The widespread use of computers in schools renders accessibility and preparedness in these technologies necessary. It is critical to understand whether mathematics teachers are accessible to computers and have the necessary attitudes regarding computer integration into their classrooms. The purpose of the study was to establish the influence of teacher accessibility and attitude towards integration of computers in mathematics instruction in secondary schools in Kenya. A descriptive survey design was adopted for this study. 147 mathematics teachers in 25 public secondary schools of Kakamega South were selected through urposive, stratified and simple random procedures. The instruments for data collection were the questionnaire and interview schedule. Reliability of the data collection instruments was determined by split –half method. The data collected was analyzed using descriptive statistics. The findings had implications on integration of computers in secondary school mathematics.
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.
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
This study attempts to assess information communication technology as pedagogy for teaching in some selected secondary schools in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary school teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed as pedagogy for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way of formulating policies and implementing the existing one if any with all sincerity.
This document summarizes a study on Malaysian teachers' levels of ICT integration and its perceived impact on teaching and learning. A questionnaire was administered to 2,661 teachers nationwide. The results showed that teachers' ICT integration in the classroom is at a low level, while pre-integration (such as preparing materials) is at a moderate level. Teachers perceive ICT has a positive impact on their teaching, but time constraints may hinder its use. They also feel ICT influences students' learning positively. The findings indicate a need for more teacher training on classroom ICT integration to fully realize the benefits of technology initiatives in Malaysian education.
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.
Integrating ict as an integral teaching and learning tool into presyed ahmed
This document summarizes different approaches to integrating ICT (Information and Communications Technology) into pre-service teacher training courses and discusses their strengths and weaknesses. It identifies four primary approaches: 1) ICT skills development, 2) ICT pedagogy, 3) Subject-specific, and 4) Practice-driven. While the skills and pedagogy approaches improve ICT literacy, they often do not transfer to classroom use. The subject-specific and practice-driven approaches, which model ICT integration across subjects and require use during teaching practicums, have more success in encouraging pre-service teachers to integrate ICT into their own teaching. However, challenges remain such as tutor teachers' own ICT skills and perceptions of
IMPACT OF CAI AND SCHOOL TYPE ON ACADEMIC PERFORMANCE OF STUDENTS IN BASIC TE...abdullahi yunusa
This document summarizes a study on the impact of computer-assisted instruction (CAI) and school type on student academic performance in basic technology in Sokoto State, Nigeria. The study used a quasi-experimental design with an experimental group receiving CAI and a control group receiving traditional instruction. Results found no significant differences between CAI and traditional instruction, or between students at day schools versus boarding schools. The outcome may be due to factors like student familiarity with computers and cognitive strategies. It is recommended that teachers be trained to ensure students acquire reading, writing, and technical skills for effective learning both with and without technology.
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.
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
This study attempts to assess information communication technology as pedagogy for teaching in some selected secondary schools in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary school teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed as pedagogy for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way of formulating policies and implementing the existing one if any with all sincerity.
This document summarizes a study on Malaysian teachers' levels of ICT integration and its perceived impact on teaching and learning. A questionnaire was administered to 2,661 teachers nationwide. The results showed that teachers' ICT integration in the classroom is at a low level, while pre-integration (such as preparing materials) is at a moderate level. Teachers perceive ICT has a positive impact on their teaching, but time constraints may hinder its use. They also feel ICT influences students' learning positively. The findings indicate a need for more teacher training on classroom ICT integration to fully realize the benefits of technology initiatives in Malaysian education.
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.
Integrating ict as an integral teaching and learning tool into presyed ahmed
This document summarizes different approaches to integrating ICT (Information and Communications Technology) into pre-service teacher training courses and discusses their strengths and weaknesses. It identifies four primary approaches: 1) ICT skills development, 2) ICT pedagogy, 3) Subject-specific, and 4) Practice-driven. While the skills and pedagogy approaches improve ICT literacy, they often do not transfer to classroom use. The subject-specific and practice-driven approaches, which model ICT integration across subjects and require use during teaching practicums, have more success in encouraging pre-service teachers to integrate ICT into their own teaching. However, challenges remain such as tutor teachers' own ICT skills and perceptions of
IMPACT OF CAI AND SCHOOL TYPE ON ACADEMIC PERFORMANCE OF STUDENTS IN BASIC TE...abdullahi yunusa
This document summarizes a study on the impact of computer-assisted instruction (CAI) and school type on student academic performance in basic technology in Sokoto State, Nigeria. The study used a quasi-experimental design with an experimental group receiving CAI and a control group receiving traditional instruction. Results found no significant differences between CAI and traditional instruction, or between students at day schools versus boarding schools. The outcome may be due to factors like student familiarity with computers and cognitive strategies. It is recommended that teachers be trained to ensure students acquire reading, writing, and technical skills for effective learning both with and without technology.
Effects of computer assisted instructional package on social studies achievem...Gambari Isiaka
This study examined the effects of a self-instructional computer-based package on the social studies achievement of senior primary school pupils in Niger State, Nigeria. The study found that students who used the computer-based package performed significantly better on a social studies achievement test than those in the control group who did not use the package. The study also found no significant difference in achievement between male and female students who used the package. However, students in the 9-10 and 13-14 age groups performed significantly better than those in the 11-12 and 13-14 age groups. The findings suggest that use of the computer-based package can be an effective alternative to conventional teaching methods for social studies.
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.
Assessment of ict teachers’ competence to implement the new ict curriculum in...Alexander Decker
This document summarizes a study that assessed the competence of ICT teachers in rural and urban secondary schools in North Eastern Nigeria for implementing the ICT curriculum. The study surveyed 1,744 ICT teachers across the six states. Results showed that the teachers had low competence in policy, curriculum, pedagogy, technology, administration, and professional development as related to ICT integration. Some obstacles to teachers' competences were a lack of hardware, software, financial resources, and electricity, as well as insufficient experience with ICT applications. The study recommended incorporating ICT into teachers' professional development and ensuring the ICT curriculum enhances job performance.
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.
Introducing ict into teacher training programs-problems in bangladeshAlexander Decker
1) The document discusses problems with introducing ICT (information and communication technology) into teacher training programs in Bangladesh.
2) It identifies several key barriers according to the Access, Competence, and Motivation model - including lack of access to technology, lack of teacher ICT skills and knowledge, insufficient funding, and negative teacher attitudes towards ICT.
3) The document also notes Bangladesh lacks sufficient trained resource persons to lead teacher training programs in integrating ICT into their teaching practices. Overcoming these issues is important for improving ICT integration and teaching quality in Bangladesh.
Availability and utilization of information and communication technology ict...Gambari Isiaka
This document discusses a study that surveyed the availability and utilization of information and communication technology (ICT) facilities in tertiary institutions in Niger State, Nigeria.
The study involved 150 lecturers from three federal tertiary institutions who completed a questionnaire. The results showed that ICT facilities were inadequately provided across the institutions. Specifically, desktop computers and internet access for lecturers, digital libraries, and institutional websites were largely unavailable. Some facilities like multimedia classrooms and audiovisual equipment had higher availability in colleges of education compared to universities and polytechnics. Overall, the findings indicated that ICT facilities and their effective use for teaching and research purposes needed to be improved in the tertiary institutions surveyed.
Ict resource utilization, availability and accessibility by teacher educators...Alexander Decker
This document discusses a study that investigated the utilization of information and communication technology (ICT) resources by teacher educators at the College of Education in Katsina-Ala, Benue State, Nigeria. The study found that ICT resources were not available at the college and therefore could not be accessed by teacher educators for instructional development purposes. Based on these findings, the study recommended that the college authority should provide ICT resources to teacher educators and sponsor training programs to help them develop ICT skills for instructional delivery.
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.
Basic technology teachers’ awareness and attitude towards the use of informat...Alexander Decker
This document summarizes a study that examined basic technology teachers' awareness and attitudes towards using information and communication technology (ICT) in Lagos State, Nigeria. The study found that while teachers have a positive attitude towards ICT, they lack knowledge about how to integrate ICT methodologies into their teaching. Specifically, teachers are aware of the benefits of ICT but not informed on how and when to use it or how to select appropriate tools. The study concludes that while teachers recognize ICT's potential, a lack of internet access and professional development hinders their ability to effectively incorporate technology into instruction.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
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.
