This study assessed the confidence levels of 675 trainee teachers at Universiti Putra Malaysia in integrating information and communication technology (ICT) into their teaching. The study found that the trainee teachers were generally quite confident in their ability to integrate ICT. However, some groups showed higher levels of confidence than others. Male trainee teachers, those with teaching experience, and those studying vocational subjects reported higher confidence levels than their counterparts. The study suggests that confidence in using ICT is an important factor in realizing Malaysia's goal of developing technology-integrated smart schools.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
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.
This study surveyed Information and Communications Technology (ICT) awareness, utilization and challenges in managing secondary schools in Onitsha Education Zone. Three research questions guided the study. The study adopted the descriptive survey research design. The population comprised 80 respondents made up of all the 32 principals and 48 Computer Science teachers in Secondary Schools in Onitsha Education Zone of Anambra State. The researchers studied the entire population since it was not large. The instrument for data collection was a structured type questionnaire developed by the researcher. It validated by experts and the reliability was established using the split half method which yielded a coefficient value of 0.80 using the Pearson product moment correlation coefficient. Data was analyzed using the mean method for the three research questions. From the findings of the study, it was found that principals to a high extent are aware of ICT facilities used in school management but utilize them to a low extent. Recommendations were proffered based on the findings of the study and they include: increased provision of ICT facilities used in school management by the government, training and retraining of principals on ICT utilization and testing of principals skills on ICT before appointment amongst others.
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.
A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety. The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. The Abstract should be 100 to 200 words in length. The abstract should be written in the past tense. Standard nomenclature should be used and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords, used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our article
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
Successful implementation of tpack in teacherIJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Teacher Education, Information Communication Technology and Educational Techn...AJHSSR Journal
It is widely accepted that, Education is the back born of any meaningful development and
teachers are the back born of any education system. Nigeria as a developing country has problems in its teacher
education system especially with regards to the modern Information Communication Technology (ICT) tools in
teacher delivery. In the modern day which is full of many innovations and modern technology products that are
now in the classroom ICT play a vital role in teacher education. Likewise, proper utilisation of educational
technology in the teacher education is of a paramount importance as educational technology has to do with,
machines, materials, media, men and methods in achieving specific educational objectives. The paper discusses
the nature of Teacher Education, ICT and Educational Technology in the 21st Century: problems and prospects
in Nigeria. Some of the problems faced by teachers include lack of skills towards utilising some of the ICT
tools, lack of electric power stability or alternative power source and lack of Government commitment. The
paper proffers ways to ameliorate the situation which include provision of adequate facilities to teacher
education programmes, ICT and Educational Technology Centres. The recommendations will be helpful in
having effective and efficient implementation of Teacher Education Programmes, ICT and Educational
Technology in Nigeria.
This study attempts to assess information communication technology as pedagogy for teaching in some selected secondary schools in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary school teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed as pedagogy for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way of formulating policies and implementing the existing one if any with all sincerity.
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...Editor IJCATR
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
In the ever-changing evolving global marketplace, innovation is what sets us apart. Innovation drives growth by identifying unique and efficient ways to meet new challenges. It is through strong leadership that we are motivated and inspired to grow together to tackle these challenges with open arms!
"Innovation, not instant perfection. The key is iteration. Learn enough from your mistakes and from your users that you iterate quickly. You aren't perfect every single time. There are missteps along the way. Iterate or reinvent your way out of it." - Marissa Mayer, CEO of Yahoo!
Girls in Technology (GIT) Mentor-Protege Program in Virginia held its second session on November 12, 2014. The session topic was on Leadership.
Women continue to be underrepresented in science, technology, engineering, and mathematics (STEM) fields and in leadership positions. Girls in Technology Mentor-Protégé program is intended to inspire girls into STEM careers and increase the gender balance in the workforce. The Leadership session is tailored to equip high school girls with professional values so that they can take their STEM talents from the classroom to the boardroom.
The RPG Dude on Open Display File Technology for your IBM i - Drag & Drop Ref...looksoftware
RPG is a time tested development language. Open Access for RPG is supported by IBM and IBM i as an integral component to expanding business value and success. looksoftware and RPG Pioneer Pascal Polverini amongst other platform experts have developed Open Display File Technology to power your mobile and application modernization efforts on IBM i. Navigate through the DB
and Drag & Drop fields to directly design fields with their definition and also label onto the display in this episode.
