Information communication technology is essential for any organisation to stay competitive, and in the education sector it has helped in enhancing modern ways of learning and teaching; therefore helping in delivering high quality education and preparing students for the information and technology era. Studies have acknowledged its importance from early primary education to that of a positive impact. However, Botswana’s’ primary education system hardly adopts and use it despite the country’s government promotion of its adoption, and efforts channeled to promoting its usage. Therefore, this study sought to understand barriersassociated with its adoption in primary education in Botswana with a view of recommending ways to fortify its adoption.The research followed the quantitative approach, with a questionnaire distributed in selected primary schools. Findings indicated a low rate of ICT utilisation, lack of basic ICT skills, lack of infrastructure amongst the key barriers to ICT adoption and utilisation in the primary education system. In conclusion there is need of implementation of policies enforcing adoption and utilisation of information communication technology and the need of involvement of all stakeholders to be involved to promote it. Lastly rigorous training to have qualified personnel to spearhead the adoption and utilisation is essential.
Challenges in the Adoption and Utilization of Information and Communication...World-Academic Journal
The document summarizes a study that examined the challenges to adopting and utilizing information and communication technology (ICT) in public secondary schools in Molo Sub-County, Kenya. The study found that financial limitations were the most significant challenge, with 91.1% of respondents agreeing their schools did not have budgets for ICT implementation. There was a strong positive correlation between financial capacity and ability to adopt/use ICT. The study recommends the government allocate specific ICT budgets to schools, liberalize telecommunications policies to lower costs, and encourage public-private partnerships to generate resources for ICT in education.
The study examined the computer/internet training needs of primary school teachers in Uyo Local Government Area of Akwa Ibom State, Nigeria. A questionnaire was administered to 10 mathematics teachers and mathematics scores of 100 primary 6 students were collected. Two hypotheses were tested: 1) There is no difference in mathematics achievement between students taught by teachers with/without internet training and 2) There is no relationship between availability of internet facilities and teachers' usage. The results showed no difference in mathematics achievement but a significant relationship between facility availability and usage. It was concluded that providing internet facilities in schools could enhance teaching and learning but ongoing teacher training is also needed. Recommendations included providing internet facilities, strengthening teacher training, and adjusting curricula
The Landscape of ICT in Teacher EducationDave Marcial
This document summarizes the level of ICT competency among faculty in higher education institutions that offer teacher education programs in Central Visayas, Philippines. A survey found that most faculty have basic ICT literacy but there is only slight integration of technology into teaching. Ownership of smartphones, tablets, and laptops correlated with higher competency levels. Most faculty are in the early "awareness" stage of ICT integration. Recommendations include improving ICT infrastructure, developing updated competency standards, and prioritizing ICT in curriculum and training to help faculty develop innovative teaching with technology.
Factors affecting ict adoption in tertiary institutions in ghana a case of k...Alexander Decker
This document discusses factors affecting ICT adoption in tertiary institutions in Ghana, using Kwame Nkrumah University of Science and Technology as a case study. It was found that perceived usefulness and ease of use are primary drivers of ICT adoption. However, ICT is not fully integrated into teaching, research and learning at KNUST. Major obstacles include lack of readiness and willingness to embrace ICT, despite awareness of benefits, as well as inadequate infrastructure and ICT skills. Successful ICT adoption requires improving encouraging factors like infrastructure, skills and models of integration, while reducing discouraging factors.
Embracing ict into math instuction ghana's experienceMiracule D Gavor
The document discusses ICT integration in education in Ghana. It provides context that Ghana recently introduced educational reforms to improve teaching and learning through ICT integration. The project aims to understand how ICT can improve education quality in participating African countries like Ghana. It summarizes Ghana's ICT policy framework and the current state of ICT infrastructure, use, and training for teachers. At the pre-tertiary level, most teachers do not use ICT or receive training, while university educators use ICT more but training is still limited and needs improvement according to other studies.
Factors affecting school admin choices in adopting ict toolssyaabdulrahman
This study examines factors that influence school administrators' adoption of ICT tools in Malaysian schools. It aims to identify factors that influence administrators' use of ICT tools, the process of selecting hardware and software, and barriers to technology integration. The study finds that willingness of teachers, technical skills, cooperation among teachers, ease and effectiveness of tasks, trust in teachers, and maintenance of hardware influence ICT adoption. Lack of facilities, insufficient time for training due to teaching hours, and unwillingness of some teachers to change are barriers. The study examines the role of administrators in facilitating successful ICT integration through factors like vision, digital culture, professional practices, improvement efforts, and developing responsible digital citizens.
A monitoring and evaluation framework for the integration of ic ts in teachin...Alexander Decker
This document presents a study on developing a monitoring and evaluation framework for integrating ICTs in teaching and learning in primary schools in Kenya. The study found that while 75.7% of teachers were trained in ICT, only 32.4% of head teachers received such training, indicating a lack of skills to manage ICT integration. It was also found that ICT integration in the curriculum and availability of computers is low. The study concluded by recommending that teachers receive basic and advanced ICT training, infrastructure be improved, and the government provide more support to ensure continued ICT integration. A monitoring and evaluation framework is needed to properly support and assess ICT integration in teaching and learning in Kenyan primary schools.
This document discusses the role of information and communication technology (ICT) in commerce education at the higher secondary level in India. It outlines how ICT can enhance teaching and learning processes by making information more accessible and motivating for students. ICT allows for more flexible delivery of education and learner-centered approaches. When integrated effectively, ICT is shown to improve student engagement, academic performance, and development of skills needed for future careers. Commerce teachers are encouraged to utilize ICT tools like e-learning, internet resources, PowerPoint presentations, and interactive CD-ROMs to support instruction.
Challenges in the Adoption and Utilization of Information and Communication...World-Academic Journal
The document summarizes a study that examined the challenges to adopting and utilizing information and communication technology (ICT) in public secondary schools in Molo Sub-County, Kenya. The study found that financial limitations were the most significant challenge, with 91.1% of respondents agreeing their schools did not have budgets for ICT implementation. There was a strong positive correlation between financial capacity and ability to adopt/use ICT. The study recommends the government allocate specific ICT budgets to schools, liberalize telecommunications policies to lower costs, and encourage public-private partnerships to generate resources for ICT in education.
The study examined the computer/internet training needs of primary school teachers in Uyo Local Government Area of Akwa Ibom State, Nigeria. A questionnaire was administered to 10 mathematics teachers and mathematics scores of 100 primary 6 students were collected. Two hypotheses were tested: 1) There is no difference in mathematics achievement between students taught by teachers with/without internet training and 2) There is no relationship between availability of internet facilities and teachers' usage. The results showed no difference in mathematics achievement but a significant relationship between facility availability and usage. It was concluded that providing internet facilities in schools could enhance teaching and learning but ongoing teacher training is also needed. Recommendations included providing internet facilities, strengthening teacher training, and adjusting curricula
The Landscape of ICT in Teacher EducationDave Marcial
This document summarizes the level of ICT competency among faculty in higher education institutions that offer teacher education programs in Central Visayas, Philippines. A survey found that most faculty have basic ICT literacy but there is only slight integration of technology into teaching. Ownership of smartphones, tablets, and laptops correlated with higher competency levels. Most faculty are in the early "awareness" stage of ICT integration. Recommendations include improving ICT infrastructure, developing updated competency standards, and prioritizing ICT in curriculum and training to help faculty develop innovative teaching with technology.
Factors affecting ict adoption in tertiary institutions in ghana a case of k...Alexander Decker
This document discusses factors affecting ICT adoption in tertiary institutions in Ghana, using Kwame Nkrumah University of Science and Technology as a case study. It was found that perceived usefulness and ease of use are primary drivers of ICT adoption. However, ICT is not fully integrated into teaching, research and learning at KNUST. Major obstacles include lack of readiness and willingness to embrace ICT, despite awareness of benefits, as well as inadequate infrastructure and ICT skills. Successful ICT adoption requires improving encouraging factors like infrastructure, skills and models of integration, while reducing discouraging factors.
Embracing ict into math instuction ghana's experienceMiracule D Gavor
The document discusses ICT integration in education in Ghana. It provides context that Ghana recently introduced educational reforms to improve teaching and learning through ICT integration. The project aims to understand how ICT can improve education quality in participating African countries like Ghana. It summarizes Ghana's ICT policy framework and the current state of ICT infrastructure, use, and training for teachers. At the pre-tertiary level, most teachers do not use ICT or receive training, while university educators use ICT more but training is still limited and needs improvement according to other studies.
Factors affecting school admin choices in adopting ict toolssyaabdulrahman
This study examines factors that influence school administrators' adoption of ICT tools in Malaysian schools. It aims to identify factors that influence administrators' use of ICT tools, the process of selecting hardware and software, and barriers to technology integration. The study finds that willingness of teachers, technical skills, cooperation among teachers, ease and effectiveness of tasks, trust in teachers, and maintenance of hardware influence ICT adoption. Lack of facilities, insufficient time for training due to teaching hours, and unwillingness of some teachers to change are barriers. The study examines the role of administrators in facilitating successful ICT integration through factors like vision, digital culture, professional practices, improvement efforts, and developing responsible digital citizens.