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 well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety. The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. The Abstract should be 100 to 200 words in length. The abstract should be written in the past tense. Standard nomenclature should be used and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords, used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our article
The impact of ict on educational performance and itsTariq Ghayyur
This document summarizes a research paper that analyzes the efficiency of information and communication technology (ICT) use in education and its impact on educational performance in selected European Union and Organization for Economic Cooperation and Development countries. The research uses a non-parametric data envelopment analysis technique to measure the efficiency of ICT inputs relative to educational outputs and outcomes. The analysis finds that countries like Finland, Norway, Belgium and South Korea are the most efficient in their use of ICT for education. Most other countries showed potential for increased efficiency of ICT use and improved educational results.
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.
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.
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.
Barriers and Motivators to Implementation of an E Learning and Multimedia Tec...ijtsrd
The study examined the barriers and motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement, Uganda. Specifically, the quality of the content in the E learning and Multimedia Technology, E learning and Multimedia Technology quality, Support by ICT Technical Staff, Attitude towards the E learning and Multimedia Technology and Stakeholder Involvement were examined using a sample of 297 learners and teachers obtained using Krejcie and Morgans table of sample size determination. A 5 point Likert scale questionnaire was designed for data collection, a tested correlation coefficient reliability of the questionnaire was established at 0.82. The tables and frequencies were used to analyses the characteristics of the variables while the Spearman's correlation coefficient was used to examine the relationship between variables. The study findings showed that there was weak correlation between quality of the content in the implemented E learning and Multimedia Technology and learners' attitude, also it was showed that, there was moderately strong correlation between implemented E learning and Multimedia Technology quality, stakeholder's involvement and learners' attitude. The motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement were established as support by ICT technical staff, E learning and Multimedia Technology quality, and stakeholder's involvement. Quality of the content in the implemented E learning and Multimedia Technology was established as the barrier since it was the only which had weak correlation to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Barriers and Motivators to Implementation of an E-Learning and Multimedia Technology towards Improving School Education Standards in Mathematics and Health Education in Nakivale Refugee Settlement, Uganda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29137.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/29137/barriers-and-motivators-to-implementation-of-an-e-learning-and-multimedia-technology-towards-improving-school-education-standards-in-mathematics-and-health-education-in-nakivale-refugee-settlement-uganda/dr-alone-kimwise
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
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.
A Snapshot Survey of ICT Integration in South African Schools.pdfJackie Gold
This document summarizes a research article that examines the integration of information and communication technologies (ICT) in South African schools. The study found that ICT uptake remains low, with contextual tools being used most frequently at 41% and reflective dialogue tools being used least at 18%. Teachers are uncertain about implementing e-education and are hindered by poor infrastructure and lack of skills. The study aimed to better understand current ICT usage in schools in order to inform the development of practical guidelines for optimizing classroom technology use.
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
Effects of computer assisted instructional package on social studies achievem...Gambari Isiaka
This study examined the effects of a self-instructional computer-based package on the social studies achievement of senior primary school pupils in Niger State, Nigeria. The study found that students who used the computer-based package performed significantly better on a social studies achievement test than those in the control group who did not use the package. The study also found no significant difference in achievement between male and female students who used the package. However, students in the 9-10 and 13-14 age groups performed significantly better than those in the 11-12 and 13-14 age groups. The findings suggest that use of the computer-based package can be an effective alternative to conventional teaching methods for social studies.
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.
Assessment of ict teachers’ competence to implement the new ict curriculum in...Alexander Decker
This document summarizes a study that assessed the competence of ICT teachers in rural and urban secondary schools in North Eastern Nigeria for implementing the ICT curriculum. The study surveyed 1,744 ICT teachers across the six states. Results showed that the teachers had low competence in policy, curriculum, pedagogy, technology, administration, and professional development as related to ICT integration. Some obstacles to teachers' competences were a lack of hardware, software, financial resources, and electricity, as well as insufficient experience with ICT applications. The study recommended incorporating ICT into teachers' professional development and ensuring the ICT curriculum enhances job performance.
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.
Introducing ict into teacher training programs-problems in bangladeshAlexander Decker
1) The document discusses problems with introducing ICT (information and communication technology) into teacher training programs in Bangladesh.
2) It identifies several key barriers according to the Access, Competence, and Motivation model - including lack of access to technology, lack of teacher ICT skills and knowledge, insufficient funding, and negative teacher attitudes towards ICT.
3) The document also notes Bangladesh lacks sufficient trained resource persons to lead teacher training programs in integrating ICT into their teaching practices. Overcoming these issues is important for improving ICT integration and teaching quality in Bangladesh.
Availability and utilization of information and communication technology ict...Gambari Isiaka
This document discusses a study that surveyed the availability and utilization of information and communication technology (ICT) facilities in tertiary institutions in Niger State, Nigeria.
The study involved 150 lecturers from three federal tertiary institutions who completed a questionnaire. The results showed that ICT facilities were inadequately provided across the institutions. Specifically, desktop computers and internet access for lecturers, digital libraries, and institutional websites were largely unavailable. Some facilities like multimedia classrooms and audiovisual equipment had higher availability in colleges of education compared to universities and polytechnics. Overall, the findings indicated that ICT facilities and their effective use for teaching and research purposes needed to be improved in the tertiary institutions surveyed.
Ict resource utilization, availability and accessibility by teacher educators...Alexander Decker
This document discusses a study that investigated the utilization of information and communication technology (ICT) resources by teacher educators at the College of Education in Katsina-Ala, Benue State, Nigeria. The study found that ICT resources were not available at the college and therefore could not be accessed by teacher educators for instructional development purposes. Based on these findings, the study recommended that the college authority should provide ICT resources to teacher educators and sponsor training programs to help them develop ICT skills for instructional delivery.
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.
Basic technology teachers’ awareness and attitude towards the use of informat...Alexander Decker
This document summarizes a study that examined basic technology teachers' awareness and attitudes towards using information and communication technology (ICT) in Lagos State, Nigeria. The study found that while teachers have a positive attitude towards ICT, they lack knowledge about how to integrate ICT methodologies into their teaching. Specifically, teachers are aware of the benefits of ICT but not informed on how and when to use it or how to select appropriate tools. The study concludes that while teachers recognize ICT's potential, a lack of internet access and professional development hinders their ability to effectively incorporate technology into instruction.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
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.
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 well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety. The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. The Abstract should be 100 to 200 words in length. The abstract should be written in the past tense. Standard nomenclature should be used and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords, used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our article
The impact of ict on educational performance and itsTariq Ghayyur
This document summarizes a research paper that analyzes the efficiency of information and communication technology (ICT) use in education and its impact on educational performance in selected European Union and Organization for Economic Cooperation and Development countries. The research uses a non-parametric data envelopment analysis technique to measure the efficiency of ICT inputs relative to educational outputs and outcomes. The analysis finds that countries like Finland, Norway, Belgium and South Korea are the most efficient in their use of ICT for education. Most other countries showed potential for increased efficiency of ICT use and improved educational results.
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.
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.
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.
Barriers and Motivators to Implementation of an E Learning and Multimedia Tec...ijtsrd
The study examined the barriers and motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement, Uganda. Specifically, the quality of the content in the E learning and Multimedia Technology, E learning and Multimedia Technology quality, Support by ICT Technical Staff, Attitude towards the E learning and Multimedia Technology and Stakeholder Involvement were examined using a sample of 297 learners and teachers obtained using Krejcie and Morgans table of sample size determination. A 5 point Likert scale questionnaire was designed for data collection, a tested correlation coefficient reliability of the questionnaire was established at 0.82. The tables and frequencies were used to analyses the characteristics of the variables while the Spearman's correlation coefficient was used to examine the relationship between variables. The study findings showed that there was weak correlation between quality of the content in the implemented E learning and Multimedia Technology and learners' attitude, also it was showed that, there was moderately strong correlation between implemented E learning and Multimedia Technology quality, stakeholder's involvement and learners' attitude. The motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement were established as support by ICT technical staff, E learning and Multimedia Technology quality, and stakeholder's involvement. Quality of the content in the implemented E learning and Multimedia Technology was established as the barrier since it was the only which had weak correlation to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Barriers and Motivators to Implementation of an E-Learning and Multimedia Technology towards Improving School Education Standards in Mathematics and Health Education in Nakivale Refugee Settlement, Uganda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29137.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/29137/barriers-and-motivators-to-implementation-of-an-e-learning-and-multimedia-technology-towards-improving-school-education-standards-in-mathematics-and-health-education-in-nakivale-refugee-settlement-uganda/dr-alone-kimwise
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
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.