A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety. The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. The Abstract should be 100 to 200 words in length. The abstract should be written in the past tense. Standard nomenclature should be used and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords, used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our article
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
Successful implementation of tpack in teacherIJITE
Today’s teacher education programs should be providing pre-service teachers with ample preparation in
shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert &
Gong (2010) stated “We have entered a crucial time when the technological preparation of teachers has
become an urgent problem we can no longer afford to marginalize” (p. 55). This review of literature
examines recent publications on the topic of technology in teacher preparation through the theoretical lens
of Technology, Pedagogy and Content Knowledge (TPACK) which has shown potential to emphasize a
teacher’s understanding of how technologies can be used effectively as a pedagogical tool.
Teacher Education, Information Communication Technology and Educational Techn...AJHSSR Journal
It is widely accepted that, Education is the back born of any meaningful development and
teachers are the back born of any education system. Nigeria as a developing country has problems in its teacher
education system especially with regards to the modern Information Communication Technology (ICT) tools in
teacher delivery. In the modern day which is full of many innovations and modern technology products that are
now in the classroom ICT play a vital role in teacher education. Likewise, proper utilisation of educational
technology in the teacher education is of a paramount importance as educational technology has to do with,
machines, materials, media, men and methods in achieving specific educational objectives. The paper discusses
the nature of Teacher Education, ICT and Educational Technology in the 21st Century: problems and prospects
in Nigeria. Some of the problems faced by teachers include lack of skills towards utilising some of the ICT
tools, lack of electric power stability or alternative power source and lack of Government commitment. The
paper proffers ways to ameliorate the situation which include provision of adequate facilities to teacher
education programmes, ICT and Educational Technology Centres. The recommendations will be helpful in
having effective and efficient implementation of Teacher Education Programmes, ICT and Educational
Technology in Nigeria.
This study attempts to assess information communication technology as pedagogy for teaching in some selected secondary schools in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary school teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed as pedagogy for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way of formulating policies and implementing the existing one if any with all sincerity.
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...Editor IJCATR
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
In the ever-changing evolving global marketplace, innovation is what sets us apart. Innovation drives growth by identifying unique and efficient ways to meet new challenges. It is through strong leadership that we are motivated and inspired to grow together to tackle these challenges with open arms!
"Innovation, not instant perfection. The key is iteration. Learn enough from your mistakes and from your users that you iterate quickly. You aren't perfect every single time. There are missteps along the way. Iterate or reinvent your way out of it." - Marissa Mayer, CEO of Yahoo!
Girls in Technology (GIT) Mentor-Protege Program in Virginia held its second session on November 12, 2014. The session topic was on Leadership.
Women continue to be underrepresented in science, technology, engineering, and mathematics (STEM) fields and in leadership positions. Girls in Technology Mentor-Protégé program is intended to inspire girls into STEM careers and increase the gender balance in the workforce. The Leadership session is tailored to equip high school girls with professional values so that they can take their STEM talents from the classroom to the boardroom.
The RPG Dude on Open Display File Technology for your IBM i - Drag & Drop Ref...looksoftware
RPG is a time tested development language. Open Access for RPG is supported by IBM and IBM i as an integral component to expanding business value and success. looksoftware and RPG Pioneer Pascal Polverini amongst other platform experts have developed Open Display File Technology to power your mobile and application modernization efforts on IBM i. Navigate through the DB
and Drag & Drop fields to directly design fields with their definition and also label onto the display in this episode.
Girls in Technology (GIT) Mentor-Protege Program in Virginia held its fifth and final session on March 11, 2015. The session topic was on How Can YOU Change The World.
Through participation in the GIT Mentor-Protégé Program, you've heard from the remarkable achievements of women in the STEAM community from your mentors, guest speakers, the GIT program committee and each other. In our final session, we'll consider the strategies you've learned and focus on how to channel them into making impactful contributions to the STEAM community!
Costs associated with the construction of LNG tanks can be typically up to 45% of the total project cost of a typical 4 MTPA terminal. This makes it essential that only necessary and justifiable requirements are specified for the storage tanks. Even a small % increase in the tank and the associated system cost would require additional funding in millions of dollars. Equally, the risks imposed to the community, environment and the owner’s capital investment whilst storing very large volume of LNG must be minimised to levels acceptable to the authorities. This paper examines the requirements of standards and codes for the LNG storage tanks, major design, safety and testing issues for the tanks and management of the risks associated with the LNG storage tanks. Discussion in this paper is limited to the above ground tanks, as these are more economical to construct when compared to in-pit or in-ground tanks.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools infrastructures and support.