A monitoring and evaluation framework for the integration of ic ts in teachin...Alexander Decker
This document presents a study on developing a monitoring and evaluation framework for integrating ICTs in teaching and learning in primary schools in Kenya. The study found that while 75.7% of teachers were trained in ICT, only 32.4% of head teachers received such training, indicating a lack of skills to manage ICT integration. It was also found that ICT integration in the curriculum and availability of computers is low. The study concluded by recommending that teachers receive basic and advanced ICT training, infrastructure be improved, and the government provide more support to ensure continued ICT integration. A monitoring and evaluation framework is needed to properly support and assess ICT integration in teaching and learning in Kenyan primary schools.
This document discusses the role of information and communication technology (ICT) in commerce education at the higher secondary level in India. It outlines how ICT can enhance teaching and learning processes by making information more accessible and motivating for students. ICT allows for more flexible delivery of education and learner-centered approaches. When integrated effectively, ICT is shown to improve student engagement, academic performance, and development of skills needed for future careers. Commerce teachers are encouraged to utilize ICT tools like e-learning, internet resources, PowerPoint presentations, and interactive CD-ROMs to support instruction.
The document discusses the use of information and communication technologies (ICT) in education in Pakistan. It notes that ICT use is still in its early stages in Pakistan compared to other countries. The document reviews literature on how ICT has been used successfully in education in other countries through tools like radio, television, and computers. It discusses challenges to using ICT in Pakistan's education system, like lack of infrastructure and resources, but maintains that ICT can improve learning outcomes if implemented properly given Pakistan's circumstances.
This document discusses the importance of information and communication technologies (ICT) in education in Pakistan. It provides background on how educational methodology has evolved over time and how ICT is now an important modern tool used in educational institutions. The document reviews several articles and studies that outline the key benefits of ICT in education, including improved learning outcomes for students, more effective teaching methods, and better preparation of students for the modern workforce. It argues that adopting ICT is crucial for Pakistan's development and that teachers need proper training to fully realize the benefits of ICT in education.
The research paper discussed ICT impact on schools, through discussing its impact on teachers and students, and their general attitudes towards use of ICT in their classroom and as a medium of teaching and learning. The majority of the research indicated that the use of ICT was fruitful; its implementation raised the motivation of the students towards learning through breaking the conventional methods of teaching. Moreover, some of the studies showed that the student's rates of success, and that their participation improved, in addition to advancement in their computer skills and most importantly, their achievement. The use of ICT in schools is challenging and requires careful planning since the new generations have advanced skills in most of the new technological innovations, which threatens the educational process through using the ICT provided at schools for purposes beyond learning and teaching.
Usage and impact of ict in education sector a study of pakistanTariq Ghayyur
- The document analyzes the usage and impact of information and communication technology (ICT) in the education sector of Pakistan. It examines how availability, usage, knowledge, and effectiveness of ICT affect its usage and impact.
- The study collected data from 429 respondents at colleges and universities in Pakistan. The results show that availability and usage of ICT improves students' knowledge and learning skills. ICT is improving educational efficiency and informing policies.
- Availability and usage of ICT resources and students' knowledge of ICT positively correlate with its usage and impact on the education sector in Pakistan, according to the data analysis. The effectiveness of ICT also has a strong positive relationship with its usage and impact.
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
This document discusses the implications of information and communication technology (ICT) in science education in Pakistan. It notes that Pakistan is ranked 145th in terms of ICT use compared to other countries. The document reviews literature on the use of ICT in education, including how tools like PowerPoint have become common in schools. It also discusses examples of ICT use in education from other countries. The conclusion states that ICT is an essential component for a nation's success in areas like defense, security, economy and education.
1. The document discusses the use of information and communication technology (ICT) in education, particularly its integration into the teaching and learning process at higher secondary schools.
2. ICT is changing the roles of teachers and students, with learning becoming more student-centered and both taking on co-learner roles. ICT provides alternative knowledge sources, allowing teachers to focus on enhancing learning.
3. The document outlines several benefits of using ICT in teaching, including motivating students, allowing access to information anytime and from anywhere, facilitating higher-order thinking skills, and enabling greater teacher-student interaction and flexibility.
This study assessed Information Communication Technology (ICT)integration in four state Colleges
of Education in North Western, Nigeria. The study focuses on three criteria of technology adoption: availability,
utilization and integration. This becomes imperative given that the prospective teachers the colleges produce
will operate in school systems and with students that were influenced by global trends in information explosion.
Also, like most educational innovations, the use of ICT in schools should satisfy the key demands of availability
and accessibility to learners who demand its effective utilization, and, above all, integration into all facets of
curricular and pedagogical practices. The study used the cross-sectional survey design since it aims at a
description and evaluation of existing characteristics of a large population of respondents, by concurrently
studying different samples drawn from the population. Data werecollated using questionnaires administered on
lecturers and computer laboratory technicians of the selected Colleges. The data was analyzed using
percentages and means. The major finding of the study is that ICT presence in these colleges was still
peripheral due to lack of access to internet connectivity. It was therefore recommended that the schools should
expand their ICT capability, the students be given proper orientation and training on the uses and benefits of
ICT and that ICT integration must begin from the teacher training curriculum of the institutions.
Teaching using information and communication technology : Do trainee teachers...syaabdulrahman
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.
A MANAGEMENT APPROACH OF AN E-TUTORING PROGRAM FOR HIGH SCHOOL STUDENTSIJMIT JOURNAL
The inclusion of e-tutoring programs to support secondary school students is an international practice that is reinforced by both the education policies of the Ministries of Education and the potential of technology. The operation and management of the relevant programs is a challenging process, as the goal is to effectively support students and improve their learning. In the present work, the management approach of an e-tutoring program that operates from the school year 2012-2013 is presented. The approach includes a) the presentation of the processes through which the e-tutoring program is carried out, b) the information systems for monitoring the progress of its operation, such as students’ participation, the duration of their participation, their learning needs, the correlation with their performance and c) the etutors’ training procedures. In addition, practices are emerging that offer a comprehensive monitoring framework, which favors the proper functioning and further development, as well as the increasing participation of students.
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 Management Approach of an E-Tutoring Program for High School StudentsIJMIT JOURNAL
The inclusion of e-tutoring programs to support secondary school students is an international practice that is reinforced by both the education policies of the Ministries of Education and the potential of technology. The operation and management of the relevant programs is a challenging process, as the goal is to effectively support students and improve their learning. In the present work, the management approach of an e-tutoring program that operates from the school year 2012-2013 is presented. The approach includes a) the presentation of the processes through which the e-tutoring program is carried out, b) the information systems for monitoring the progress of its operation, such as students’ participation, the duration of their participation, their learning needs, the correlation with their performance and c) the etutors’ training procedures. In addition, practices are emerging that offer a comprehensive monitoring framework, which favors the proper functioning and further development, as well as the increasing participation of students.
The document discusses Singapore's Masterplans for ICT (Information and Communications Technology) in education from 1997-2014. The key points are:
1) The 1997-2002 Masterplan aimed to integrate IT into Singapore's education system, with goals like a 2:1 pupil-computer ratio by 2002 and 30% of curriculum being IT-based.
2) The 2009-2014 third Masterplan continues this vision and focuses on strengthening ICT integration, providing teacher professional development, improving practice sharing, and enhancing ICT infrastructure in schools.
3) Studies found multimedia/computer-based instruction improved learning outcomes and reduced learning time compared to traditional lectures. However, pictures sometimes interfered with learning to read for young
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
A study on impact of ict in teaching economics during covid 19Dr. C.V. Suresh Babu
International virtual conference 2021 on Post COVID global scenario: Threats and Opportunities organized by St. Joseph's College, Irinjalakuda, Kerala in collaboration with Graduate Business, Christian Brothers University, USA on 27th - 29th January 2021
Presentation: Higher Education in Pakistan: An ICT Integration ViewpointZaffar Ahmed Shaikh
This document summarizes a study examining challenges in integrating information and communication technology (ICT) into Pakistan's higher education system. A literature review found that ICT can improve education but its use faces barriers like lack of infrastructure and policy. The study used a Delphi method survey of 30 experts to evaluate ICT issues. Findings showed current ICT use is around 50% of potential and barriers include uneven ICT distribution and lack of funding. Recommendations include improving ICT skills, generating financial support, and developing a robust long-term ICT policy and implementation plan.
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.
Applying information and communication technology in teacher educationSahin Mondal
This document discusses applying information and communication technology (ICT) in teacher education. It notes that in the modern era, technology has rapidly spread to all aspects of life, including education, so teachers need to learn and practice using ICT. Teacher education institutions must provide training to help pre-service and in-service teachers learn how to best use new technologies and computer-assisted instruction in the classroom. The document focuses on exploring new ideas for using ICT in teacher training to improve teacher quality.
This document discusses blended learning in higher education institutions in Malaysia. It begins by explaining the limitations of traditional classroom learning and pure online learning. Blended learning combines the strengths of face-to-face and online learning. The document then provides background on higher education in Malaysia, including the growth of online programs. It explains how universities are implementing information and communication technologies but still lack strategic plans for online learning. The benefits of blended learning are that it addresses constraints of both traditional and online-only methods.