A Snapshot Survey of ICT Integration in South African Schools.pdfJackie Gold
This document summarizes a research article that examines the integration of information and communication technologies (ICT) in South African schools. The study found that ICT uptake remains low, with contextual tools being used most frequently at 41% and reflective dialogue tools being used least at 18%. Teachers are uncertain about implementing e-education and are hindered by poor infrastructure and lack of skills. The study aimed to better understand current ICT usage in schools in order to inform the development of practical guidelines for optimizing classroom technology use.
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
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.
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.
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.
This study explored the main barriers to effective integration of Information and Communication Technology (ICT) in Harare Secondary School Education. Data were collected using close ended questionnaires. Participatory research was also carried out to familiarize with the changes happening in secondary schools with respect to integration of ICT in education and to find out the challenges being faced. Data were analyzed using the Statistical Package for Social Scientists (SPSS). The results showed that although teachers are aware of the benefits of using ICTs in education there was still limited use of this pedagogy in classrooms as teachers were facing a number of challenges which acted as barriers to the successful implementation of ICT in education. These include lack of a clear sense of direction on how to use ICT to enhance the learning of students, inadequate resources and support as well as lack of the required technological skills among the teachers. The study recommends that effective planning to counter these barriers before implementation would greatly increase the effectiveness of ICT integration in secondary schools.
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.
Teachers’ perceptions of their preparedness to integrate information communic...Alexander Decker
This document summarizes a study that examined secondary school mathematics teachers' perceptions of their preparedness to integrate information and communication technology (ICT) into their instruction in Kenya's Rift Valley region. The study found that teachers perceive themselves as less prepared to integrate ICT. While there were statistically significant differences by teaching experience, there were no statistically significant differences by qualification or gender. The findings suggest that ICT training needs to be included in both pre-service and in-service teacher training programs to better prepare teachers.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools infrastructures and support.
Preparing Student Teachers to Teach with Technology: Case Studies in Finland ...IJITE
This document summarizes a study that examined how two teacher education institutions in Finland and Israel prepare student teachers to integrate technology in their teaching. Data was collected through questionnaires from 41 Finnish and 44 Israeli student teachers. The results showed that while most students had some practice using technology in teaching, about a third had only minimal practice. Those who did integrate technology tended to use teacher-centered approaches, as did their mentor teachers. Higher levels of competency in technology-integrated teaching correlated with more positive student attitudes, more technology-based lessons taught, modeling by mentor teachers, and better school infrastructure and support. The Israeli students reported feeling better prepared to teach with technology, likely due to national reforms. The study concluded that developing strong technology integration
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.
Uganda sesemat programme impact and challenges in its implementationKomakech Robert Agwot
ABSTRACT
The Secondary Science and Mathematics (SESEMAT) programme has been recognized as an effective tool
in enhancing the quality of teaching and learning science and mathematics in secondary schools. The
SESEMAT programme was introduced in 2005 with the purpose to improve the teaching ability of science
and mathematics teachers at secondary level; and to improve performance in those subjects. The main
objective of the study was to assess the impact of the SESEMAT programme on science and mathematics in
Uganda; a case study of Jinja district located in Eastern part of Uganda. It also found out the challenges of
implementing the SESEMAT programme. However, the study focused mainly on fifteen secondary schools
out of the 26 secondary schools in the district and the period under consideration was 2009-2013. The
researcher used a descriptive cross sectional survey, where data was collected at one point in time from a
cross-section of respondents. This was useful in the study because it involved collecting data from a
relatively large number of respondents from various schools in the district. Primary data was collected
mainly through in-depths interviews and self-administered questionnaires instruments. Both quantitative and
qualitative analyses were employed on data collected from 135 respondents.
The findings show that, the SESEMAT programme had the greatest impact on: improved teachers and
student’s attitudes towards science and mathematics; improved the performance of students in the national
examinations; and has developed/promoted practical teaching as thought by; as thought by the respondents
respectively. The study also discovered most challenges hindering the programme as: Time consuming;
inadequate science/ instructional materials; and high enrollment of students in class respectively. The
researcher recommends the policymakers, development partners and the government through the MoES to
ensure that, there is right balance of the teaching staff within a department; that the level of resources
provided for teaching is sufficient; reduce the teacher student ratio/ decongest the classes; and finally
recommends prospective researchers to assess the role of secondary science and mathematics education in
industrial and technological development; and a similar study to be conducted in other districts with a large
sample for comparison of the findings.
Key Words: SESEMAT Programme; In-Service Training; Universal Secondary Education
This study investigated teachers' knowledge and attitudes toward integrating information and communication technology (ICT) into teaching and learning in secondary schools in Malaysia. A survey of 50 teachers found that they were comfortable using some applications like spreadsheets and presentation software, but lacked skills in other areas. Teachers had a positive attitude toward using ICT and felt it could improve student learning. However, the study also found that teachers' attitudes varied depending on their years of experience and level of ICT knowledge, with more experienced teachers and those with less ICT knowledge being less positive toward integration. The primary contribution of the study was identifying this relationship between teachers' experience, ICT knowledge, and attitudes toward classroom technology use.
This study assessed the impact of technology integration and motivation on teaching and learning statistics in selected public universities in Ghana. A survey was conducted with 200 faculty and students from 4 universities. The results found that integrating technology and increasing motivation greatly improved students' academic performance in statistics. Technology allows for more interactive learning and access to information. While technology integration benefits education, some challenges remain like inadequate training and unreliable infrastructure. Overall, the study concluded that technology integration, when combined with motivation, can significantly enhance how statistics is taught and learned.
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.
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 Influence of Teacher Accessibility and Attitude towards Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya (20)
Teacher’s Accomplishment Level of The Components of an E-Learning Module: A B...RSIS International
This study determined the extent to which teachers in a private institution in La Trinidad, Benguet, Philippines have accomplished the essential components of an E-learning module, and identified the factors that influenced their level of accomplishment of these components. This study used mixed method explanatory sequential design. Total enumeration was used to determine the population of respondents who were full-time tertiary teachers. Out of the thirty-six full-time teachers, twenty-eight teachers responded and answered the self-assessment survey questionnaire for the quantitative phase, while seven of them who were selected using purposive sampling were interviewed for the qualitative part. Descriptive statistics using weighted mean was used to analyze quantitative data while descriptive approach using thematic analysis for the qualitative data. Quantitative descriptive analysis revealed that the teachers’ overall accomplishment level of the criteria for a quality E-learning module is partial/moderate (2.68 overall weighted mean/WM). Specifically, the teachers partially accomplished the following components of the E-learning module: instructional design (2.84 WM); communication, interaction, and collaboration (2.85 WM); student evaluation and assessment (2.89 WM); instructional materials and technologies (2.75 WM); and accessibility (2.66 WM) while slightly accomplished the components: learner support and resources (2.21 WM), and course evaluation (2.24 WM). For the qualitative descriptive inquiry, absence of capacity-building training in making E-learning module; lack of awareness of the school services, learner support, and resources sites; lack of time; lack of systemic approach to developing an online module; non-consistency of instructions; and amotivation and lack of enthusiasm emerged as factors that influence the teachers’ level of accomplishment of the parts of an E-learning module. The results show that the E-learning modules have fallen short of strict quality standards attributable to certain dire circumstances. This study thus recommends that the institution may adopt or develop its online module criteria to guide the teachers as well as the institution in writing or designing their online modules, and may conduct training in E-module design for teachers.