Preparing Student Teachers to Teach with Technology: Case Studies in Finland ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher
education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers
had practice in ICT-based teaching. However, about a third of student teachers in both institutions
practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach
as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of
ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’
infrastructures and support. The results show that students in Israeli institutions are better prepared to
teach with ICT which can be explained by the impact of the latest national reforms. We conclude that
students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes
towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling
by faculty, institutional strategies); on a field practice school level (modelling by school mentors,
infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms
and their implementation models). All these factors must be considered to promote the pedagogically
innovative integration of ICT in teacher training and the overall education system. The best strategy to
achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale
implementation of ICT in teaching demands significant investments in infrastructure and training. Hence
much of its success depends on the national vision and priorities given to this purpose.
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
IMPLEMENTATION OF COMPUTER TECHNOLOGY IN BLENDED LEARNING MODELS: EFFECTS ON ...indexPub
This study was conducted to identify the influence of computer technology in blended learning on the achievement in the Principles of Accounting subject through of self-directed learning. The research also assessed the relationship of the elements of blended learning on student achievement. Despite the encouragement by the Ministry of Education for the use of Computer Technology In Education, there is a lack of research on a measurable and testable model of the influence of computer technology. In reality, various aspects such as schools, teachers, content, and technology exist to provide and utilize computer technology through learning in Malaysia. A quantitative study using a correlational design was conducted on 400 Form Four students in secondary schools in the Southern Zone of Malaysia, namely in the states of Johor, Melaka, and Negeri Sembilan, to identify the influence of computer technology in blended learning on achievement. Data were collected using adapted and modified questionnaires from previous studies. Descriptive data analysis was performed using SPSS version 28, while inferential analysis was conducted using the Smart PLS analysis technique. Smart PLS version 4.0 software was utilized to test the mediator relationships in the study. The results of the study showed high minimum scores for blended learning through computer technology and self-directed learning, as well as achievement. The influence of blended learning elements also had a significant relationship with student achievement in the Principles of Accounting subject. This study is expected to contribute to the effectiveness of blended learning through information technology on the achievement in the Principles of Accounting subject by enhancing self- directed learning among students. The development of this conceptual model is hoped to serve as a guide for policymakers, the Ministry of Education, teachers, students, and other stakeholders in ensuring that blended learning practices can be implemented more effectively. Furthermore, it is hoped that the achievement and interest in the Principles of Accounting subject can be improved by applying computer technology in learning.
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
This research work was focused on finding the affected indicators on the
barriers to use Information and Communications Technology (ICT) in Sri
Lankan Secondary Education System. It also explores a framework to
implement ICT in schools overcoming these barriers. In particular, it
examined the viewpoint of teachers and principals on the integration of ICT
into the schools’ policy in the Western Province of Sri Lanka. Interviews
were conducted for 60 secondary school principals and a questionnaire base
survey was conducted for 500 teachers of several schools selected from the
above pool. What materialized from the analysis showed that, infrastructure
facilities, any policies related to the school, Planning and usage of ICT in
teaching and learning, Current views held by principals as well as teachers
regarding their ICT competencies, Teacher’s fluency of ICT, the perceived
viewpoint of teachers and principals regarding the influence and subsequent
function of ICT in education has an influence on the magnitude of ICT usage
in schools. According to the analyzed data, a framework was designed to
make readiness and maintain smooth Teaching & Learning system in
secondary schools. Finally, the research has collected feedback from
involved parties during the implementation process to evaluate competency
of the suggested framework.
Similar to Teaching using information and communication technology : Do trainee teachers have the confidence? (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Teaching using information and communication technology : Do trainee teachers have the confidence?
1. International Journal of Education and Development using Information and Communication Technology
(IJEDICT), 2008, Vol. 4, Issue 1, pp. 5-12.
Teaching using information and communication technology: Do trainee
teachers have the confidence?
Ab. Rahim Bakar and Shamsiah Mohamed
Universiti Putra Malaysia, Malaysia
ABSTRACT
The Information and Communication Technology (ICT) is an important aspect of education.