The document discusses the status of information and communications technology (ICT) education in the Philippines. It outlines the Department of Education's vision for using ICT to transform education and make it available anytime, anywhere through revitalizing schools, linking students to online resources, developing critical thinking skills, and fostering lifelong learning habits. It then reviews ICT initiatives and programs in the Philippines from the 1960s to the present, examines related studies on the impact and effective use of ICT in education, and discusses strategies and challenges in integrating ICT into the curriculum, teacher training, and school infrastructure development.
INTEGRATIONS OF ICT IN EDUCATION SECTOR FOR THE ADVANCEMENT OF THE DEVELOPING...ijcsit
This document discusses challenges and recommendations regarding integrating information and communication technologies (ICT) into the education sector in Bangladesh. Some key challenges discussed include a lack of ICT infrastructure and funding, as well as issues related to proper vision/planning, social/cultural factors, teachers' attitudes and skills, and a lack of convergence between technology and education. Recommendations provided to address these challenges include building teachers' ICT skills, learning from other countries' approaches, connecting schools digitally, establishing a dedicated IT group, and implementing smart classroom technologies on a limited pilot basis. An overall national ICT policy for education is also recommended.
The document discusses the use of information and communication technologies (ICT) in education in Pakistan. It notes that ICT use is still in its early stages in Pakistan compared to other countries. The document reviews literature on how ICT has been used successfully in education in other countries through tools like radio, television, and computers. It discusses challenges to using ICT in Pakistan's education system, like lack of infrastructure and resources, but maintains that ICT can improve learning outcomes if implemented properly given Pakistan's circumstances.
This document discusses the importance of information and communication technologies (ICT) in education in Pakistan. It provides background on how educational methodology has evolved over time and how ICT is now an important modern tool used in educational institutions. The document reviews several articles and studies that outline the key benefits of ICT in education, including improved learning outcomes for students, more effective teaching methods, and better preparation of students for the modern workforce. It argues that adopting ICT is crucial for Pakistan's development and that teachers need proper training to fully realize the benefits of ICT in education.
The research paper discussed ICT impact on schools, through discussing its impact on teachers and students, and their general attitudes towards use of ICT in their classroom and as a medium of teaching and learning. The majority of the research indicated that the use of ICT was fruitful; its implementation raised the motivation of the students towards learning through breaking the conventional methods of teaching. Moreover, some of the studies showed that the student's rates of success, and that their participation improved, in addition to advancement in their computer skills and most importantly, their achievement. The use of ICT in schools is challenging and requires careful planning since the new generations have advanced skills in most of the new technological innovations, which threatens the educational process through using the ICT provided at schools for purposes beyond learning and teaching.
Usage and impact of ict in education sector a study of pakistanTariq Ghayyur
- The document analyzes the usage and impact of information and communication technology (ICT) in the education sector of Pakistan. It examines how availability, usage, knowledge, and effectiveness of ICT affect its usage and impact.
- The study collected data from 429 respondents at colleges and universities in Pakistan. The results show that availability and usage of ICT improves students' knowledge and learning skills. ICT is improving educational efficiency and informing policies.
- Availability and usage of ICT resources and students' knowledge of ICT positively correlate with its usage and impact on the education sector in Pakistan, according to the data analysis. The effectiveness of ICT also has a strong positive relationship with its usage and impact.
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
This document discusses the implications of information and communication technology (ICT) in science education in Pakistan. It notes that Pakistan is ranked 145th in terms of ICT use compared to other countries. The document reviews literature on the use of ICT in education, including how tools like PowerPoint have become common in schools. It also discusses examples of ICT use in education from other countries. The conclusion states that ICT is an essential component for a nation's success in areas like defense, security, economy and education.
1. The document discusses the use of information and communication technology (ICT) in education, particularly its integration into the teaching and learning process at higher secondary schools.
2. ICT is changing the roles of teachers and students, with learning becoming more student-centered and both taking on co-learner roles. ICT provides alternative knowledge sources, allowing teachers to focus on enhancing learning.
3. The document outlines several benefits of using ICT in teaching, including motivating students, allowing access to information anytime and from anywhere, facilitating higher-order thinking skills, and enabling greater teacher-student interaction and flexibility.
This study assessed Information Communication Technology (ICT)integration in four state Colleges
of Education in North Western, Nigeria. The study focuses on three criteria of technology adoption: availability,
utilization and integration. This becomes imperative given that the prospective teachers the colleges produce
will operate in school systems and with students that were influenced by global trends in information explosion.
Also, like most educational innovations, the use of ICT in schools should satisfy the key demands of availability
and accessibility to learners who demand its effective utilization, and, above all, integration into all facets of
curricular and pedagogical practices. The study used the cross-sectional survey design since it aims at a
description and evaluation of existing characteristics of a large population of respondents, by concurrently
studying different samples drawn from the population. Data werecollated using questionnaires administered on
lecturers and computer laboratory technicians of the selected Colleges. The data was analyzed using
percentages and means. The major finding of the study is that ICT presence in these colleges was still
peripheral due to lack of access to internet connectivity. It was therefore recommended that the schools should
expand their ICT capability, the students be given proper orientation and training on the uses and benefits of
ICT and that ICT integration must begin from the teacher training curriculum of the institutions.
Teaching using information and communication technology : Do trainee teachers...syaabdulrahman
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.
A MANAGEMENT APPROACH OF AN E-TUTORING PROGRAM FOR HIGH SCHOOL STUDENTSIJMIT JOURNAL
The inclusion of e-tutoring programs to support secondary school students is an international practice that is reinforced by both the education policies of the Ministries of Education and the potential of technology. The operation and management of the relevant programs is a challenging process, as the goal is to effectively support students and improve their learning. In the present work, the management approach of an e-tutoring program that operates from the school year 2012-2013 is presented. The approach includes a) the presentation of the processes through which the e-tutoring program is carried out, b) the information systems for monitoring the progress of its operation, such as students’ participation, the duration of their participation, their learning needs, the correlation with their performance and c) the etutors’ training procedures. In addition, practices are emerging that offer a comprehensive monitoring framework, which favors the proper functioning and further development, as well as the increasing participation of students.
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 Management Approach of an E-Tutoring Program for High School StudentsIJMIT JOURNAL
The inclusion of e-tutoring programs to support secondary school students is an international practice that is reinforced by both the education policies of the Ministries of Education and the potential of technology. The operation and management of the relevant programs is a challenging process, as the goal is to effectively support students and improve their learning. In the present work, the management approach of an e-tutoring program that operates from the school year 2012-2013 is presented. The approach includes a) the presentation of the processes through which the e-tutoring program is carried out, b) the information systems for monitoring the progress of its operation, such as students’ participation, the duration of their participation, their learning needs, the correlation with their performance and c) the etutors’ training procedures. In addition, practices are emerging that offer a comprehensive monitoring framework, which favors the proper functioning and further development, as well as the increasing participation of students.
The document discusses Singapore's Masterplans for ICT (Information and Communications Technology) in education from 1997-2014. The key points are:
1) The 1997-2002 Masterplan aimed to integrate IT into Singapore's education system, with goals like a 2:1 pupil-computer ratio by 2002 and 30% of curriculum being IT-based.
2) The 2009-2014 third Masterplan continues this vision and focuses on strengthening ICT integration, providing teacher professional development, improving practice sharing, and enhancing ICT infrastructure in schools.
3) Studies found multimedia/computer-based instruction improved learning outcomes and reduced learning time compared to traditional lectures. However, pictures sometimes interfered with learning to read for young
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
A study on impact of ict in teaching economics during covid 19Dr. C.V. Suresh Babu
International virtual conference 2021 on Post COVID global scenario: Threats and Opportunities organized by St. Joseph's College, Irinjalakuda, Kerala in collaboration with Graduate Business, Christian Brothers University, USA on 27th - 29th January 2021
Presentation: Higher Education in Pakistan: An ICT Integration ViewpointZaffar Ahmed Shaikh
This document summarizes a study examining challenges in integrating information and communication technology (ICT) into Pakistan's higher education system. A literature review found that ICT can improve education but its use faces barriers like lack of infrastructure and policy. The study used a Delphi method survey of 30 experts to evaluate ICT issues. Findings showed current ICT use is around 50% of potential and barriers include uneven ICT distribution and lack of funding. Recommendations include improving ICT skills, generating financial support, and developing a robust long-term ICT policy and implementation plan.
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.
Applying information and communication technology in teacher educationSahin Mondal
This document discusses applying information and communication technology (ICT) in teacher education. It notes that in the modern era, technology has rapidly spread to all aspects of life, including education, so teachers need to learn and practice using ICT. Teacher education institutions must provide training to help pre-service and in-service teachers learn how to best use new technologies and computer-assisted instruction in the classroom. The document focuses on exploring new ideas for using ICT in teacher training to improve teacher quality.
This document discusses blended learning in higher education institutions in Malaysia. It begins by explaining the limitations of traditional classroom learning and pure online learning. Blended learning combines the strengths of face-to-face and online learning. The document then provides background on higher education in Malaysia, including the growth of online programs. It explains how universities are implementing information and communication technologies but still lack strategic plans for online learning. The benefits of blended learning are that it addresses constraints of both traditional and online-only methods.