Development Administration and the Challenges of Neo-liberal Reforms in the E...RSIS International
The quest of every nation state is to attract, sustain and fast-track growth and development in all ramifications. The Nigerian state between 1960 and 2020 has experienced an unabated expansion of universities. Ironically, the war against illiteracy is yet to be won, despite the experimentation of different western developmental ideologies in the Nigerian educational system. The study examined the contributions of development administration in the Nigerian educational sector as well as ascertained if the current neo-liberal reform has aided the expansion or retrogression of the educational sector most especially, the university sub-sector in Nigeria. The theoretical framework of the study was anchored on the post-colonial Nigerian state theory. Methodologically, the study strictly utilized the documentary method and data were sourced through the secondary sources and analyzed in content. The study found that the experimentation of western development ideologies in Nigeria actually aided the expansion of the universities but undermined the realization of free, quality and accessible university education for all and sundry. The study recommended among others: the applications of the action plan of Professor Okonjo as regards creating a universal tertiary education for all Nigerians and sustainably financing it.
The Nexus of Street Trading and Juvenile Delinquency: A Study of Chanchaga Lo...RSIS International
I. INTRODUCTION
Globally, the number of working children has been decreasing around the world in recent years, but child labour has continued to be a widespread problem today, especially in developing countries (Paola, Viviana, Flavia & Furio2007). International Programme on Elimination of Child Labour (IPEC 2016) reported that between 2012 to 2016, about 182 million children in the developing world aged 5-14 years were engaged in work. Against this background, governments, international organizations, and non-governmental organizations (NGOs) have focused their efforts on tackling in particular the worst forms of child labour such as forced and bonded labour, which put children in physically and mentally harmful working conditions (Bunnak 2007).
Determination of Bacteriological and Physiochemical Properties of Som-Breiro ...RSIS International
The study seeks to examine the Bacteriological and
physiochemical properties of Sambrero River in Ahoada East
Local Government Area of Rivers State. Three (3) points were
sampled from different locations designated as location (L1)
location (L2) and location (L3) respectively, samples were
collected in 0.1m of Sterile containers and were transported to
the laboratory for immediate analysis. Ten (10) physiochemical,
three (3) heavy metal sand three microbiological parameters
were observed. Data was analyzed using standard methods
(ALPHA, 1998) 20th edition and Ms-Excel version 2013 software.
The result showed little variation in physiochemical parameters
which are in line with World Health Organization (WHO)
standard of potable water but shows much variation in
microbiological parameters which are not in line with WHO
standard, thereby making the water not wholesome and not
potable for consumption except after proper treatment of the
water. The work therefore recommends that members of Ekpena
Community should ensure basic water treatment such as boiling
and chlorination before consumption.
Power and Delay Analysis of Logic Circuits Using Reversible GatesRSIS International
This paper determines the propagation delay and on
chip power consumed by each basic and universal gates and
basic arithmetic functions designed using existing reversible
gates through VHDL. Hence a designer can choose the best
reversible gates to use for any logic circuit design. The paper
does a look up table analysis of truth tables of the reversible
gates to find the occurrence of the AND OR, NAND, NOR and
basic arithmetic functions, useful to build complex combinational
digital logic circuits.
Innovative ICT Solutions and Entrepreneurship Development in Rural Area Such ...RSIS International
The use of internet and information communication
technology (ICT) infrastructures is an essential aspect of
learning, this is why a lot of information on entrepreneurship
career choices are available online. However, the emerging
growth in the use of information and communication
technologies and services towards entrepreneurship development
is a challenge for efficient information dissemination and
learning especially in rural areas. This paper pointed out an area
in which MCIU can use Information and Communication
Technology (ICT) resources/infrastructure it possess for
entrepreneurship development and poverty alleviation in its
community. Thereby, encouraging social and economic growth,
and overcome the gap between urban and rural areas
entrepreneurship development. An online learning platform,
using video may contribute greatly in rural entrepreneurship
development such as MCIU community. Some examples of some
programmes like learning make over, headgear tying, bead
making, cake designing, etc online for a period of 4 to 6weeks
Indigenous Agricultural Knowledge and the Sustenance of Local Livelihood Stra...RSIS International
Natural disasters in most parts of the world have
resorted to many fatalities, forced migration and involuntary
resettlement of the affected population. Lake Nyos Gas Disaster
of 1986 which killed about 1,746 people and led to forced
migration of over 15,000 affected people and the subsequent
resettlement of survivors in resettlement camps in near by
administrative sub-divisions in the North West Region of
Cameroon is one of such natural catastrophies. The paper
evaluates the use of Indigenous Agricultural Knowledge (IAK) in
agriculture and how it has helped to sustain the livelihood of this
environmentally traumatized resettled population. The study
sampled two of these resettlement villages (Buabua and Kimbi)
to access Indigenous Agricultural Knowledge (IAK) and the
sustenance of local livelihood strategies. Field campaigns
including the administration of semi-structured questionnaires
and focus group discussions (FGDs) facilitated the collection of
data on IAK practices and how this knowledge helps in
sustaining local livelihoods. A total of 24 Indigenous Agricultural
Knowledge (IAK) were identified, with 54.16% of them used in
crop cultivation, and 45.83% in livestock farming including the
raising of small ruminants, poultry and piggery production. IAK
shows successful results after being applied as there is increased
crop and livestock yields. The use of IAK in agriculture has led
to sustainable and efficient land use within the study area.
Despite the rising use of IAK and potential benefits in
agriculture and the sustenance of local livelihoods in Buabua and
Kimbi, survivors still express a strong desire to return to the
former disaster zone. The underlying reasons behind this phobia
is mainly small land sizes ranging from 30-50 square metres that
were allocated to households for both crop cultivation and
grazing, and the fact that the limits between grazing and crop
land are not clearly demarcated. Prospects for agricultural
expansion within the area are therefore slim and need to be
addressed
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The exponential growth in energy utilization &
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Cloud computing based applications are beneficial for
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Design and Fabrication of Manually Operated Wood Sawing Machine: Save Electri...RSIS International
In India power cut is big problem also having many
remote places where electricity not reached and that will affect
many small scale business and ongoing work, like Carpentry,
ongoing work got stop because of power cut. To overcome this
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Augmentation of Customer’s Profile Dataset Using Genetic AlgorithmRSIS International
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increasing the business performance by improving efficiencies,
streamlining operations and consolidating data sources. Good
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experience, further translating it to significant financial and
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enables the business to improve the customer experience. Data
augmentation adds value to base data by enhancing information
derived from the existing source. Data augmentation can help
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information and insight of business data, as well as significantly
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is also important in making the most accurate and relevant
information available quickly for decision making.
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used for the purpose of customer behavioral analysis. The data
set consists of the different factors inherent in each situation of
the customer to understand the market strategy. This behavioral
data is used in the earlier work of analyzing the data [13]. It is
found that collecting a very large amount of such data manually
is a very cumbersome process. It is inferred from the earlier
work [13] that the more number of data may give accurate
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System Development for Verification of General Purpose Input OutputRSIS International
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De-noising of Fetal ECG for Fetal Heart Rate Calculation and Variability Anal...RSIS International
Fetal monitoring is the way of checking the condition
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well as fetal ECG. This paper presents an efficient technique to
extract FECG from abdominal ECG. A modified Pan Tompkin’s
method is employed for the QRS detection. It involves series of
filters and methods like band pass filter, derivative filter,
squaring, integration and adaptive thresholding. Further heart
rate of fetus and mother is calculated and heart rate variability
analysis is done using detected R-peaks. The algorithm is tested
on 5 different non-invasively recorded abdominal and direct
FECG signals taken from MIT PhysioNet database and the
results are obtained using MATLAB software. The performance
of the QRS detector is evaluated using parameters like
Sensitivity and Positive Prediction.
This document summarizes a study on active vibration control of composite plates using piezoelectric materials. Finite element models of composite beams with integrated piezoelectric layers were developed in ANSYS to simulate displacement feedback and direct velocity feedback control loops. The models were validated by comparing natural frequencies to experimental results. Vibration suppression was then analyzed for different composite layups under free and forced vibration conditions. The results showed that both feedback control methods successfully reduced vibration levels, with direct velocity feedback achieving steady state more quickly. Higher control gains led to greater vibration attenuation in both free and forced vibration cases.
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Understanding Ponzi Schemes
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Historical Context: Charles Ponzi and His Legacy
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Notable American Ponzi Schemes
1. Bernie Madoff: Perhaps the most notorious Ponzi scheme in recent history, Bernie Madoff’s fraud involved $65 billion. Madoff, a well-respected figure in the financial industry, promised steady, high returns through a secretive investment strategy. His scheme lasted for decades before collapsing in 2008, devastating thousands of investors, including individuals, charities, and institutional clients.
