage is a proxy measure for school resource level. Much like student-level SES, the proxy for school resources is associated with student achievement in a one-to-one fashion where as resources increase so does student science achievement, and where resources decrease so does student science achievement again. However, the fact that there is no statistically significant effect of classroom level computer shortage in any of the GCC countries, except Kuwait, indicates that schools and classrooms in the GCC are well-equipped with ICT and other instruction-related technology. Internet access has a strong, positive and statistically significant effect in the international sample and Bahrain, but a strong, negative and statistically significant effect in Qatar, and is not statistically significant in any of the other GCC countries. The internet has the potential to provide students with access to virtually unlimited information, which is a key factor in the development of innovation through the creation, acquisition and implementation of knowledge. In the international sample, having internet access increases the classroom average student science achievement score by 22 points. Yet, the variation in significance and direction of effect across the GCC countries suggests that internet access is either not being used effectively for instruction by science teachers and students, or that the internet access that they have in school is somehow qualitatively different than in the rest of the world. There is well-documented evidence that internet access in several GCC countries is monitored and limited at the national level, which may be a contributing factor to the lack of innovation that can or does occur as a result of internet and ICT-based instruction. Finally, the classroom level indicator that teachers have had professional development in ICT-based instruction for science teaching and learning is not statistically significant in any of the samples reported here, neither international nor GCC. This non-effect is especially telling because it suggests that professional development for ICT-based instruction is not widespread across the international or GCC samples and that when it does occur it is more likely to be professional development in the technical operation and use of the technology rather than how to use the technology as a tool for enhanced instruction.
For the international sample, there were also several indicators of a knowledge economy that were regressed on the national mean student science achievement scores, and were indicators of the national context’s impact on students’ knowledge creation, acquisition and implementation. Of the four nation level indicators (economic regulation, innovation, ICT, and education), all had a significant effect on science achievement except education. Economic regulation had a negative effect on science achievement (b = -12.273, p<.001), which suggests that the more tightly the economy is regulated, the more likely the knowledge creation, acquisition and implementation of youth is going to suffer. Innovation and ICT indicators were both positively associated with science achievement (b = 17.222, p<.05 and b = 11.399, p<.10, respectively), which was expected since innovation and ICT have the potential to be large contributors to the knowledge economy and its development at the student level on up throughout society. Yet, education was not statistically significant, and had a negative coefficient as well (b = -3.688). This suggests that simply enrolling in education is no longer enough to spur knowledge development and innovation. This is in part due to the fact that most of the school-age population is enrolled in school now at higher rates than ever before. If so many people are participating in school, and they are bringing with them the backgrounds and characteristics that create (or fail to create) innovation in their lives outside of schools, then they are less likely to be able to use schooling as a jumping board to innovation and knowledge development just by the act of enrolling in formal school. Instead there needs to be more than just the enrollment. There needs to be engagement and integration of ICT in education so that critical thinking and risk-taking are both encouraged and expected.
Several key themes emerge from the cross-national, GCC nation-, classroom-, and student-level analysis of how ICT in education can act as a catalyst for the development of national innovation systems. First, it is apparent that the institutional capacity for ICT-based education in the GCC is in place. Schools are well-resourced where ICT is concerned, and have the fiscal means to adopt new instructional technologies at the rate they are introduced. This is important because the perception is often that access to technology tools is the primary factor that limits students’ use and ICT-related skill development. What is evident is that access to tools alone, is not the primary factor in students’ development of ICT-competencies and do not always translate into achievement gains or labor market transfer. Our analysis suggests, however, that teachers’ engagement in ICT-related professional development has no significant impact on their pedagogical practice, or on student learning outcomes. This further supports our hypothesis that professional development concerning ICT also reflects remediation and practice, not on how to use ICT tools to innovate teaching and learning. Because teachers are trained to use ICT in this way, it is not surprising that students are not engaged in higher-order thinking processes through ICT in classroom instruction. In order to break this cycle, greater emphasis is needed in initial teacher education programs and in-service professional development for educators in the GCC to use ICT as a tool to promote their own professional growth, as well as reorient their professional practice through the adoption of constructivist teaching methods. Our analyses indicate that while classrooms across the GCC are generally not affected by a lack of technology, students are not engaged in learning with ICT to promote learning science content, or to acquire, apply or create knowledge. These three skills – knowledge acquisition, application and creation – are essential to students’ development of not only subject-area expertise, but also their abilities to transfer what they learn in school to support RDI and NIS capacity. It is how students use, and learn to use, ICT-tools in formal schooling that can connect formal schooling to RDI and NIS development.
In order for national education systems in the GCC to foster and transfer innovation from primary and secondary education to tertiary education and eventually the labor market to support NIS development, the culture of schooling must adapt to reflect more a flexible and learner-centered pedagogical orientation. The incorporation of ICT in national education systems does not necessarily mean that the system transforms to promote innovation. Evidence suggests that education systems in the Gulf that have increased access to ICT tools at the classroom level often still mirror the pre-ICT educational culture. Despite the availability of resources, teaching and learning still remains the same as it did before ICT was introduced; instruction is still primary teacher-centered focuses on students’ development of lower-order thinking skills and processes. These “top down” models of instruction and school organization restrict student leaning using new technologies. In order to capitalize on the institutional capacity of national education systems in the GCC to use ICT, dedicated and sustainable teacher training and professional development is needed. This requires a reorientation of the instructional culture in the GCC to enable teachers to use available ICT resources for innovation. In this framework, teachers’ roles shift from a didactic pedagogical model to one that facilitates student engagement and learning through ICT. ICT does not replace the teacher’s roles in instruction, but it creates new opportunities for teachers to engage students in critical thinking activities through which they develop problem solving, analytical thinking, and collaboration skills. Using ICT-based constructivist teaching methods, teachers can foster students’ academic skill development by modeling innovation in their classroom practice. ICT has the potential to innovate teacher practice, as well as student learning outcomes and experiences because it provides teachers with access to information through Internet-based resources which can support their ongoing professional development and growth. When teachers are engaged in learning with ICT, they are more able to incorporate it into curricula and assessment of student learning. Because the instructional culture in the GCC is still defined by teacher-centered pedagogies, teachers require dedicated and ongoing training throughout their professional development continuum, and support from school-level administrators. These two factors – training and support – will create an institutional culture at the school-level to foster teachers’ development of ICT instructional competence, and empower them to use available ICT resources in instruction to promote students’ skill development. In this framework, teachers become agents in NIS and RDI development because they are both consumers and producers of knowledge. When teachers are trained and supported in ICT-based learning, they are able to link their own education to the learning experiences and outcomes of their students. Viewing teachers as agents in NIS and RDI development increases their professional autonomy which enables them use ICT in instruction to foster student experimentation at the classroom-level, which will support the development of NIS and RDI systems in the GCC.