The document discusses the status of information and communications technology (ICT) education in the Philippines. It outlines the Department of Education's vision for using ICT to transform education and make it available anytime, anywhere through revitalizing schools, linking students to online resources, developing critical thinking skills, and fostering lifelong learning habits. It then reviews ICT initiatives and programs in the Philippines from the 1960s to the present, examines related studies on the impact and effective use of ICT in education, and discusses strategies and challenges in integrating ICT into the curriculum, teacher training, and school infrastructure development.
INTEGRATIONS OF ICT IN EDUCATION SECTOR FOR THE ADVANCEMENT OF THE DEVELOPING...ijcsit
This document discusses challenges and recommendations regarding integrating information and communication technologies (ICT) into the education sector in Bangladesh. Some key challenges discussed include a lack of ICT infrastructure and funding, as well as issues related to proper vision/planning, social/cultural factors, teachers' attitudes and skills, and a lack of convergence between technology and education. Recommendations provided to address these challenges include building teachers' ICT skills, learning from other countries' approaches, connecting schools digitally, establishing a dedicated IT group, and implementing smart classroom technologies on a limited pilot basis. An overall national ICT policy for education is also recommended.
FOR PPT AND SCRIPT ON INTERNATIONAL PRESENTATION.docxEDWINCFUEGO
This document discusses the importance of integrating information and communication technology (ICT) into education. It provides context on how ICT has transformed education globally and discusses various organizations and policies that support ICT integration. The document also outlines a study conducted to develop an ICT skills-based program for high school teachers in the Philippines. The study assessed teachers' ICT knowledge and skills, identified areas for improvement, and developed a program to address gaps. The program considered teachers' profiles and was validated by experts.
Challenges & Enablers of e-Learning Policy Implementation in Vocational Colle...Gabriel Konayuma
The study seeks to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to technical and vocational education and training.
This document summarizes the experiences and lessons learned from 32 projects supported by the International Institute for Communication and Development (IICD) that used information and communication technologies (ICTs) to enhance education over 8 years in 8 countries. Key lessons included the need to focus on training teachers to develop their own teaching materials using ICTs, to train teachers in basic ICT and pedagogical skills, and to support networking among teachers for sharing experiences and materials. The projects contributed to achieving universal primary education and gender equality goals by improving the quality of teaching and learning and providing equal access to education for men and women.
Perceived competence of nigerian secondary schools teachers inAlexander Decker
This document summarizes a study that examined the perceived competence of Nigerian secondary school teachers in using information and communication technology (ICT). The study found that most teachers in Ogun State secondary schools do not have the required competence in ICT. It also found that teachers' competence in ICT usage is not influenced by their academic qualifications, teaching experience, or subject specialization (whether in sciences or humanities). The document recommends that the Nigerian government provide more training opportunities for teachers in ICT usage through regular seminars and workshops, increase computer access in schools, and provide internet access and financial support to encourage teachers to learn ICT skills.
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.
Ict in higher education review of literature from 2004 2011Tariq Ghayyur
This document discusses the use of information and communication technologies (ICT) in higher education. It begins by defining ICT and outlining how ICT can be used as a tool to enhance education quality, share best practices, and reach more learners. The success of ICT-based education depends on teachers' ability to keep up with technological developments. The document then reviews literature from 2004-2011 on ICT implementation efforts in various countries. It finds that factors like ICT skills, infrastructure, policies, and funding models influence integration outcomes. Benefits of ICT include improved access, flexibility and learning resources for students. Challenges include high costs of infrastructure, course development and delivery. Overall ICT is seen as important for
1. A study investigated factors that determine if teachers continue using technology in teaching after participating in professional development in Tanzania.
2. The study found that most teachers continued using technology regularly after the program, with higher rates for pre-service teachers and teachers at two schools.
3. Regression analysis identified key factors predicting continued use: for professional development, the value teachers placed on the program and opportunities for continuous learning; for personal factors, knowledge and skills and engagement; for institutional support, access to technology and school support; and for technology, ease of use.
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.
This research project proposes to study the use of information and communication technologies (ICT) to support teaching and learning in disadvantaged schools and communities in Rwanda and South Africa. The project aims to develop models for effective ICT introduction and use at the basic education level. It will focus on supporting teacher development and capacity building to effectively integrate ICT into teaching mathematics and science. It also aims to study how ICT can be used to engage and support community development efforts. The project seeks to answer questions about current ICT infrastructure and skills, how ICT can support teaching and learning as well as teacher professional development, and how ICT can help close gender divides in mathematics and science education. Expected outcomes include the development of teaching models using
This research proposal examines the impact of teachers' use of information and communication technologies (ICT) on student performance in higher education. The study aims to observe the relationship between ICT use and student achievement, as previous analyses have provided inconclusive results on whether ICT investments affect student outcomes. Since student performance is influenced by instructional factors and teacher characteristics, teachers' use of ICT could play an important role as a determinant of educational results. The proposal reviews literature from 2000-2018 and will use teacher ICT use data and student performance scales to determine the relationship. The results may provide insights into how promoting greater ICT integration in education can enhance student performance.
1) UNESCO developed the ICT Competency Framework for Teachers to provide guidelines for integrating technology into education systems globally.
2) The framework aims to prepare teachers and students for 21st century skills and knowledge-based societies through six domains: curriculum, pedagogy, ICT skills, administration, teacher training, and policy.
3) Implementing the framework in India faces challenges with coordinating different ministries and organizations, but case studies show growing ICT presence in higher education through initiatives like the National Mission on Education and the National Knowledge Network.
KNOWLEDGE AND PERCEPTIONS OF STUDENTS REGARDING THEIR TEACHERS’ ICT INTEGRATI...IJITE
Because of the importance of ICT in people’s everyday lives, teachers worldwide are encouraged to find
innovative and creative ways to incorporate these tools into classroom learning. As such, the goal of this
study is dual : to investigate students’ knowledge of ICT and its integration in secondary schools settings
on the one hand and to explore their perceptions of their teachers’ ICT integration in the classroom and its
advantages on the other. Quantitative research approach implying a self-designed questionnaire was used
for data collection. A total of 132 student-teachers from first year at the Teacher Training School of
Natitingou were used as participants. The results showed that these participants : (1) have a good
knowledge of the concept of ICT, its tools and its significances; (2) perceive what teachers do when
integrating ICT in the classroom ; and (3) acknowledge the multiple advantages of ICT integration in the
classroom.
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
An e-Readiness Assessment of ICT Integration in Public Primary Schools in Ken...Editor IJCATR
In primary schools, information and communication technologies (ICT) are widely seen as tools for enhancing learning. This expectation increases their rapid diffusion and adoption throughout developing countries. Despite the strong emphasis given to ICTs in education, little has been done to evaluate e-readiness as a factor that influences ICT integration in primary schools in Kenya. This study sought to evaluate e- readiness of ICT integration in public primary schools in Nyeri Central Sub-County, Kenya. The study adopted descriptive survey design. The targeted population was 376 subjects comprising of 375 teachers in the 23 public primary schools in Nyeri Central Sub-county and one Sub-county director of education. 11 schools were sampled through simple random sampling technique. The SCDE and the head-teachers of every school sampled were purposively selected. 66 teachers were randomly sampled, making the sample size of 78 respondents. Data collection was done using questionnaires, interview and observations. There was a response rate of 100%. The results indicated moderate readiness in adopting ICT in public primary school in Nyeri Central Sub-county. This would be enhanced if the government would expedite the process of procurement and installation of the digital hardware and software in the schools and also, plan on how all public primary teachers would be re-trained on ICT application on the primary education curricula.
ADAPTION AND IMPLEMENTATION OF THE NEW NORMAL EDUCATIONAL SYSTEM IN THE PHILI...Yasmine Anino
The document summarizes the adaption and implementation of the new normal educational system in the Philippine setting. It discusses that while other Southeast Asian countries effectively implemented alternative forms of education early on, the Philippines is just beginning due to a late start in subscribing to digital education. It also notes several challenges the Philippine educational system faces, including a lack of technology availability and affordability. The document provides an overview of the current status of the Philippine educational system and the efforts of the Department of Education to prepare for distance learning starting in August, though many challenges remain regarding teacher training and student access to technology and resources.
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
1. The document discusses the integration of information and communication technology (ICT) into commerce education at the higher secondary level in India.
2. ICT can enhance teaching and learning in commerce by improving cognitive skills like problem solving and creative thinking, and by providing access to a growing knowledge base.
3. The use of ICT assists in shifting from a teacher-centered approach to a student-centered one where students learn by exploring and working with peers, with teachers acting as guides.
The document discusses the availability and utilization of e-learning infrastructures for teaching and learning at the University of Ibadan, Nigeria. It finds that e-learning infrastructures are generally inadequate, with most items like internet services, digital library access, computer availability, and educational materials online rated as disagreed by both lecturers and students. While lecturers can use the internet and refer students to it for assignments, their proficiency in using other e-learning tools for teaching is limited, with most items rated as disagreed. Factors inhibiting use of e-learning include inadequate infrastructure to support it. The study aims to investigate these issues to encourage better use of e-learning and foster teaching/learning.