2. Allen Stanford: Through his company, Stanford Financial Group, Allen Stanford orchestrated a $7 billion Ponzi scheme, luring investors with fraudulent certificates of deposit issued by his offshore bank. Stanford promised high returns and lavish lifestyle benefits to his investors, which ultimately led to a 110-year prison sentence for the financier in 2012.
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Stunning art in the small multiples format brings out the spatiotemporal nature of societal transitions, against backdrop issues such as energy, housing, waste, farmland and forest. In each frame we see hopeful and frightful interplays between spending and saving. Problems emerge when one of the two parts of the existential anaglyph rapidly shrinks like Arctic ice, as factors cross thresholds. Ecological wealth and intergenerational equity areFour at stake. Not enough spending could mean economic stress, social unrest and political conflict. Not enough saving and there will be climate breakdown and ‘bankruptcy’. So where does speculative design start and the gambling and betting end? Behind each fabular frame is a four ratio problem. Each ratio reflects the level of sacrifice and self-restraint a society is willing to accept, against promises of prosperity and freedom. Some values seem to stabilise a frame while others cause collapse. Get the ratios right and we can have it all. Get them wrong and things get more desperate.
University of North Carolina at Charlotte degree offer diploma Transcripttscdzuip
办理美国UNCC毕业证书制作北卡大学夏洛特分校假文凭定制Q微168899991做UNCC留信网教留服认证海牙认证改UNCC成绩单GPA做UNCC假学位证假文凭高仿毕业证GRE代考如何申请北卡罗莱纳大学夏洛特分校University of North Carolina at Charlotte degree offer diploma Transcript
Discovering Delhi - India's Cultural Capital.pptxcosmo-soil
Delhi, the heartbeat of India, offers a rich blend of history, culture, and modernity. From iconic landmarks like the Red Fort to bustling commercial hubs and vibrant culinary scenes, Delhi's real estate landscape is dynamic and diverse. Discover the essence of India's capital, where tradition meets innovation.
In World Expo 2010 Shanghai – the most visited Expo in the World History
https://www.britannica.com/event/Expo-Shanghai-2010
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How to Invest in Cryptocurrency for Beginners: A Complete GuideDaniel
Cryptocurrency is digital money that operates independently of a central authority, utilizing cryptography for security. Unlike traditional currencies issued by governments (fiat currencies), cryptocurrencies are decentralized and typically operate on a technology called blockchain. Each cryptocurrency transaction is recorded on a public ledger, ensuring transparency and security.
Cryptocurrencies can be used for various purposes, including online purchases, investment opportunities, and as a means of transferring value globally without the need for intermediaries like banks.
Every business, big or small, deals with outgoing payments. Whether it’s to suppliers for inventory, to employees for salaries, or to vendors for services rendered, keeping track of these expenses is crucial. This is where payment vouchers come in – the unsung heroes of the accounting world.
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On 12 June 2024 the Institute for Economic Research and Policy Consulting (IER) held an online event “Economic Trends from a Business Perspective (May 2024)”.
During the event, the results of the 25-th monthly survey of business executives “Ukrainian Business during the war”, which was conducted in May 2024, were presented.
The field stage of the 25-th wave lasted from May 20 to May 31, 2024. In May, 532 companies were surveyed.
The enterprise managers compared the work results in May 2024 with April, assessed the indicators at the time of the survey (May 2024), and gave forecasts for the next two, three, or six months, depending on the question. In certain issues (where indicated), the work results were compared with the pre-war period (before February 24, 2022).
✅ More survey results in the presentation.
✅ Video presentation: https://youtu.be/4ZvsSKd1MzE
Influence of Teacher Accessibility and Attitude towards Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya
1. International Journal of Research and Innovation in Social Science (IJRISS)|Volume I, Issue III, March 2017|ISSN 2454-6186
www.ijriss.org Page 6
Influence of Teacher Accessibility and Attitude
towards Integration of Computers in Mathematics
Instruction in Secondary Schools in Kenya
Metrine Wambani Sulungai
Masinde Muliro University of Science and Technology, Department of Science and Mathematics Education
P.O. BOX 190-50100, Kakamega, Kenya
Abstract: - The widespread use of computers in schools renders
accessibility and preparedness in these technologies necessary. It
is critical to understand whether mathematics teachers are
accessible to computers and have the necessary attitudes
regarding computer integration into their classrooms. The
purpose of the study was to establish the influence of teacher
accessibility and attitude towards integration of computers in
mathematics instruction in secondary schools in Kenya. A
descriptive survey design was adopted for this study. 147
mathematics teachers in 25 public secondary schools of
Kakamega South were selected through urposive, stratified and
simple random procedures. The instruments for data collection
were the questionnaire and interview schedule. Reliability of the
data collection instruments was determined by split –half
method. The data collected was analyzed using descriptive
statistics. The findings had implications on integration of
computers in secondary school mathematics.
Key words: Integration, accessibility, attitude
I. INTRODUCTION
athematics in Kenya is a core subject and a critical filter
for career choices. However, student performance in the
Kenya Certificate of Secondary Education examination
(K.C.S.E) has been dismal over the years.
Table 1.1:K.C.S.E Mathematics Examination Results
Analysis For 2002-2007
Year Candidature Mean score
2003 205,232 38.62
2004 221,295 37.20
2005 259,280 31.91
2006 238,684 38.08
2007 273,504 39.46
Source: KNEC Report, 2006 and 2008
The analysis of K.C.S.E mathematics examination results for
2002 to 2007 in Table 1.1, indicate that performance has
constantly been below average of 50%. Besides, calculating
mean of means (37.44) clearly indicates that the student
performance in each successive year has not been improving.
According to Strengthening of Mathematics and Science
(SMASE) Report of 2008, the poor results have been
attributed to various causes ranging from poor teacher attitude
and lack of adequate learning materials such that performance
in the subject correlates to availability of these resources
(SMASE, 2008).
Several initiatives by the Ministry of Education and other
stakeholders include large scale capacity building seminars
and workshops that are aimed at strengthening the teaching of
mathematics and the sciences in Kenyan secondary schools.
In 2003, Strengthening of Mathematics and Science in
Secondary Education (SMASSE) programme was
implemented nationwide with the hope of solving pedagogical
issues that have contributed to poor performance in
mathematics and science subjects over the years. The
government has also allocated grants to public secondary
schools for the purchase of basic resources like textbooks. The
Ministry of Education also introduced the use of scientific
calculators for instruction and examination of candidates at
KCSE aimed at enhancing performance in the subject
(Ministry of Education, 2005). All these initiatives are
expected to yield outstanding results in the subject in terms of
solving perennial problems inherent in the subject. However,
the problem of poor performance continues to persist as
clearly indicated by the Kenya National Examination Council
report (KNEC report, 2008). The trend is adding another
impediment in Kenya‟s efforts to realise Vision 2030. Hence
need to look at other alternatives.
In recent years, the impact of the “information age” has
shifted from occurring primarily within the arena of
governments and multinational corporations into school
curricula. Accompanying this expansion is a growing belief
that computers are essential components of the educational
and instructional systems. According to Polonoli (2001) and
Goddard (2002), such public perception is warranted because
the computer represents both an excellent curricula tool and
revolutionary classroom approach that can help students to
realise important gains in learning and understanding of
mathematical concepts. African nations have began designing
new policies and investing large sums of capital aimed at
integrating computers into the classrooms. In Kenya, this
initiative was published in Sessional Paper No.1 of 2005
where Information Communication Technology (ICT) in
education is given prominence. A comprehensive national
ICT strategy for education and training was launched in 2006.
M
2. International Journal of Research and Innovation in Social Science (IJRISS)|Volume I, Issue III, March 2017|ISSN 2454-6186
www.ijriss.org Page 7
A specific target was to equip secondary schools and other
learning institutions with ICT and adapt their curriculum to
meet challenges of information society.
The Ministry of Education in an endeavor to provide learners
with access to ICT came up with vision and mission
statements. The vision states: “ICT to be a universal tool in
education and training.” The mission states: “To integrate ICT
in education and training to improve access, learning and
administration” (Sessional Paper No. 1 of 2005). To achieve
these, every educational institution, teacher, learner and
respective community should be equipped with appropriate
ICT infrastructure and skills needed to benefit from ICT
knowledge- based economy. Teaching and learning should be
transformed to incorporate new pedagogies that embrace ICT
and that are appropriate for the 21st
century.