Numerous benefits of using ICT in education have been unearthed therefore, ICT should be
widely used in teaching. However, in order to use ICT in teaching, teachers have to have certain
level of confidence. They hve to be prepared to use ICT in teaching. In relation to that, this study
sought to identify trainee teachers’ confidence in teaching using ICT. The respondents comprised
675 trainee teachers at Universiti Putra Malaysia (UPM). They were all were final year students in
the teacher education program. Their confidence was assessed using 12 statements on their
ability to integrate Information and Communication Technology (ICT) in teaching. The study
showed that trainee teachers were quite confident integrating ICT with teaching. The study also
showed a significant difference in the level of confidence between students with teaching
experience and students without teaching experience. Older students were more confident
integrating ICT in teaching than younger students.
Key words: ICT; Student teachers; Classroom teaching; Computer confidence; College students
INTRODUCTION
Information and Communication Technology (ICT) has been proven to be a very important aspect
of the teaching learning process. Numerous studies show that the quality of learning [e.g. Davis
et al. (1997)] can be significantly enhanced when ICT is integrated with teaching. Research done
by Bransford et al, (1994] showed that ICT can enhance critical thinking, information handling
skills, the level of conceptualization, and problem solving capacity. This novel technology is
supposed to add value to education and to support more effective pedagogy by providing
knowledge for learners and by enhancing communication that promotes learning (Privateer,
1999). Grégoire, Bracewell, and Laferrière (1996) also noticed that the opportunities for
networking and collaborative learning indicate that several principles or theories, which promote
learning, can be more easily integrated in teaching.
The importance of ICT in education has prompted UNESCO Asia and Pacific Regional Bureau for
Education in Bangkok to design a project named ‘Preparing the Next Generation of Teachers
Through ICT’. This project aims aimed at assisting teacher education institutions in Asia-Pacific
region to prepare teachers on how and when to best use the technologies for teaching and
learning. It is one of the most recent initiatives of UNESCO for the professional development of
teachers, which the Organization has supported for 60 years. (UNESCO,undated)
Malaysia has a big vision, known as VISION 2020. It calls for sustained, productivity-driven
growth. This vision will be achievable with a technologically literate and critically thinking
workforce who is prepared to participate fully in the global economy (Government of Malaysia,
2006). In line with the country’s vision, the Ministry of Education of Malaysia (MOE) has initiated
the transformation of the nation’s educational system whereby ICT has become a central
concept in Malaysian educational system.
2. 6 IJEDICT
ICT in Malaysian education
The concept of ICT in education is seen as a system that enables information gathering,
management, manipulation, access, and communication in various forms (MOE, 2003). In line
with this, the Ministry of Education of Malaysia has formulated three main policies related to ICT
in education (MOE, 2003):
• ICT is for all students. ICT is used as an enabler to reduce the digital gap between the
schools.
• ICT is used as a teaching and learning tool, as part of a subject, and as a subject itself.
• ICT is to be used to increase efficiency, productivity, and effectiveness of the management
system.
In relation to these three policies, the Ministry of Education of Malaysia intends to have all 10,000
primary and secondary schools to be wired and fully equipped with ICT. A website known as
MySchoolNet was set up by the Ministry of Education to help increase the use of ICT in education
and to provide links to help teachers and students access educational information readily.
Realizing that teacher ability is a vital component for the success of ICT in implementation in
schools, various agencies within the MOE provide on-going training to educational personnel.
The MOE has also implemented computerization programs in many schools. The computerization
program was implemented to introduce ICT literacy to as many schools as possible to reduce the
digital divide to some extent. To achieve these objectives schools are equipped with computer
laboratories and are connected to the internet.
One other initial effort towards the realization of VISION 2020 was the establishment of SMART
SCHOOL. It is believed that Smart Schools would act as the catalyst for this massive
transformation (Chan, 2002). The Malaysian Smart School is a learning institution that has been
systemically reinvented in terms of teaching learning practices and school management to
prepare children for the Information Age. The most distinctive feature of the Smart School is that
the teaching and learning environment is built on best international practices. This entails aligning
the curriculum, pedagogy, assessment, and teaching–learning materials to meet the objectives of
preparing its graduates for the information age. Initially, 90 Smart Schools were included in a pilot
project. It is the vision of the Ministry of Education of Malaysia that by 2010, all 10,000 primary
and secondary schools in Malaysia will be developed into Smart Schools.
