ICT in Education for Effective and Creative Teaching: Bangladesh Policies and ICT Integration in Education

2019 ◽  
Author(s):  
Zafari Nurul Mostafa Kamal
Keyword(s):  
Ict In Education ◽  
Ict Integration ◽  
Creative Teaching

scholarly journals The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia

2019 ◽  
Vol 9 (2) ◽  
pp. 78 ◽  
Author(s):  
Shengru Li ◽  
Shinobu Yamaguchi ◽  
Javzan Sukhbaatar ◽  
Jun-ichi Takada
Keyword(s):  
Professional Development ◽  
Primary Schools ◽  
Supporting Evidence ◽  
Development Programs ◽  
Ict In Education ◽  
Ict Integration ◽  
School Teachers ◽  
Primary School Teachers ◽  
Information And Communication ◽  
Teachers Professional Development

This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.

scholarly journals A comparative analysis of policies, strategies and programmes for information and communication technology integration in education in the Kingdom of Saudi Arabia and the republic of Ireland

2020 ◽  
Vol 25 (6) ◽  
pp. 4721-4745
Author(s):  
Jawaher Alghamdi ◽  
Charlotte Holland
Keyword(s):  
Saudi Arabia ◽  
Comparative Analysis ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Ict In Education ◽  
Ict Integration ◽  
Education Policies ◽  
Kingdom Of Saudi Arabia ◽  
Information And Communication ◽  
The Republic

Abstract This paper provides a comparative analysis of policies, strategies and programmes for Information and Communication Technology (ICT) integration in primary and post-primary education, that were active in the Kingdom of Saudi Arabia (KSA) and in the Republic of Ireland in 2016. The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum, provision of teacher professional development in ICT integration, and supply of computer technologies and infrastructure. However, as in the Irish context, the framing of the ICT in education’ policies, strategies and programmes needed to be strengthened through participatory partnerships with key stakeholders that endured throughout the life-cycle of ICT policy implementation in primary and post-primary settings. Furthermore, the review showed a need for governments in both jurisdictions to make better provision for financial and human resourcing to fully operationalize the teacher training and supports necessary for effective integration by teachers of ICT in primary and post-primary settings. Finally, the evaluation protocols within ICT in education’ policies, strategies and programmes in both countries needed to be re-casted to make evidence of their enactment publicly available in a timely manner. Moreover, the resultant evaluation reports further needed to be detailed at a level that made visible the national progress on ICT integration in schools, and the corresponding impact on learners’ ICT skills and broader competencies.

scholarly journals Integrating Technology in Teaching and Learning Mathematics

2015 ◽  
Vol 5 (1) ◽  
pp. 31-48
Author(s):  
Paulina Pannen
Keyword(s):  
Teaching And Learning ◽  
Rapid Development ◽  
Ict In Education ◽  
Ict Integration ◽  
Technology In Teaching ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
The Future ◽  
Future Prediction ◽  
K 12

With the rapid development of ICT and its ramification in our world, especially education, can we envision how education will look like in the future, especially in Indonesia, and in the teaching and learning of mathematics? Employing Zappa’s Envisioning the Future of Educational Technology (2013) and NMC Horizon Report (2014) K-12 Edition, this paper will reflect on the effort of ICT integration in teaching and learning, especially in the teaching and learning of mathematics, in Indonesia. Taking stock of the existing Government’s policy on ICT and ICT in Education, also of the facts and figures of Indonesia’s ICT profile, this paper discusses initiatives, practices, and studies of ICT in Education, integration of ICT in the teaching and learning of mathematics, what technology and how to integrate in the teaching and learning of mathematics, and some future prediction on the evolution of teaching and learning due to emerging technologies.

scholarly journals Appraising the Attitude towards Information Communication Technology Integration and Usage in Kazakhstani Higher Education Curriculum

10.28945/4403 ◽  
2019 ◽  
Vol 18 ◽  
pp. 355-378
Author(s):  
Nazym Suleimen
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Research Study ◽  
Negative Attitude ◽  
Faculty Members ◽  
Ict In Education ◽  
Information Communication ◽  
Ict Integration ◽  
Actual Usage ◽  
Ict Tools

Aim/Purpose: The purpose of the study is to examine and understand the attitude of Kazakhstani universities’ instructors towards ICT integration into the curriculum and to find out the relationship between instructors’ attitudes towards ICT and their actual usage of ICT for teaching and learning processes. Background: The Kazakhstani government has taken initiatives and developed state programs to integrate information communication technologies (ICT) into all levels of education. According to previous research studies, instructors’ negative attitude towards ICT integration into curriculum can affect the implementation of ICT-related initiatives in education including higher education. Therefore, this research study examines the attitudes of Kazakhstani higher education instructors towards ICT integration into curriculum. Methodology: The study implemented an explanatory sequential mixed methods design. For quantitative and qualitative data collection paper-based questionnaires and semi-structured interviews were used, respectively. Convenience sampling was conducted, and the sample consisted of 102 instructors working in two universities in Kazakhstan. In quantitative data analysis, descriptive and inferential statistics were used; Spearman’s rho correlation coefficient was used to identify the relationship between variables. Contribution: Understanding instructors’ attitude towards ICT in education and exploring reasons behind attitudes might be beneficial in accomplishing aims and purposes of governmental ICT-related programs in the higher education system. Findings: Quantitative data analysis reveals that instructors generally possess positive to very positive attitude towards using ICT in education. Instructors often use simple basic tools such as multimedia presentation software; however, they very rarely use more advanced tools such as discipline-oriented software. No statistically significant relationship was found between attitude and advanced ICT tools. Qualitative data analysis identifies several barriers to ICT usage: insufficient or lack of provision of ICT tools and software, lack of technical support, and lack of technical knowledge among instructors. Recommendations for Practitioners: As a result of the study, it is firstly recommended to university administrations to create and add positions of information technology (IT) specialists, to each department and on a permanent basis. Secondly, it is recommended to provide faculty members with training courses that focus on ICT in pedagogy. Thirdly, universities could ask for guidance from their existing faculty members who are advanced ICT integrators, that is to say, collegial learning should be encouraged more strongly. Finally, universities are recommended to reward those faculty members who are active and effective in their attempts to integrate ICT into teaching. Future Research: As I was not able to interview those instructors who possessed negative attitude towards ICT in education, I would recommend filling this gap in the future. Interviewing instructors who are reluctant to integrate ICT into teaching can help identify more issues related to using ICT in education which were not discovered in the current research study. Also, the current research study did not investigate instructors’ attitudes in relation to their demographic background. Further research studies can examine how instructors’ age, gender, place of study, place of work, academic degree, or subject area of teaching influence their attitude towards using ICT in education and their actual usage of ICT in teaching practices.