Achievements so far include: equipping of over 450
secondary schools with computers and provision of Kenya
shillings 213 million by the government to 142 secondary
schools to purchase computers. The Minister for Education in
a recent forum on ICT (International Conference on ICT
Development, Education and Training e-learning in Africa,
2007) noted that 288 rural public secondary schools will be
supplied with electricity. In addition, a unit has been
established at the Kenya Institute of Education (K.I.E) to
provide overall leadership in digital content, development and
delivery. Resources are being mobilised to address
digitalisation of the entire curriculum (Ministry of Education,
2006). However, e-content is now available and curriculum
innovation centre was launched at K.I.E in March, 2010 for
purposes of enhancing curriculum delivery
(www.icwe.co.ke/elearn2010). All these reflect the
seriousness with which the government treats inclusion of ICT
in classroom instruction. While acknowledging the
availability of e-content and recent launching of curriculum
innovation centre at K.I.E, this shifts the challenge from e-
content availability to finding out teacher preparedness to
integrate computers in teaching.
According to Kenya ICT 4E situational analysis (2009) the
following achievements have also been realised: M.O.E again
disbursed Ksh. 1.5 million to 213 schools evenly distributed
across the country to be used to acquire 25 new computers per
school, 1 printer per school, educational software and
sensitize ICT teacher on technical maintenance. Computers
for Schools Kenya (CFSK) reported to have installed 18,000
computers in over 600 schools with 20 computers per school.
ICT Trust Fund has provided 200 schools with 20 computers
each. The NEPAD e-schools project provided 6 schools with
20 computers each. The Rural School Project has provided
4500 computers to a number of unidentified schools. Overall,
the analysis indicated that 15,450 computers have been
disbursed to 1300 secondary schools out of over 4000 schools.
There is also evidence that some secondary schools with
digital content are using computers in teaching specific
subjects. While acknowledging the government effort, simply
deploying computers to schools will not automatically lead to
computer integration into teaching and learning. Effective
integration will depend on a larger extent teacher attitude and
whether they are able to access computers in their schools or
not (UNESCO, Bangkok, 2003).
Despite the aforementioned efforts and the fact that ICT
increases access to instructional material and several
advantages to teaching, computers in many school are
underused and as such the potential of computer technology is
not being realised (Abrami,2001; Muir-Herzig,2004;
Sutherland et al., 2004). Work conducted in the United
Kingdom, Thailand, Greece, and Australia reveal the same
(Pelgram, 2001; Demetriadis et al., 2003; Wilson, et al.,
2003). There was therefore need to ascertain whether a similar
situation holds for Kakamega South District schools. The
current study aimed at investigating whether mathematics
teachers attitudes and computer accessibility by teachers
influenced their use of computers in mathematics instruction..
In developing nations like Kenya, the issue of access to and
use of hardware and software is still a problem to address
(Sanya, 2001; Adhola, 2004). Besides, individual differences
in beliefs and attitudes among teachers are the key area of
interest for researchers today (Dexter et al, 1999; Zhao et al,
2002). The researcher believes that teachers are the focus of
interest because they have the primary contact with the
students. Furthermore, they experience the barriers and
supports to integration of technology first-hand. Therefore,
questions exist as to whether or not classroom teachers
throughout the world, and particularly in Kenya, have the
attitudes needed to successfully and effectively implement the
computer technology in ways that are meaningful to students.
This is an issue that the present study sought to address.
Unfortunately, the implementation of information and
communication technology into Kenyan secondary schools
has not been guided by research (International Computer
Science and ICT Conference, 2006). In particular, the ICT
strategy adopted by the Kenyan government did not take into
consideration teachers‟ reaction and attitudes to these new
tools. This is because teachers‟ attitudes eventually influence
their initial acceptance of computer technology as well as
future behavior regarding computer usage (Ertmer, 2005).
This suggests that computer technology integration should
focus on the classroom teachers‟ attitude. The researcher was
therefore interested in finding out the “preparedness” of the
mathematics teachers to integrate computers in instruction.
Given the critical role of mathematics teachers in enhancing
learning across the curriculum, it was important to understand
the contributions that they make in supporting or inhibiting
the integration of computer technology in the classroom.
Although, more and more secondary schools are acquiring
computers, there needs to be more than just transferring
resources to schools if educational change is to be attained.
The ability to use computer as a cognitive tool is a major
milestone in the process of integrating computer in the
teaching of mathematics. This depends on several factors,
among them mathematics teachers‟ access to computers for
3. International Journal of Research and Innovation in Social Science (IJRISS)|Volume I, Issue III, March 2017|ISSN 2454-6186
www.ijriss.org Page 8
instruction and attitudes towards computer use in teaching. It
is against this backdrop of access to computers and
preparedness of teachers that the present study strived to
investigate teacher access to computers and attitudes and how
they influence integration of computers in mathematics
instruction in secondary schools in the Kakamega South
District.
1.1 Statement of The Problem
Poor performance in national K.C.S.E mathematics
examinations has persisted over the years with an average of
less than 40% from 2002 to 2007 as indicated by the KNEC
report, 2008 (Table 1.1). A similar trend is experienced in
Kakamega South District. This is despite the efforts made by
the government of Kenya to improve the situation. This has
included initiatives such as in-servicing of mathematics
teachers through “Strengthening of Mathematics and Science
Education (SMASE) project and introduction of use of
calculators in the teaching and learning of mathematics.
Besides, the Ministry of Education has launched national ICT
policy to integrate computers in classroom instruction. An
effort has also been made to introduce computers in secondary
school curricula including mathematics instruction in some
schools (Kenya ICT 4E situational analysis, 2009). However,
mathematics teachers are not accessible to computers in
schools are widely used for teaching acquisition of computer
literacy skills and computer studies as an examinable subject
(Omari and Mosha, 1987). However, little effort has been
made to help teachers of other subjects to access the
computers in their classrooms (Otieno, 2003) and attitudes
(Yuen and Ma, 2001) for integrating computers in teaching
and learning. It is for this reason that researcher felt the need
to find out the influence of teacher accessibility and attitude
towards integration of computers in the teaching of
mathematics in secondary schools in Kenya.
1.2 Purpose of The Study
The purpose of the study was to establish the influence of
teacher accessibility and attitude towards integration of
computers in mathematics instruction in secondary schools in
Kakamega South District, Kenya. The main purpose was to
find out if mathematics teachers in Kakamega South District
are using computers and if not could their attitudes and lack of
access be the cause.
II. METHODS AND MATERIALS
The study was conducted in the Kakamega South District in
Kenya. The study adopted descriptive survey design. This
design was deemed appropriate as it enabled the researcher to
reach as many respondents as possible within a short time.
The target population was 77 public secondary schools with a
total of 228 mathematics teachers. The sampling frame was 25
schools with computers with a total of 147 mathematics
teachers (43 female and 104 male) representing 32.5% of the
total public secondary schools in the district. Purposive
sampling was used in selecting schools with computers.
Stratified sampling was then used to avoid gender disparity
given that number of female teachers was only 43 against 104
males. Simple random sampling was then used to pick 30%
(n=74) the mathematics teachers in each stratum to be
interviewed. This was to ensure each respondent got equal
opportunity to participate in the study. Data was collected
using questionnaire and interview schedule. Split half method
was used to test reliability of research instruments. Spearman
Brown Formula coefficient of 0.858 was realized which was
above recommended 0.8. The reliability of 0.858 was
regarded as a reasonable reliability index for the research
instrument. Data collected were analyzed using descriptive
statistics such as frequencies, percentages and means. The
results were presented using tables and figures.
III. RESULTS AND DISCUSSIONS
3.1 Degree of Accessibility and Usage of Computers by
Mathematics Teachers
The researcher aimed at determining degree of access and
usage of computers by mathematics teachers‟. Teachers were
therefore asked to give their professional opinions about their
degree of access and usage of computers. Only a paltry 3.4%
indicated that they used computers in teaching mathematics.