Similar to Barriers of information communiction technology (ICT) adoption in Botswanas’ primary education (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
More from Journal of Education and Learning (EduLearn) (20)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Barriers of information communiction technology (ICT) adoption in Botswanas’ primary education
1. Journal of Education and Learning (EduLearn)
Vol. 14, No. 2, May 2020, pp. 217~226
ISSN: 2089-9823DOI: 10.11591/edulearn.v14i2.15312 217
Journal homepage: http://journal.uad.ac.id/index.php/EduLearn
Barriers of information communiction technology (ICT)
adoption in Botswanas’ primary education
Alpheus Wanano Mogwe1
, Peloyame Ambrocia Balotlegi2
1
Department of Library and Information Studies, University of Botswana, Botswana
2
Daimon Systems PTY Ltd, Gaborone, Botswana
Article Info ABSTRACT
Article history:
Received Jan 16, 2020
Revised Mar 16, 2020
Accepted Apr 1, 2020
Information communication technology is essential for any organisation to
stay competitive, and in the education sector it has helped in enhancing
modern ways of learning and teaching; therefore helping in delivering high
quality education and preparing students for the information and technology
era. Studies have acknowledged its importance from early primary education
to that of a positive impact. However, Botswana’s’ primary education system
hardly adopts and use it despite the country’s government promotion of its
adoption, and efforts channeled to promoting its usage. Therefore, this study
sought to understand barriersassociated with its adoption in primary
education in Botswana with a view of recommending ways to fortify its
adoption.The research followed the quantitative approach, with a
questionnaire distributed in selected primary schools. Findings indicated a
low rate of ICT utilisation, lack of basic ICT skills, lack of infrastructure
amongst the key barriers to ICT adoption and utilisation in the primary
education system. In conclusion there is need of implementation of policies
enforcing adoption and utilisation of information communication technology
and the need of involvement of all stakeholders to be involved to promote it.
Lastly rigorous training to have qualified personnel to spearhead the adoption
and utilisation is essential.
Keywords:
Barriers of ICT
E-learning
ICTs
ICT adoption
Education
This is an open access article under the CC BY-SAlicense.
Corresponding Author:
Alpheus Wanano Mogwe,
Department of Library and Information Studies,
University of Botswana,
Botswana.
Email: alpheus.mogwe@mopipi.ub.bw
1. INTRODUCTION
Information and communication technology (ICT) has been widely used all around the world and
people’s awareness has grown in integrating ICT in education. Different countries have accepted and
implemented many initiatives to introduce ICT in their educational systems [1]. The importance of ICT has
been reported by authors such as Almalki & Williams [2, 3] that it brings productivity and efficiency to
learners (students) and teachers;and also provide a better learning experience if successfully
implemented.According to Almalki & Williams [4] ICT has potential to improve teaching and learning as
well as provide good opportunities for teachers to improve their ICT skills when used appropriately.
In Botswana the government has laid out initiatives to help in adoption and intergration of ICTs in
the education system. Vision 2036 has been designed to also accommodate integration of ICTs in the
education system and that is through the goal of producing globally competitive human capital, relevant in
the era of ICT and beyond. Various policy documents have also supported this vision. This include
documents such as the Botswana Education and Training Strategic Sector Plan(ETSSP 2015-2020), NDP 11,
2. ISSN:2089-9823
J. Edu.& Learn. Vol. 14, No. 2, May 2020 : 217 – 226
218
NHRDS 2009 and Maitlamo 2012 amongst the many policies aimed at addressing usage of ICT in education
[5, 6]. This is so because the governmnmet has done studies and appreciated the benefits of ICTs in education
by benchmarking from other countries. Thus ICTs in the teaching and learning environment will contribute in
molding learners from a younder age until maturity when they are able to join the work force. Studies done
have shown that adoption of ICT in the teaching and learning process benefits students through improving
the problem solving skills, improve comprehension skills, improve their reasoning, make them innovative,
and make them to be part of the global society by improving their competitive urge to succeed thus overall
improvement in reasoning [3, 7-10].
With the noticeable advantages and benefits of ICT in education sector, other worldwide educational
organizations have created standards for adopting and integrating ICT in education [9]. It is in this backdrop
that this study was carried out as it was found out that despite written policies in Botswana, ICT adoption in
the primary education of Botswana has been very slow or non-existent at all in some quarters. Having gone
through studies from various parts of the world it has been touted that there are hindering to ICT adoption in
eduction such as having not enough computer labs and or ICT equipment to integrate ICT in schools. With
that, Botswana being one of the developing countries is very imperative to understand what is slowing the
adoption of ICT in primary education and recommend ways or solutions to ameliorate the situation.
2. PURPOSE AND OBJECTIVES
The purpose of this study was to find out the barriers/ challenges inhibiting complete adoption of
ICT in primary education in Botswana, having clearly developed policy documents such as Thuto-net,
ETSSP 2015-2020, Vision 2016, Maitlamo 2012, NDP 11, NHRDS 2009 and the current vision 2036 [5].
With the country in pursuit of Vision 2036 which outlines creation of a condusive environment to
accommodate the use of ICT in all the activities within a school In Botswana ranging from school
management, administrative, teaching and learning, ICT adoption and integration remains lagging behind.
This was on followup to the countrys 5 year planETSSP (2015) running from 2015-2020 that defined clear
goals which have been enshrined in the vision 2036 and the Thuto-net policy that within the 5 year plan the
schools should have been networked with high speed internet, establishment of e-learning and availability of
e-content and implementation of such content for primry, secondary, vocational and tertiary schools. Despite
all the great policies and implementation strategies put in place, the country is still behind in the adoption and
intergration of ICT in primary education. Therefore, it is very imperative to know what are the factors
limiting its adoption, as so many policies have outgrown their time limitations yet no concrete results on
adoption and intergration of ICT in primary education. Through understanding of this, this would pave a
better way of embracing ICT and adopting it for usage and ameliorate the situation for the benefit of primary
school teaching community and the students. This study aimed to meet the following research objectives:
a. To investigate the situation of ICT adoption in primary schools in Botswana.
b. To analyze the current barriers to ICT adoption in these primary schools.
c. To propose solutions to overcome ICT adoption barriers in Botswana primary schools.
3. BARRIERS FOR USING ICT IN CLASSROOM INSTRUCTION
Salehi & Salehi [10] defines a barrier as a condition that hinders progress and achievement of a
specified aim. A number of research studies have been conducted in an effort to determine the barriers to ICT
adoption in classroom instruction. A study by Leteane and Moakofhi [11] which sought to find out the
perceptions of public primary school teachers in Botswana with regards to ICT usage did find out that there
was still low usage of ICT in classroom instruction, corroborating the same findings by Mogwe et al [12].
The researchers cited insufficient resources, negative attitude of teachers and lack of training as challenges
which result to low usage of ICT usage among the primary school teachers in Botswana. An exploratory
study conducted by Mathipa and Mukhari [13] revealed that insufficient number of computers and lack of
application programs, teacher generation gap, inadequate teacher training, lack of ICT training, poor school
leadership and lack of public support as some of the factors which impede ICT integration in teaching and
learning in Southern African urban schools concurring with Mathevula and Uwizeyimana [14]. Therefore,
the Botswana backdrop really shows a disparity in the adoption and usage of ICT systems in education due to
various barriers.
A study by Goktas et al [15] titled “Enablers and barriers to ICT use in primary schools in Turkey”
did identify a number of barriers to ICT adoption in classroom instruction such as lack of hardware, lack of
in-service training for teachers, lack of basic knowledge and skills for ICT among the teachers, lack of
administrative support and lack of technical support, some of which were covered by Yilmaz [16]. Moyo et
al [17] and Unal & Ozturk [18]did categorize barriers to ICT integration into teacher’s classroom instruction
3. J. Edu. & Learn. ISSN: 2089-9823
Barriers of information communiction technology (ICT) adoption in Botswanas … (Alpheus Wanano Mogwe)
219
into two: teacher level-barriers and school-level barriers. Teacher-level barriers include lack of teacher
confidence, lack of teacher competence, resistance to change and negative attitudes. Barriers grouped under
school-level include lack of time to develop ICT-based teaching content, lack of effective training, lack of
technical support in the classroom and lack of ICT-based resources. These barriers are also confirmed in the
studies by both Salehi &Salehi [10] and Goktas et al. [15].
Unal & Ozturk [18] did also identify Lack of ICT equipment in classrooms, Lack of ICT-Based
teaching resources, teachers’ beliefs and practices, lack of in-service training and lack of sufficient time to
prepare ICT lessons as some of the inhibitors of ICT integration in classroom instruction. Most of the ICT
skills which a number of teachers receive in most cases are focused on general knowledge and not pedagogy
[18]. Mingaine [19] acknowledges that teachers are crucial when it comes to the adoption and use of ICT in
schools because they are always at the centre of curriculum implementation and hence their level in ICT
skills is paramount in integrating ICT in classroom instruction, thus they should have all the necessary high
level ICT skills. Mingaine [19] further states that if a teacher has a positive attitude towards the use of ICT
then he or she will be very instrumental in the implementation of the same in teaching and learning. Teachers
objection to change in the technological context arises as result of a number factors which can be classified
into two: (1) place-dependent factors which comprises of limited internet connectivity, lack of compliance of
the classroom with innovative operation of the technologies, and lack of suitable technology for teaching and
learning; (2). Teacher- dependent factors which are factors which relate to low degree of interest or lack of
awareness of teachers of the need for change, fear of losing control in a classroom setup and fear change of
status [20, 21]. Moreover, another study conducted did identify Insufficient computer laboratories, lack of
teacher training in the use of ICT, inadequacy in technical support, lack of time and difficulty in integrating
ICT as the main barriers of ICT integration in classroom instruction [10, 22]. Technical support will include
maintenance of both software and hardware.