scholarly journals Barriers to Successful Integration of ICT in Education in Baltistan Region

2017 ◽  
pp. 126-139
Author(s):  
Muhammad Iqbal
Keyword(s):  
Quantitative Methodology ◽  
Ict In Education ◽  
Ict Integration ◽  
National Education ◽  
Interview Method ◽  
Female Teachers ◽  
National Education Policy ◽  
Integration Of Ict ◽  
The Government ◽  
Gilgit Baltistan

Education is the backbone of any nation and nowadays ICT is becoming the backbone of the education system of any country. The government of Pakistan’s efforts of Integration ICT can be seen in Pakistan’s three policy documents; National Education Policy (2009), National Professional Standard for Teachers in Pakistan (NPSTP) and National ICT strategy. The integration of ICT in Education is inevitable for the survival of teachers in this information society. In the whole country, these policies are not producing the desired educational results and the performance remained unsatisfactory. This research paper was formulated with the intention to acquire the basic hurdle persist behind not acquiring the required anticipated result of ICT specifically in Gilgit Baltistan. In order to get into the severity of this matter different methodology of facts findings were adopted and for this specific matter, Questionnaire/interview method was practiced. As per the Quantitative methodology of questionnaires the finding shows a positive perception of age 30-39 towards the use of ICT, more than 90% of all ages believed in the importance of ICT integration in classrooms. Teachers voted for electricity and infrastructure problems and lack of technical support by authorities as main barriers while some female teachers were found with the thoughts that social/cultural/ethical values are barriers for them to integrate ICT in their courses. These finding will help to propose some strategies to improve successful ICTs integration in Gilgit Baltistan

scholarly journals Teachers' Readiness Indicators on ICT Integration into their Teaching

2019 ◽  
Vol 2 (4) ◽  
pp. 195-203
Author(s):  
Rea Aisha Champa ◽  
Dewi Rochsantiningsih ◽  
Diah Kristiana
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Rapid Change ◽  
Teaching Skills ◽  
Ict In Education ◽  
Ict Integration ◽  
Information And Communication ◽  
Integration Of Ict ◽  
Almost All

By the rapid change in innovations of Information and Communication Technology, people are now able to get and exchange information fast. To keep up with these innovations, the integration of ICT in education is urgently demanded of time at present as ICT is being used in almost all other sectors all over the world. Therefore, it demands the teachers to be skillful in operating ICT during their teaching. Nevertheless, the integration of ICT into teaching in Indonesia hasn’t fully been maximized. This paper is intended to investigate the factors of teachers’ readiness to integrate ICT into their teaching. To acquire an in-depth result, this case study focuses on the interview of some teachers in a certain school in Indonesia. The data gained revealed four factors that enact the integration of ICT in class. Most of the teachers need official trainingconcerning the integration of recent ICTs in class to optimize their teaching skills using ICT.

scholarly journals The integration of Information and Communication Technology for teaching and learning at Ghanaian Colleges of Education: ICT Tutors’ Perceptions

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
John Kwame Eduafo Edumadze
Keyword(s):  
Communication Technology ◽  
Teaching And Learning ◽  
Colleges Of Education ◽  
Ict In Education ◽  
It Use ◽  
Ict Integration ◽  
Teacher Trainees ◽  
Information And Communication ◽  
Education Model ◽  
Basic Level

ICT is used more at the workplace than in the classroom mainly due to the lack of its extensive integrated into the curriculum by teachers. With the increasing use of ICT in our society, teachers must be at the forefront of it use in order to train their students in its proper use. Ghana’s Colleges of Education (COEs) are the first place where ICT education should begin since they are responsible for the training of teachers in the country. The main objective of the study is to evaluate the extent of ICT integration in Ghana's COEs. This study, based on the UNESCO’s literature on ICT integration in education and teachers’ adoption of ICT, examines the perception of ICT tutors in COEs on the goal to strengthen ICT curriculum in COEs. It also examines their perception of the capability of their students to competently teach ICT studies at the Basic levels in Ghana's education system. Results from the study show that tutors are of the view that ICT integration for teaching and learning are at the beginning stages with respect to Anderson’s ICT in Education model. They also are of the view that an elective ICT course should be introduced to train teacher-trainees who will specialise in ICT teaching at our basic level. Finally the study made recommendations to address these challenges.

Importance of ICT in Education for Gifted Students

2013 ◽  
Vol 1 (2) ◽  
pp. 211-219
Author(s):  
Supreet Kaur ◽  
Meenu .
Keyword(s):  
Gifted Students ◽  
Ict In Education
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