Majority indicated that they used conventional resources,
namely: chalkboard (100.0%), textbooks (98.4%), calculators
(78.9%), models (50.0%) and charts (38.2%). Based on these
findings, it is clear that computers in the selected schools were
hardly used to support instructional processes. The findings
indicated that traditional methods of teaching could be
attributed to influence of attitudes and lack of access to
computers. These results are consistent with findings of other
studies by Hazzan (2000), NCES (2000) and Smeets (2005).
They assert that teachers who grew up learning mathematics
in traditional methods feel insecure in the integrated form of
teaching. Teachers were also asked whether they had access to
computers in their schools, most 85.7 % respondents said they
did not access the computers in their schools while 14.3 %
had access to the computers.
When asked to cite reasons for accessibility or non-
accessibility of computers for purposes of teaching
mathematics, the teachers‟ responses are as summarized as
follows: Most (52.7%) of teachers did not access computers
because computers were meant for computer studies, 21.6%
of the teachers accessed computers to acquire basic computer
skills, 16.2% used computers for marks analysis/exams setting
while 5.4% were not allowed access by school administration
for fear of mishandling or vandalizing and only 4.1% used
computers for teaching mathematics.
To clearly illustrate the different reasons why mathematics
teachers in the district were using computers and why in some
schools the mathematics teachers did not have access to
computers, the percentages were used to plot the bar graph as
shown in Figure 1 be low.
4. International Journal of Research and Innovation in Social Science (IJRISS)|Volume I, Issue III, March 2017|ISSN 2454-6186
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From the findings in Figure 1, the results indicate that most
(83.8%) do not use computers for examination
analysis/examination setting, 78.4% do not use computers for
computer literacy skill acquisition and 95.9% do not use
computers for the teaching of mathematics. It is therefore
deduced that, mathematics teachers in Kakamega South
District are not using computers in the teaching and learning
of mathematics. These may be due to lack of access to the
computers in the school implying they are basically meant for
computer studies. Furthermore, the results show that emphasis
is laid on computer studies as other subject in the curriculum
at the expense of other subjects in the curriculum. In addition,
Figure 1 also indicates that 5.4% are not allowed to use
computers due to fear of mishandling.
The researcher also strived to find out whether those teachers
who had access to computers in their schools used the
computers for mathematics instruction. Out of the total 31
mathematics teachers who said they were allowed access to
computers in their school, 96.6% did not use them for
teaching and learning mathematics. Only 3.4% used them for
instructional purposes. It therefore became necessary to find
out respondents opinions on the factors hindering usage of
computers in mathematics instruction. The majority (78.4%)
lacked computer technical skills, 75.7 % alluded to inadequate
computers/software in the schools, 14.9% lack of integrated
mathematics curriculum, 20.3% resistance from teachers,
24.3% cost of computers whereas others included lack of
electricity, heavy workload, exam-oriented reasons,
overcrowded classes, lack of support from government/heads
of schools and other stakeholders accounted for 25.7%.
Further analysis on factors hindering usage of computers in
the teaching of mathematics clearly indicated that majority
(78.4%) lacked computer technical skills, 75.7% alluded to
inadequate computers/software in the schools, 14.9% lack of
integrated mathematics curriculum, 20.3% resistance from
teachers, 24.3% cost of computers whereas others included
lack of electricity, heavy workload, exam-oriented reasons,
overcrowded classes, lack of support from government/heads
of schools and other stakeholders accounted for 25.7%. Based
on the findings above, it is clear that while teachers lacked
access to computers and related software they also lacked the
appropriate computer skills to use computers in mathematics
instruction. The results also indicated that teacher‟s attitude
had an influence on computer use in their classrooms. Further
analysis established that there were other factors hindering use
of computers in teaching namely; lack of electricity, lack of
integrated mathematics curriculum, frequent power blackouts
in areas prone to heavy rains, heavy workload, exam-oriented
reasons where emphasis is laid on mean score, overcrowded
classes which hinders effective instruction using computers,
lack of grants of funds to sustain the project, cost of
computers, cost of maintenance, lack of support from the
heads of schools, government and other stakeholders.
Rigidity/resistance of teachers‟ fetched (16.2%). Resistance
may be due to the fact that teachers prefer traditional methods
that are familiar and known to produce results than fumble
0
10
20
30
40
50
60
70
80
90
100
Access No Access
Percentage of
Teachers
Reasons fur Using/Not Using Computers
Figure1: Reasons for Computer Access/No Access
mark analysis/setting exams and other
administrative work by teachers
for acquisition of basic skills in
computer
integration into teaching of subject
computers are meant for computer
studies
computers cannot be accessed for fear
of mishandling/vandalizing
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with „unknown technology.‟ The results are similar to
findings of Hazzan (2000) and NCES (2000). They assert that
teachers who grew up learning mathematics in traditional
methods feel insecure in the integrated form of teaching.
Other barriers cited included: cost of maintenance (4.1%),
lack of electricity (1.4%) and lack of integrated syllabus
(1.4%). Sanya (2001) and Adhola (2004) argue that
availability of electricity is limited mainly to urban. One of
the biggest barriers hindering use of computers in general is
lack of electricity. Figures from the M.O.E (National ICT
Policy,2006) indicate that 75% of public secondary schools in
Kenya are situated in rural areas and it therefore implies that
most secondary schools lack electricity that will enable
mathematics teachers integrate computers in mathematics
curriculum. However, the government recognizes this
constrain to ICT growth. The launch of Rural Electricity
Authority (REA) serves as a good step in ensuring that
electricity is widely available in rural Kenya. The findings
above are consistent with Mueller et al (2007) who identified
both environmental factors like limited access, technical
problems and individual characteristics like skills and
attitudes as potential barriers to successful integration of
computer technology. Similar studies by Ndiku (2003) and
Fulton et al (2002) identified insufficient number of
computers as one of the factors hindering use of computers by
teachers.
3.2 Teachers’ Attitudes Toward The Use of Computers in
Mathematics Instruction
The researcher wanted to find out teachers‟ attitude towards
use of computers in mathematics instruction. To respond to
this, the mathematics teachers were first of all asked to give
their professional opinions about use of computers in teaching
and learning mathematics using the Likert Scale. To analyse
data on teachers‟ attitudes, the Likert Scale was scored as
follows: Strongly Agree (SA); 5,Agree (A);4,Nuetral
(N);3,Disagree (D);2 and Strongly Disagree (SD): 1 for
positive statements while for negative statements the scoring
procedure was reversed. For purposes of analysis of data
generated from the Likert scale, the options provided as
“Strongly Agree (SA)” and “Agree A)” was merged to mean
“Agree (A)” with 4 points and “Strongly Disagree (SD)” and
“Disagree (D)” were merged to mean “Disagree (D)” with 2
points (Donald and Pamela, 2006). They argue that to ensure
consistent results, the highest and lowest score are selected.
The middle is excluded from subsequent analysis. The two
extremes are the 2 criterion groups by which individual items
are evaluated. On the interpretation, a mean score of above 3
denoted a positive attitude. A mean score of 3 denoted neutral
perception while a mean score of below 3 denoted negative
attitude. The mean is the average of a set of scores. The
mean of mathematics teacher attitude towards use of
computers was calculated by finding the summation of
frequency in each column multiplied by its corresponding
score. The products were then summed and divided by the
total frequency. The results were outlined in Table 3.1.