Technology integration in education is a complex phenomenon that requires a better understanding
on teachers’ motivations, perceptions and beliefs about learning and technology [12, 23]. Liu [24] did findout
that the pedagogical beliefs of a teacher play a major role when it comes to the technology integration into
classroom instruction. The study does indicate that the teachers who are proponents of a learner-centered
approach are likely to apply constructivist teaching and they are also likely to utilize technology in project-
based learning activities or enquiry based learning. However using technology in such activities; requires a
lot time which is often constrained by syllabus coverage and student academic performance. Most education
stakeholders such as parents tend to focus on the academic achievement and not on how knowledge is
transferred to the students. This stakeholder demand often puts teachers in state of confusion when it comes
to issues of integrating technology into teaching and learning activities. The results from the study indicated
that student achievement was a major factor which influences teachers when it comes to
integrating technology in class room instruction and this mostly applied to teachers who uphold learner-
centered approach.
A study by Hermans et al [25] which investigated the impact of primary school teachers’
educational beliefs on the adoption of ICT onto classroom instruction did support the hypothesis that teacher
beliefs about teaching and learning determine a teacher’s adoption of computers in classroom instruction.
The study found out that constructivist teacher beliefs were found to be a major predictor of computer use in
class room instruction as compared to traditional teacher beliefs which seems to have a negative impact on
integrating ICT into class room instruction. In their study Moya et al [17] did come to a conclusion that an
institution Management has a significant effect on the integration of ICT in the teaching and learning
activities. The level of support given by the school management on ICT integration into teaching and
learning determines how well the diffusion will take place. A positive attitude from the school management
will always ensures faster and smooth integration of ICT in the teaching and learning activities.
A study by Kipsoi et al [26] does indicate that most countries in the sub-Saharan Africa are yet to
embrace ICT in schools. Most schools view ICT as one of the technical subjects and not as a tool which can
be integrated into teaching and learning activities. If utilized appropriately ICT tools such as computers can
help learners enhance their analytical and creative skills and at the same time enable them to collaborate with
their peers.
Having understood the barriers, the study was then guided by the Tearle Theory [27] to understand
fully the setup of the primary school environment and how these barriers interlink with the primary education
environment in Botswana. This has been one of the widely utilised theories when investigating ICT adoption
and integration in the education fraternity. The theory focuses onto four areas namely the organisation; the
individual, material or practical factors and the whole change process. A brief discussion on them in relation
to their understanding for this study is as follows:
a. Organisation: The whole primary school outlook in Botswana sector is described outlining all the
relevant characteristics from leadership, staff, school culture, resourcing, teaching and learning culture,
4. ISSN:2089-9823
J. Edu.& Learn. Vol. 14, No. 2, May 2020 : 217 – 226
220
technical support, formal and informal structures, as understanding the adoption of ICT is also
dependent on understanding the school itself.
b. Individual: the individual’s attitude within an organisation is important, hence understanding the staff
individual within a primary school in relation to their attitude, knowledge and understanding of ICT,
attitudes towards the change process involved of moving into an ICT environment, working ethics are
all important to be able to measure their impact on adoption of ICT within their environment.
c. Material or practical factors: It is very important to understand the environment of the primary school in
relation to resource allocation, provision of training and support to utilise resources, ample time to
support utilisation of the adopted resources.
d. Change process: the whole change process needs to be investigated and understood. Thus an evaluation
and assessment of that change needs to be taken into consideration. The change involved might bring
difference in the way things have been done before and it is important to understand how the change
works, thus evaluation of instruments inplace to drive the change, operational guidelines to follow and
how to react to new developments, requirements and or new issues as the change process happens.
Therefore in primary schools, as the change happens all this had to be taken into consideration and it
will determine also the factors stalling the adoption of ICT in a primary education set up.
4. RESEARCH METHOD
This paper was concerned with examining teacher ICT practices and or believes in the use of ICT in
their professional setting with view of understanding the barriers to ICT adoption in their primary schools.
Quantitative methodology was used to collect and analyze the data. A survey method was used to investigate
the barriers of ICT adoption in primary schools in Botswana. The study was conducted in three primary
schools, with two residing in the urban area and one in the rural area. Purposeful sampling was used to select
the schools and random sampling was used to select participants within the school. Three schools were
selected: Galaletsang primary school, Notwane primary school and Khuduga primary school.
The sample was selected from different primary schools where teachers and head teachers and or IT
personnel acted as participants for the study. The population to be sampled was 60 combined from both
schools, with a sample size required on the confidence level of 95% and margin of error at ±5% being 43.
The study made use of structured questionnaires, where participants were given print-outs of
questionnaires to answer and return them. Questions ranged from requiring for educational level, ICT beliefs,
ICT practices, and current ICT usage. The survey also included questions regarding perceptions or believes
that hinders the effective use of ICT in schools. The questionnaire followed a 5-point Likert scale of 1=
Strongly Agree, 2= Agree, 3= Not sure, 4=Disagree, 5= Strongly Disagree. A total of 60 questionnaires were
distributed and the total number of respondents was 44, above the 43 required. Survey data was analysed
using the Statistical Package for the Social Sciences (SPSS).For the description of the study, the percentages
are used to show levels of related ICT skills and barriers of ICT implementation in schools.
5. RESULTS
Having presented a questionnaire addressing various issues as addressed through the Tearle theory,
the authors summarized their findings into 4 main key issues of demographics, ICT Skills, ICT usage
experiences and barriers all addressing the organisation, individuals, material factors and the change process.
This are summarized as follows:
a. Demographic key data
The total number of respondents were 44 out of 60 that we expected to have answered the
questionnaire. The study had a diverse of questions to ask the respondents and captured here are the key
findings from the study. The summarised response rate is indicated in Table 1 as follows:
5. J. Edu. & Learn. ISSN: 2089-9823
Barriers of information communiction technology (ICT) adoption in Botswanas … (Alpheus Wanano Mogwe)
221
Table 1.Respondent gender, designation and standard teaching
Variable Category No out of 44 percent%
Gender Female 36 82
Male 8 18
Designation Teacher 32 74
Senior Teacher 5 11
School Head 1 3
HOD 6 13
Standard Teaching Standard 6-7 11 24
Standard 4-5 16 37
Standard 1-3 17 39
b. ICT (computer) skills questions
It was also important to gauge the respondent’s level of computer skills. The respondents were
asked their computer skills ranging from utilisation of a computer itself, the basic applications of a computer
and to rate their user experiences with computers.
i. Computer skills
Computer skills were explained to users as the basics of being able to operate a computer. This
included powering a computer, connecting necessary devices to computers, printing from a computer, minor
or basic troubleshooting and overall running of computer related operations. These skills were measured
from Power user, novice user and regular user.
As seen from Figure 1 many of the respondents who answered this questionnaire showed that they
lack proficiency in computer skills. Various computer skills were grouped under this category and many of
the respondents indicated that they are novice users at 58%, and this also sustains the findings by Mogwe et
al [12] that many of the teachers in primary schools lack basic skills of using ICT related technologies which
has become a thorny issue affecting adoption and usage of ICT skills in primary schools in Botswana, thus
translating to affecting the students who relies on teachers for educational delivery.
Figure 1. Level of computer skill
ii. Basic application skills
Respondents were asked questions on basic applications. Respondents had to choose the basic
applications they used frequently or have knowledge of, and rate their skills on those basic applications.
Basic applications were identified as indicated from Figure 2 and respondents had to choose from the list and
rate their skills on them.
Figure1. Applications used and skills
6. ISSN:2089-9823
J. Edu.& Learn. Vol. 14, No. 2, May 2020 : 217 – 226
222
Basic understanding of usage of basic applications is paramount in primary schools. Respondents
were asked on the level of their skills matched to the applications they utilise and it shows that the most used
application is word processing at 95%, followed by powerPoint presentation at 37% , spreadsheet at 34% and
the results of surfing internet (WWW) by at 53%, and using E-mail at 45%. On being probed further on the
levels of skills in relation to the above applications majority at 85% noted that they do not have sufficient
knowledge but very basic skills on using the applications or nor skills at all. This results indicated that the
teachers skills related to ICT (word processing, PowerPoint presentation, Excel and E-mail), is still not
enough, therefore, in order to successful implementation of ICT in schools, the teachers need more training to
be familiar with ICT which they would then translate the skills learned to students.
iii. ICT usage experience
The respondents were asked to be able to assess themselves on what kind of users are they in
relation to personal experience with ICT. Table 2 summarises the results.
Table 2. ICT usage experience
How is your personal
experience with ICT
How do you judge yourself
in using ICT in your classes
How do you think of other
teachers’ familiarity with ICT?