The vision of the country and the MOE in particular will not be realized if teachers and other
educational personnel are not ICT literate and do not have the confidence in integrating ICT for
teaching. According to Baylor and Ritchie (2002), regardless of the amount of technology and its
sophistication, technology will not be used unless faculty members have the skills, knowledge
and attitudes necessary to infuse it into the curriculum. Therefore, it is important for future
teachers to be equipped with what is needed to help them integrate ICT in teaching. The
Universiti Putra Malaysia (UPM) as one of the teacher education institutions in the country must
play a big role to help the MOE in particular and the government in general. UPM must produce
teacher graduates who are capable of using ICT in the classroom. Teacher education students at
UPM are required to take courses in ICT related courses. One of these courses is Information
Technology in Education. It is a three credit-hour course (2+1) whereby students attend a two
hour lecture and a three hour laboratory works. Besides enrolling in this course, students are also
required to enroll in a program-specific ICT course. For example, students in the agriculture
science program [B. ED. (Agric. Science)] are required to enroll in a course called Computer
Application in Vocational and Technical Education. Similarly, other programs also require their
students to register for a program-specific computer course. Thus, all teacher education students
at UPM enroll in at least two computer related courses.
3. Teaching using information and communication technology 7
7
Research problem
There is an urgency to improve the quality and equity of education to bridge the gap between
developed and developing nations, and ICT is perceived as a necessary tool for this purpose.
However, the presence of technology alone will not stimulate significant changes in a school.
Teachers are an important ingredient in the implementation of ICT in education. Without the
involvement of teachers, most students may not take advantage of all the available potential
benefits of ICT on their own. Teachers need to actively participate in using ICT. They have to be
trained in the use of information technology and in its integration in classroom activities to
enhance thinking and creativity among students. They must also learn to facilitate and encourage
students by making them responsible for their own learning. The teachers have to upgrade their
skills regularly, if they want to stay abreast of developments in their profession and to remain
confident in their application of the technology. Karsenti and Larose (2001) stated that a major
obstacle to an adequate use of technology across all grade levels and in the curriculum is the
lack of a critical mass of teachers who feel comfortable in using the technology and who can
provide support and exemplary instances of good practice to those who are still not well versed
with technology.
All teachers trained by teacher training colleges or universities have to take at least one course in
ICT or computer education. UPM is one of the institutions for training teachers and all trainee
teachers at UPM have to enroll in at least one ICT course. But, after the completion of those
courses, do the trainee teachers feel confident in using ICT in the classroom? To address this, a
study was conducted to assess the confidence level of UPM trainee teachers in the use of ICT in
teaching.
Objectives of the study
The study attempted to assess trainee teachers’ confidence to integrate ICT in teaching based on
the following:
(a) Gender
(b) Program of studies
(c) Academic performance, and
(d) Teaching experience
METHODOLOGY
The study was a part of a larger study on ‘Student Teachers Teaching Efficacy’. A total of 645
trainee teachers enrolled at the Faculty of Educational Studies, Universiti Putra Malaysia were
involved in the study. They were final year students with different majors. The study was
conducted during their final semester at the Faculty. Each trainee teacher received a set of
questionnaire. The administration of the study was done during a briefing session of teaching
practicum. Each trainee teacher was requested to complete a questionnaire, which took about 30
minutes to complete. This study employed a survey research methodology.
Instrumentation
A survey instrument was used to solicit information on trainee teachers’ background attributes
(gender, age, majors, and teaching experience), teacher beliefs in their abilities to integrate
technology in teaching. The instrument was field-tested for reliability and content validity.
Reliability estimate as ascertained using Croncbach Alpha was .94
4. 8 IJEDICT
Data analysis
The Statistical Package for the Social Sciences (SPSS version 11) was used for data analysis.
The statistical tools used for the study include; frequencies, percentages, means, t-tests, and
ANOVA.
RESULTS AND DISCUSSION
Who are the respondents?
The respondents consist of 675 trainee teachers (pre-service and in-service) at the Universiti
Putra Malaysia. All the respondents are final year students in the teacher education program.