Table 3.1: Teachers‟ Attitudes towards Use of Computers in Mathematics Instruction
No. Statement A U D Mean Attitude
1 Computers will make mathematics teaching enjoyable
137
93.2%
6
4.1%
4
2.7%
3.905 Positive
2 I would avoid use of computers in teaching Mathematics as much as possible
13
8.8%
10
6.8%
124
84.4%
3.755 Positive
3 Mathematics teaching will be easier if computer is used to solve problems
116
78.9%
10
6.8%
21
14.3%
3.646 Positive
4 I have a low opinion of integrating computers in mathematics
14
9.5%
8
5.4%
125
85.1%
3.755 Positive
5 Use of computers will cause students to loose basic computational skills
65
44.2%
15
10.2%
67
45.6%
3.034 Positive
6 Computer will help me approach same topic in many different ways
130
88.5%
3
2.0%
14
9.5%
3.789 Positive
7 I don‟t think I would ever need a computer in my classroom
14
9.5%
7
4.8%
126
85.7%
3.762 Positive
8 With computer it is possible to do more practical teaching
122
83.0%
9
6.1%
16
10.9%
3.721 Positive
9 I fear computer may take over my job
22
15.0%
10
6.8%
115
78.2%
3.633 Positive
10 Teaching using a computer is hard, involving and challenging
34
23.1%
15
10.2%
98
66.7%
3.435 Positive
11
Teaching mathematics using computers is time consuming hence affects syllabus
coverage
37
25.2%
26
17.7%
84
57.1%
3.306 Positive
12 Using computers to teach mathematics do not scare me at all.
121
82.3%
5
3.4%
21
14.3%
3.966 Positive
13 I have no intention of using computers in teaching Mathematics in the near future.
21
14.3%
8
5.4%
118
80.3%
3.660 Positive
14 Using a computer will enable to teach better.
118
80.3%
14
9.5%
15
10.2%
3.701 Positive
15 Use of computers is not absolutely necessary for teaching Mathematics
39
26.5%
13
8.9%
95
64.6%
3.354 Positive
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The results in Table 3.1 revealed that the attitude of the
mathematics teachers was above the mean of 3. This implied
that majority of the mathematics teachers had a positive
attitude towards use of computers in mathematics instruction
with a mean of means of 3.628. However, despite the positive
attitude one question fetched the lowest mean of 3.034 where
those who agreed (44.2%) were almost similar with those who
disagreed (45.6%). This implies that the teachers were
undecided on whether use of computers would cause students
to loose basic computational skills. This may have been due to
lack of skills and knowledge on the potential of computers in
mathematics instruction. These results are consistent with
other similar studies by Koohang (1989), Selwyn (1997),
Dexter et al (1999), Baylor and Ritchie (2002), Otieno (2003).
They assert that teachers who easily accept and incorporate
new ideas, changes and reforms into their practices are more
likely to integrate computer applications in their teaching
practice successfully. Wonzney et al (2006) assert that
teachers‟ personal characteristics like attitude have shown to
predict computer integration in mathematics instruction.
Similarly, ISTE (2002), Demetriadis et al (2003) and Angeli
and Valanides (2005) argue that teachers who feel computers
are appropriate tools for promoting students learning also
engage their learners in use of computers more than teachers
who do not feel computers are appropriate tools for student
learning. The results in Table 4 are an indication that
mathematics teachers in Kakamega South District see
computer as a tool that can enhance teaching and learning
process.
Having found out that the mathematics teachers‟ attitude
towards computer technology use was positive, it was
necessary to find out how frequently they used computers. In
this study, teachers‟ frequency of computer use is summarized
as indicated: Most (59.2%) of the teachers do not use
computers, 17.7% use computers once a week, 12.9% of the
teachers use computers more than once a week and a paltry
10.2% uses computers every day. From the results in Table 4,
majority of the mathematics teachers do not use computers in
their day to day activities. It therefore follows that they do not
use them in their classrooms. As noted in the literature these
findings coincide with previous correlation studies which
have long forecasted that the use of computers in teaching and
learning of mathematics would very much depend on how
well teachers integrate them in everyday activities (Loyd and
Loyd, 1985; Kluever et al., 1994; Yuen and Ma, 2001;
Hsiung, 2001). Similar studies have shown a correlation
between frequency of computer use and teachers attitudes
towards use of computers in their mathematics classrooms
(Hawkins and Oblinger, 2006). However, it can also be
concluded that although the mathematics teachers in
Kakamega South District have not embraced the use of
computers in the classrooms, there is pervasive use of
computers in their daily and personal lives. Inevitably such
developments need to be reflected in our schools.
According to Office of Technology Assessment (1995), lack
of standard of integration is a factor that influences use in
classrooms. Although computers are in schools and teachers
are being encouraged to integrate computers with
mathematics, there is no universal definition of what
integration of technology with mathematics means or what an
integrated curriculum looks like. However, the recent launch
of e-content by K.I.E and launching of curriculum innovation
centre at K.I.E for purposes of enhancing content delivery
may shift this challenge to training of teachers in use of
computers, computer integration across the other subjects and
infrastructure development in the schools.
Having identified the difficulties experienced by the
mathematics teachers, respondents were further asked to say if
they were willing to use computers in mathematics
instruction. The findings also showed that out of the 74
teachers interviewed, most (95.9%) were willing to use
computers in instruction with very few (4.1%) not willing to
use computers in instruction. Furthermore, teachers were
asked to say why they were willing to use computers in
mathematics instruction. Their responses were summarized in
Table 3.2.
Table 3.2: Reasons Why Teachers Are Willing To Adopt
Computers In Mathematics Instruction
Reasons for willingness to use computers
No. of
teachers
%
Method that will enhance teaching/learning
mathematics
e.g. teaching easier/efficient/effective and
learner- centred approaches
60 81.1
Adopting new and modern pedagogy a must
since it is more effective than traditional
methods
17 23.0
Change students attitude towards mathematics 1 1.4
The findings in Table 3.2 indicate that most mathematics
teachers (81.1%) believe the use of computers in teaching
mathematics enhance performance in mathematics instruction.
Responses cited included; teaching easier/effective/efficient,
while learning interesting, learner friendly/enjoyable/simplify
abstract concepts/cater for individualized instruction/provides
hands on experiences vary stimuli and faster computation.
For those teachers who were not willing to adopt the use of
computers in instruction their responses were as follows:
computer use was considered extra workload, feared that
learners will not think and they may lose basic computational
skills (4.1 %). Teachers were further asked to give an opinion
on whether their colleagues‟ mathematics teachers were
willing to adopt use of computers in their classrooms. From
the results, out of the 74 teachers interviewed, most (86.5%)
teachers alluded to the fact that their colleagues were willing
to use computers in mathematics instruction but (13.5%) said
that their colleagues were not willing. They gave reasons to
7. International Journal of Research and Innovation in Social Science (IJRISS)|Volume I, Issue III, March 2017|ISSN 2454-6186
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support their arguments. Their responses are summarized in
Table 3.3.
Table 3.3: Opinion On Reasons For Not Willing To Use
Computers By Colleagues‟ Mathematics Teachers
Statement
No. of
teachers
%
Lack of availability hinders them 1 1.3
Teachers lack skills and should be
trained ( both pre-service & in-service)
7 9.5
Rigidity/human beings fear change 2 2.7
Total 10 13.5
From the findings in Table 3.3, teachers lacked skills and
should be trained (13.5%) and rigidity or fear of change
among the teachers (5.4%) and lack of availability (1.3%).
Based on this information, it is clear that teachers‟ attitude
and computer skills including availability of computers in
classrooms can affect their use of computers in their
classrooms. These results are consistent with other similar
studies by Koohang (1989) and Selwyn (1997) who assert that
teacher attitude and skills on use of computers are major
factors related to initial acceptance of computer technology
and it is use. Similarly, Loyd and Loyd (1985) and Yuen and
Ma (2001) assert that teacher attitude towards computer is
central to successful use of computers in classroom
instruction. Besides, Baylor and Ritchie (2002) argue that
regardless of the amount of technology and it is
sophistication, technology will not be used unless the teachers
have the skills, knowledge and attitudes necessary to use
computers in classroom instruction. Based on the findings, it
is clear that lack of computer skills in use of computers in
teaching, teacher attitude and computer access determines
mathematics teachers‟ use of computers in Kakamega South
District schools.
IV. CONCLUSIONS
4.1 Computer accessibility and usage by mathematics
teachers
The study established that the computers in the schools are
inadequate. Most mathematics teachers do not access
computers in their schools. Most mathematics teachers in the
district do not use computers in the teaching and learning of
mathematics.
4.2 Attitudes of teachers towards use of computers in
mathematics instruction
The study established that mathematics teachers in
Kakamega South District have a positive attitude towards use
of computers in their teaching practice.
V. RECOMMENDATIONS
From the findings outlined, the following recommendations
are reached:
a) Head teachers to be supported by government in order to
provide adequate computers and relevant K.C.S.E
mathematics software in their institutions.
b) The government and other stakeholders like NGOs through
the Ministry of Education should provide grants to schools to
subsidize in the purchase of the computers and accompanying
software to ensure all teachers are accessible to computers.
c) Other stakeholders like religious organizations, Community
Based Organizations (C.B.Os) and Non-governmental
Organizations (N.G.Os) may help fund the computer projects
in the schools for example purchasing computers and
providing necessary infrastructure in the schools.
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