Confident user 5% 8% 8%
Frequent user 21% 3% 5%
Limited user 68% 42% 58%
Never used 5% 47% 29%
The results from Table 2 on ICT usage experience shows a very huge disparity in terms of the three
factors which respondents were assessed to. Many of the respondents indicated that they have a limited
personal experience with ICT at 68%, and many also indicated that they are limited users at 42% and never
used ICT at 47% when assessed on the measure of using ICT. Many also acknowledge that many other
respondents lack ICT skills at 29% or have limited skills at 58%. This feedback paints a similar conclusion
from various authors [12, 28]who indicated that many teachers in both primary and secondary schools in
Botswana lack the basic ICT skills or are not competent enough in ICT skills. This skill deprivation is caused
among by so many factors which play a hindrance role such as the ones outlined in Table 3.
c. Barriers of ICT
Having understood the skills of the respondents, it was also important to understand their views on
barriers which they found to be a hindrance for them to be able to have competitive skills in the ICT sector.
Table 3 summarises the respondent’s barriers of ICT.
Table 3. Barriers of ICT
Lack
of
institutional
support
through
leadership
and
planning
to
implement
change
hinders
me
to
use
ICT.
Lack
of
ICT
equipment
hinders
me
to
use
ICT.
Shortage
of
class
time
hinders
me
to
use
ICT.
Requirements
of
qualifications
discourage
me
to
use
ICT
Time
needed
to
learn
using
ICT
prevents
me
to
use
ICT
School
views
about
ICT
discourage
me
to
use
ICT
Colleagues’
negative
views
about
ICT
hinder
me
to
use
ICT
in
the
class
Society
views
about
ICT
hinder
me
to
use
ICT
Few
ICT
technical
supports
at
schools
discourage
me
to
use
ICT
in
classroom
Little
access
to
ICT
prevents
me
to
use
ICT
Agree 37% 26% 42% 21% 24% 13% 0% 5% 45% 37%
Disagree 16% 16% 18% 45% 42% 50% 50% 45% 18% 34%
Not sure 16% 8% 5% 8% 13% 24% 8% 8% 11% 5%
Totally
agree
24% 37% 29% 13% 13% 3% 3% 5% 18% 21%
Totally
disagree
8% 13% 5% 13% 8% 11% 39% 37% 8% 3%
Most respondents believe that lack of resources (class time, leadership support, technical support
and equipment’s) hiders them to use ICT. The results indicated that, ICT barriers that effect the
implementation of ICT in schools, are Insufficient computers at(63%), lack of institutional support at(61%)
7. J. Edu. & Learn. ISSN: 2089-9823
Barriers of information communiction technology (ICT) adoption in Botswanas … (Alpheus Wanano Mogwe)
223
and (63%) Inadequate of technical support as well as (71%) lack of time. However the results of this section
agreed with others studies conducted in different countries around the world such as the one by [7] [19].
From the results it shows that, there is relation between many barriers, Teachers cannot use ICT tools
appropriately in classroom, because they need support and equipment’s.
6. ANALYSIS
The analysis was done and summarized following the four main areas of the Tearle theory [27] as
having been presented on the questionnaire. The following are the main analysis points:
(1) Understanding the Organisation or setup of the primary schools studied: The authors managed to
understand the outlook of the public primary schools in Botswana through the mirror of those studied in
terms of staffing, makeup and cultures which are loosely knitted together despite varying locations. The
leadership constitutes of the School head, deputy and the Head of Departments and then there is a pool of
teachers varying with seniority in positions. They teach between standard 1 and standard 7 grades which are
the available grades within the Botswana primary school system. The teaching and learning culture is mostly
traditional – brick and mortar scenario, manual paper usage and less or no ICT at all as also indicated from
other studies [11, 12, 28]. Many schools have standard resources supplied by the government and they
individually compete for extra resources from the community and external stakeholders. As seen from the
findings, many of those employed within the leadership and teaching roles have minimal ICT skills or no
skills at all. There is lack of dedicated functional ICT labs with dedicated ICT support individuals but
reliance is on individual teachers with some form of understanding of ICT. ICT subjects are not offered as
mandatory and examined but as an optional case to students and with lack of being examined not being
treated seriously as other subjects [11, 12] and not meeting up to the standards outlined in the policies of
Botswana [5, 6]. It can be concluded from the analysis that the organisational set up of primary schoolsin
Botswana needs refurbishment to promote adoption of ICT from the organisational point of view in terms of
running ICT examined subjects, ICT functional labs and ICT syllabus and , having ICT trained personnel
on ground.
On the individual level, it can be noted that many of them lacked basic ICT skills, and this are the
same finding discovered by authors from various studies such as Mogwe et al [11]. With limited studies on
the ICT adoption in primary schools in Botswana is very complex to measure how it has evolved over the
years, but what can be noted is that a study focusing on secondary schools concludes similar analysis [12].
Many respondents indicated that they are novice users at 58%, majority lacked basic skills to operate
applications such as Microsoft Word, PowerPoint and or Excel. Many individuals at 68% showed they have
limited personal experience with ICT painting a similar picture on findings from other studies [11, 12] who
indicated that many teachers in both primary and secondary schools in Botswana lack the basic ICT skills or
are not competent enough in ICT skills. This skill deprivation is caused among by so many factors especially
from the organisation set up of the primary schools which were found to be not in the forefront in promoting
ICT utilisation practically, lack of proper infrastructure such as functional ICT labs and availability of trained
personnel to assist in ICT skills. Respondents indicated embracement of ICT in the educational process but
due to the named factors they have been reluctant to use it, they are technophobia and have deemed it to be
for a few special not for anyone.
As discussed by other authors such as [18, 19, 29-32], material or practical factors play a vital role
in the adoption of ICT in education. This goes hand in hand in building the organisational culture. The ICT
resource allocation as found from these findings has been very low to reach primary schools. Many schools
rely on external parties to provide them with computers and in many circumstances this are refurbished
computers [12]. These computers reach an environment which has no ICT dedicated personnel such as ICT
technician or ICT instructor. Thus, many remain underutilized, not being serviced or maintained upon
experiencing technical glitches. In some circumstance no ICT labs are available. Computers are just kept
anywhere without proper care and maintenance. The rigid structure of the traditional education also focuses
on certain subjects with less emphasis on ICT and less time on it in terms of providing training and learning
[11, 12]. Thus this negatively adopts adoption of it.
The whole change process has been verbally accepted but its implementation has been a problem.
Many policies are in place [5] but their implementation to adoption of ICT has been a challenge, thus the
change process is being challenged. The technophobia from teachers and students, organisational set up and
individual skills on ICT affects the whole change process [12]. As discussed from other studies [11, 12] lack
of trained individuals to deliver ICT subjects, lack of ICT support technicians in school environments, and
lack of ICT resources and the slow approach to adoption of ICT by organisation play an adverse role into the
change process, and if factors influencing teachers’ adoption of ICT in education system [29-32] are followed
then the change process could be well realized.
8. ISSN:2089-9823
J. Edu.& Learn. Vol. 14, No. 2, May 2020 : 217 – 226
224
7. RECOMMENDATION
Having analysed the findings and looked onto various studies presented herein, the authors agreed
that the following recommendations are fit to address the existing problem, which have been overlooked
nearly similar studies or simply ignored with studies concentrating on secondary education. By addressing
these issues through the following recommendations this would bridge the existing gap which had made the
adoption of ICT to be slow despite good policies in places. It is recommended that:
a. The government should employ ICT instructors in schools who will teach and provide technical support
to the teachers. The instructors would arm the teachers with the basic skills of ICT so that teachers can
in turn be confident to use those skills for the benefit of the student, and this would reduce technophobia
and improve ICT skills.
b. ICT subjects should be examined and treated on same level with other subjects to ignite interest in
teaching and learning it from both teachers and students. ICT classes should be made mandatory for all
students and be assessed to ensure students take them seriously.
c. ICT classes should be given sufficient time just like the core subjects of Mathematics, English,
Setswana, Agriculture and Science. Subject discrimination has made ICT to be treated as a special
subject for the elite and placed at back of others.
d. It should be mandatory for a primary school to have a well-equipped and resourced ICT lab both in the
rural and urban centres. The government has continued its efforts on installing high speed internet on
schools in Botswana, but resources to use it are needed in place such as computers and computer related
gadgets, trained personnel and dedicated labs.
e. The government of Botswana is doing a lot to ensure Internet connectivity and supply of ICT related
gadgets and consumables such as computers, but many schools are still not covered hence an appeal
should be made to all stakeholders to take part in such initiatives with the governmenmt leading the
pack.
8. CONCLUSION
As echoed by Mogwe et al. [12], the situation in Botswana primary schools inrelation to ICT
adoption and usage is of a higher concern. The research presents similar findings to that of identified in the
literature review which showcases that there are so many barriers which hinder the adoption of ICT in
primary education in Botswana. From the research it can be concluded that there is a wide array of issues
which plays a bigger role in hinderance of ICT usage and adoption. Such have been identified as lack of ICT
resources, knowledge on usage of ICT resources and or lack of training, funds to purchases necessary
equipments and provide training, phobia to utilise ICT resources amongst the so many issues identified
during the research process. Thus, this has continued to promote the mode of delivery of education to be
manually oriented (that of pen and paper) with less of ICT utilisation which is a great disadvantage to both
the students and the teachers in this era of 4th industrial revolution. In conclusion there is a need of
promoting usage and adoption of ICT at a higher level, nothwitshstanding the government contribution to the
promotion of ICT usage in schools which needs all stakeholders to be involved to promote it.