Approximately 41% of the respondents comprised those who are in the process of upgrading their
academic qualifications. These were trainee teachers who held a teaching certificate before their
enrollment in Bachelor of Education programs. Another 59% of the respondents comprised those
who have not been in any teacher education program before their enrollment in Bachelor of
Education at Universiti Putra Malaysia.
Nearly 74% of the respondents are female while another 26% are male with an average age of
28.1 years. Approximately 48% of the respondents are below 25 years. They have a moderate
academic ability with mean CGPA of 3.0 (SD = .3). The majority of them (85.8%) obtained a
CGPA between 2.75 and 3.75. Their majors were: Biology (16.7%), Economics (12.3%),
Agriculture Science (11.9%), Mathematics (10.4%), Guidance and Counseling (8.9%),
Accountancy (6.7%), Malay Language (6.5%), TESL (6.2%), Home Science (5.3%), Physical
Education (4.6%), Information technology (4.4%), Chemistry (3.1%), Statistics (1.5%), and
Physics (1.5%).
Do trainee teachers think they are able to integrate ICT in teaching?
As a part of a larger survey on teaching efficacy, trainee teachers were asked to make a self-
reflection on their ability to integrate ICT in teaching. All teacher education students at the Faculty
of Educational Studies, Universiti Putra Malaysia were asked to register for at least two courses
on Information Technology in Education. It was a general course to be taken by all teacher
education students at the Faculty of Educational Studies, UPM. It is a three–credit hour course. In
addition to this common course, all teacher education programs at UPM required students to
register for a program-specific ICT course. For example, students in agriculture science programs
were asked to register for a Computer Application in Vocational and Technical Education course.
Similarly, other programs also required their students to register for a program-specific computer
course. Thus, all teacher education students were enrolled in at least six credits of computer-
related courses. After completing both the technology-related courses, students were asked to do
a self-reflection on their confidence to integrate ICT in teaching. Their confidences (Table 1) were
assessed using 12 statements on their ability to integrate ICT with teaching. The study shows that
trainee teachers were quite confident integrating ICT with teaching (M = 3.94; SD. = .08).
Do teacher education students’ differ among themselves in the level of confidence to
integrate ICT in teaching?
Teacher education students at UPM majored in 14 different areas. However, for the purpose of
this analysis, these majors were categorized into four main areas, namely, science-related area,
vocational- and technical-related area, language-related area, and other area. One-Way ANOVA
showed that there was a significant difference in perceptions of the students with regard to their
confidence to integrate ICT with teaching [F (3, 673) = 6.05, p < .05]. A post-hoc analysis using
5. Teaching using information and communication technology 9
9
Tukey HSD showed that students in vocational majors were more confident than students in
science majors. No significant perceptions of confidence were observed among other students
(Table 2). On the basis of an independent sample t-test, it was found that the level of confidence
differs significantly between male and female trainee teachers (t (672) = 4.33, p = < .05). The study
shows that male trainee teachers score significantly higher (M = 48.9, S. D. = 6.07) than female
trainee teachers (M = 46.7, SD. = 5.83). The study also showed a significant difference in the
level of confidence between students who had teaching experience and those who did not have
teaching experience (t (672) = 2.56, p = .011). Students who had several years of teaching
experience scored significantly higher (M = 47.98, SD. = 5.97) than those who had no teaching
experience (M = 46.79, SD. = 5.82). The study also revealed that older students were more
confident integrating ICT in teaching than younger students (r = .173, p < .05). No significant
correlation was detected between academic performance and the level of confidence to integrate
ICT in teaching (r = .042, p > .05)
Table 1: Mean and Standard Deviations Trainee Teachers Confidence to Integrate ICT in
Teaching
Mean SD
I can continuously use ICT in teaching 4.03 .63
I can use ICT effectively in teaching 4.00 .63
I have the readiness to use ICT in teaching 3.99 .64
I am ready to answer questions about ICT whenever posted by students 3.77 .65
I have the skills to teach using ICT 4.00 .60
I feel very confident in welcoming questions related to ICT from students 3.92 .61
I feel I am able to motivate students to use ICT in learning 4.01 .61
I feel very confident is using multimedia for teaching 4.04 .62
I am able to design learning experience using ICT for high achievers 3.89 .64
I feel very confident to evaluate computer software for teaching and learning 3.84 .65
I have the confidence to integrate ICT in my teaching 3.93 .62
Item mean = 3.94, SD=.08)
Scale: very confident (5) to Not confident at all (1)
Reliability estimates = .94
N=674
6. 10 IJEDICT
Table 2: Means and Standard deviation of Trainee Teachers Confidence to
To Integrate ICT in Teaching by Gender, Teaching Experience, Type of Programs
N Mean test p
Male 187 48.87 6.07
Gender Female
487 46.68 5.83
(t (672) = 4.33 <.05
Yes 278 47.99 5.97Teaching
experience
No 396 46.79 5.82
(t (672) =2.56 <.05
SCIENCE 298 46.34 5.91
VOCATIO
NAL
232 48.46 5.71
LANGUAG
E
102 46.90 6.29
Programs
OTHERS 42 48.29 5.98
F(3,673)=6.05 <.05
Total 674 47.28 5.97
DISCUSSION AND CONCLUSION
Malaysia is very keen in developing the country into a knowledge-based economy. We believed
that a K-Economy will provide the platform to sustain a rapid growth and enhance international
competitiveness. In this quest, ICT will be the fundamental enabling tool. Malaysia needs to
develop the human capital urgently needed and success largely depends on education. The
government is committed to making ICT as a tool for teaching and learning more pervasive.
The present study shows that, in general, future teachers are quite confident in using ICT for
teaching. We would expect students after having taken at least 6 credits of ICT related courses
would feel very confident in the integration of ICT in their future teaching. We would expect the
mean score to be at least 4.5 rather that 3.94. However, that is not the case. It could be students
do not have experience on how to integrate ICT in teaching even if they have ICT skills. It could
be they do not how to integrate ICT in teaching because there is no model for them. Probably,
teacher educators themselves do not use ICT in teaching. Their readiness to use ICT in teaching
was about moderate (M=3.99), they are not quite ready to answer questions about ICT (M=3.77),
they are confident enough to evaluate software for teaching purposes (M=3.84).
If teachers are not confident using ICT in teaching, it would probably hamper the effort by the
MOE to use ICT as an enabler in teaching and teaching and learning.
The present study shows that ICT confidence among students differed significantly. Students in
vocational related subjects were more confident that other students. It could be because students
in vocational education enrolled in one other course that involved the use of computers in
teaching and learning. Male students were found to be more confident than female students in
the integration of ICT in teaching. Those with teaching experience were also found to be more
confident than those without prior teaching experience. It could be because experienced students
have been using or know when and where ICT can be used in teaching. According to Hativa &
Lesgold (1996), teachers must be challenged to use ICT to make interconnected set of
educational services what does this sentence mean?. In order to fulfill that challenge, teachers
7. Teaching using information and communication technology 11
1
1
need to achieve a level of technological competence which enables them to understand how and
be able to meaningfully integrate ICT in teaching. Therefore, teacher education students must be
given the opportunities and experience to integrate ICT in teaching. One of the opportunities is to
integrate ICT during micro-teaching exercises.
Through the computerization project, the MOE expects all 10,000 schools in Malaysia to have
computer laboratories, which are equipped with the latest computers with local area networking
capability and the internet (Ministry of Education, 2003). It is envisioned that by 2010, the
computer and student ratio will be 1 computer for every five students (MOE, 2003). The success
of this task requires an immense amount of effort. Teachers have to be trained to acquire high
level of competence in using ICT for teaching. However, the present study shows that much more
effort has to be invested in teacher training. Even though ICT is part of the curriculum in all
teacher education, teacher education students still lack the level of confidence needed to
successfully integrate ICT in classroom.
Based on the study the following conclusions can be made:
1. Trainee teachers were quite confident with their ability to integrate ICT training teaching.
2. Male trainee teachers were more confident with the ability to integrate ICT in teaching.
3. Trainee teachers who had taught in schools felt more confident with their ability to integrate
ICT in teaching
4. Vocational trainee teachers felt more confident with their ability to integrate ICT in teaching
5. There is no significant correlation between academic performance and levels of confident in
the integration of ICT in teaching
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8. 12 IJEDICT
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http://www.unescobkk.org/education/ict/teachertraining/next_gen
Copyright for articles published in this journal is retained by the authors, with first publication rights granted
to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper
attribution, in educational and other non-commercial settings.
Original article at: http://ijedict.dec.uwi.edu//viewarticle.php?id=374