ACKNOWLEDGEMENTS
We take this opportunity to acknowledge all the participants to this study and relevant authorities for
having granted permission. We thank Galaletsang primary school, Notwane primary school and Khuduga
primary school authorities and participants for their involvement in this study.
REFERENCES
[1] Elemam, A. E, "Barriers to Implementation of Information and Communication (ICT) in Public Sudanese
Secondary Schools: Teacher’s Prospective,"Journal of Sociological Research, vol. 7, no. 1, pp. 33-43, 2016.
[2] Almalki, G and Williams, N, "A Strategy to Improve The Usage of ICT in The Kingdom of Saudi Arabia Primary
School,"International Journal of Advanced Computer Science and Applications, vol. 3, no. 10, pp. 42-49, 2012.
Retrieved june 26, 2016
[3] Basri, W.S, Alandejani, J.A, and Almadani, F.M, "ICT Adoption Impact on Students’ Academic Performance:
Evidence from Saudi Universities,"Hindawi Educational Research International Journal, vol. 2018, Article ID
1240197, pp. 1-9, 2018.
[4] Almalki, G and Williams, N, "A Strategy to Improve The Usage of ICT in The Kingdom of Saudi Arabia Primary
School,"(IJACSA) International Journal of Advanced Computer Science and Applications, pp. 42-49, 2012.
9. J. Edu. & Learn. ISSN: 2089-9823
Barriers of information communiction technology (ICT) adoption in Botswanas … (Alpheus Wanano Mogwe)
225
[5] Unesco.org, "Portal of Education Plans and Policies,"2019. [Online] Available:
https://planipolis.iiep.unesco.org/en/search/site?f%5B0%5D=im_field_countries%3A1038 (Accessed 12 December
2019).
[6] Republic of Botswana, BOTSWANA EDUCATION & TRAINING SECTOR STRATEGIC PLAN (ETSSP 2015-
2020), 2015. [Online] Available:
https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/botswana_etssp_2015-2020.pdf (Accessed 12
December 2019).
[7] Rosaline, S and Reeves Wesley, J, "Factors Affecting Students' Adoption of ICT Tools in Higher Education
Institutions: An Indian Context,"International Journal of Information and Communication Technology Education,
vol. 13, no. 2, 2017.
[8] Ziemba, E, "Factors affecting the adoption and usage of ICTs within Polish households,"Interdisciplinary Journal
of Information, Knowledge, and Management, vol. 11, pp. 89-113, 2016.
[9] Kipsoi, E. J, Chang'ach, J. K, and Sang, H. C, "Challenges Facing Adoption of Information Communication
Technology (ICT) In Educational Management in Schools in Kenya,"Journal of Sociological Research, vol. 3, no.
1, pp. 18-28, 2012.
[10] Salehi, Z and Salehi, H, "Challenges for Using ICT in Education: Teachers' Insights,"Intertional Journal of e-
Education, e-Business, e-Management and e-Learning, vol. 2, no. 1, pp. 40-43, 2012.
[11] Leteane, O, Kgalemang, C. Moakofhi, M, Pholele, T.M, and Phiri. T, "Usage, Challenges And Perceptions Of ICT
By Teachers In Junior Secondary Schools In Botswana,"BUIRC Conference, Botho University Botswana, 2015.
[12] Mogwe, A, Keolopile, B, and Seelo, G, "The need for e-learning in lower educational levels in Botswana:
Developing the smart kid corner application,"NERA: Proceedings of the 17th BOLESWANA Biennial Research
Symposium 10-12 July 2018, University of Namibia, Namibia. p.179-184, 2018.
[13] Mathipa, E.R and Mukahri, S, "Teacher Factors Influencing the Use of ICT in Teaching and Learning in South
African Urban Schools,"Mediterranean Journal of Social Sciences, vol. 5, no. 23, pp. 1213-1220, 2014.
[14] Mathevula, M.D and Uwizeyimana, D.E, "The Challenges Facing the Integration of ICT in Teaching and Learning
Activities in South African Rural Secondary Schools,"Mediterranean Journal of Social Sciences, vol. 5, no. 20, pp
1087-1097, 2014.
[15] Goktas, Y, Gedik, N, and Baydas, O, "Enablers and barriers to the use of ICT in Primary schools in Turkey: A
comparative study of 2005-2011,"Computers & Education, vol. 68, pp. 211-222, 2013.
[16] Yilmaz, N. P, "Evaluation of the technology integration process in the Turkish education system,"Contemporary
Educational Technology, vol. 2, no. 1, pp. 37-54, 2011.
[17] Moya, M, Musumba, I, and Akodo, R, "Management attitude, support and integration of information
communication technologies in higher education in Uganda,"Journal of Modern Accounting and Auditing,
[18] Unal, S and Ozturk, H, "Barriers to ICT Integration into Teachers' Classroom Practices: Lessons from a Case Study
on Social Studies Teachers in Turkey,"World Applied Sciences Journal, vol. 18, no. 7, pp. 939-944, 2012.
[19] Mingaine, L, "Skill Challenges in Adoption and Use of ICT in Public Secondary Schools, Kenya,"Internal Journal
of Humanities and Social Science, vol. 3, no. 13, pp. 61-72, 2013.
[20] Goktas, Y, Yildirim, Z, and Yildirim, S, "Main Barriers and Possible Enablers of ICTs Integration into Pre-service
Teacher Education Programs,"Education Technology & Society, vol. 12, no. 1, pp. 193-204, 2009.
[21] Magen-Nagar, N and Avidov-Unga, O, "Teachers in a changing world: attitudes toward organizational
change,"J.Comput. Educ., vol. 1, no. 4, pp. 227-249, 2014.
[22] Elamam, A, "Barriers to Implementation of Information and Communication(ICT) in Public Sudanese Secondary
Schools:Teacher's Perspective,"Journal of Sociological Research, vol. 7, no. 1, pp. 33-43, 2016.
[23] Ramorola, Z, "Information and communication technology integration:Where to start, infrastructure or capacity
building? 5th World Conference on Educational Sciences-WCES 2013 (pp. 3649-3658),"Elsevier Ltd, 2014.
[24] Liu and S, "Factors related to pedagogical beliefs of teachers and technology integration,"Computers & Education,
vol. 56, pp. 1012-1022, 2011.
[25] Hermans, R, Tondeur, J, Braak, J, and Valcke, M, "The impact of primary school teachers' educational beliefs on
the classroom use of computers,"Computers & Education, vol. 51, pp. 1499-1509, 2008.
[26] Kipsoi, D. E, Chang'ach, D. J, and Sang, H. C, "Challenges Facing Adoption of Information Communication
Technology (ICT) In Educational Management in Schools in Kenya,"Journal of Sociological Research, pp. 18-28,
2012.
[27] Tearle, P, "A theoretical and instrumental framework for implementing change in ICT in education,"Cambridge
Journal of Education, vol. 34, no. 3, pp. 331-351, 2004.
[28] Manguba, G.P, "Investigating use of technology enhanced teaching & Learning into curriculumn delivery in
Francstown Senior Secondary School,"NERA: Proceedings of the 17th BOLESWANA Biennial Research
Symposium 10-12 July 2018, University of Namibia, Namibia. p.149-152, 2018.
[29] Buabeng-Andoh, C, "Factors influencing teachers’ adoption and integration of information and communication
technology into teaching: A review of the literature,"International Journal of Education and Development using
Information and Communication Technology (IJEDICT), vol. 8, no. 1, pp. 136-155, 2012.
[30] Kipsoi, D. E, Chang'ach, D. J, and Sang, H. C, "Challenges Facing Adoption of Information Communication
Technology (ICT) In Educational Management in Schools in Kenya,"Journal of Sociological Research, pp. 18-28,
2012.
[31] Castro Sánchez, J. J and Alemán, E. C, "Teachers’ opinion survey on the use of ICT tools to support attendance-
based teaching,"Computers & Education, vol. 56, pp. 911-915, 2011.
10. ISSN:2089-9823
J. Edu.& Learn. Vol. 14, No. 2, May 2020 : 217 – 226
226
[32] Alshmrany, S and Wilkinson. B, "Factors Influencing the Adoption of ICT by Teachers in Primary Schools inSaudi
Arabia,"(IJACSA) International Journal of Advanced Computer Science and Applications, vol. 8, no. 12, 2017.
BIOGRAPHIES OF AUTHORS
Alpheus Wanano Mogwe is a lecturer in the department of Library and Information
Studies at University of Botswana. He has previously lectured at Botho University and
Limkokwing University both in Botswana. His areas research areas range from e-
learning, computer networks, computer security, digital forensics, e-health, mobile
technologies amongst. He is also a consultant on the services of ICT for various
companies in Botswana, and a founder of Prime Focus PTY Ltd an ICT company
specializing in networking and computer consumables and services.
Peloyame Ambrocia Balotlegi is a mother of 1 boy, Nathan, 2 girls, Nathalie and
Cleopatra. Peloyame has Master of Science in Advanced Networking. She spent 8
years as both a trainer and lecturer at Botho University. Her current research interests
are in the area of Cyber Security and Digital Forensics.
Currently, she is runs her own company, Daimon Systems that specializes in Network
& Endpoint Forensics, Malware Analysis, Threat Analytics and Incident Response
Services.