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 Information and Communication Technologies in A Postgraduate TESOL Program: A Human Capital Investment

2021 ◽  
Author(s):  
Manal AlMarwani
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Capital Investment ◽  
Faculty Members ◽  
Ict Integration ◽  
Postgraduate Students ◽  
National Education ◽  
National Education System ◽  
Information And Communication ◽  
The Impact

With the global advancements in Information and Communication Technology (ICT) and the national and international demand for well-developed ICT skills and competencies, academic programs at higher education institutions need to make necessary adjustments to content and processes. This study reports on the current ICT integration practices in a TESOL postgraduate program at a Saudi Arabian university, addressing viewpoints at administrative, faculty, and postgraduate student levels. Three different questionnaires were used to answer the following questions: What are the TESOL postgraduate students’ practices of ICT integration, and how do they perceive their professors’ practices? What ICT integration practices do faculty members use, and how do they perceive the merit and desirability of their practices? And ‘How is ICT integration tackled at the administrative level with respect to policy and procedures, infrastructure, training, and technical support? The findings indicate that ICT integration practices in this program are lagging expectations. This is not a matter of attitude, potential, and challenges in the current situation, but is related to understanding the national ICT policy and developing sustainable strategies at an institutional level to guide and support faculty members’ practices. Since the impact of such changes will go beyond higher education to the broader national education system, much more attention needs to be dedicated to teacher education and professional development programs, including TESOL postgraduate programs.

scholarly journals Blended Action Learning: Supporting Leadership Learning in the New Zealand ECE Sector

2021 ◽  
Author(s):  
◽  
Kathryn Ruth Thornton
Keyword(s):  
New Zealand ◽  
Leadership Development ◽  
Learning Process ◽  
Research Study ◽  
Action Learning ◽  
Information Communication ◽  
Learning Groups ◽  
Ict Tools ◽  
Professional Contexts

<p>The purpose of this research study was to explore the use of information communication technology (ICT) to support leadership development in the New Zealand early childhood education (ECE) sector. There is currently a lack of policy and provision supporting leadership development in this sector. Previous research has identified the value of leadership development programmes that encourage reflective practice, peer collaboration, and a focus on problemsolving in reallife situations. ICT has the potential to support leadership learning using action learning, a process that involves groups of learners working on issues or problems that they face in their professional contexts with the support of a facilitator. Although action learning groups most often meet facetoface, ICT is increasingly being used to support or in some cases replace traditional meetings. This research study, which took the form of interpretive case research, involved the establishment of two blended action learning groups facilitated by the researcher. The participants in this study both met facetoface in facilitated workshops and interacted online while back at their respective workplaces for ongoing reflection, discussion and the sharing of knowledge and resources. The open source software Moodle was the enabling technology used in this study and the ICTs employed included email, online reflective journals, forum discussions and chat sessions. A model of leadership learning using ICT was developed through the analysis of data from this study. This model illustrates the leadership journeys taken by participants who increased their awareness of leadership through a process of recognising, reflecting, realising and responding. This led to increased confidence in their leadership practice and in some cases resulted in a greater distribution of leadership. Four key factors contributing to the leadership learning process were identified to be the blended action learning process, the blended action learning groups, the ICT tools used and the role of the blended action learning facilitator who acted as both an enabler of learning and a trusted inquisitor. This study contributes to our understanding of the process of leadership development using ICT, in particular the role of the blended action learning facilitator and the process of leadership learning.</p>

scholarly journals Teachers’ perception and experience on outcomes-based education implementation in Isabela State University

2021 ◽  
Vol 10 (4) ◽  
pp. 1213
Author(s):  
Krichelle A. Tungpalan ◽  
Mila F. Antalan
Keyword(s):  
Higher Education ◽  
Communication Technology ◽  
The Philippines ◽  
Faculty Members ◽  
State University ◽  
Information Communication ◽  
Information And Communication ◽  
Qualitative Part ◽  
Outcomes Based Education ◽  
Method Approach

<span>The existing typology established by the Commission on Higher Education (CHED) and the introduction of outcomes-based education (OBE) has created numerous demands and challenges for higher education in the Philippines. Hence, this study analyzed the scope of expertise and experience of Isabela State University-College of Computing Studies, Information and Communication Technology faculty members in the 2nd semester of study year 2018-2019 to identify OBE implementation. In this study, a mixed-method approach was used for data and information collection. Weighted mean was used to interpret the extent of knowledge and actual practice of the faculty members and on the qualitative part, data were analyzed using thematic analysis. The results of this study indicate a great deal of expertise and experience on the implementation of OBE among the faculty members of the College of Computing and Information Communication Technology at Isabela State University Cauayan Campus. The faculty members are well versed in the application and practice of OBE and will continue to contribute to the realization of the goals of OBE by practice.</span>

scholarly journals Blended Action Learning: Supporting Leadership Learning in the New Zealand ECE Sector

2021 ◽  
Author(s):  
◽  
Kathryn Ruth Thornton
Keyword(s):  
New Zealand ◽  
Leadership Development ◽  
Learning Process ◽  
Research Study ◽  
Action Learning ◽  
Information Communication ◽  
Learning Groups ◽  
Ict Tools ◽  
Professional Contexts

<p>The purpose of this research study was to explore the use of information communication technology (ICT) to support leadership development in the New Zealand early childhood education (ECE) sector. There is currently a lack of policy and provision supporting leadership development in this sector. Previous research has identified the value of leadership development programmes that encourage reflective practice, peer collaboration, and a focus on problemsolving in reallife situations. ICT has the potential to support leadership learning using action learning, a process that involves groups of learners working on issues or problems that they face in their professional contexts with the support of a facilitator. Although action learning groups most often meet facetoface, ICT is increasingly being used to support or in some cases replace traditional meetings. This research study, which took the form of interpretive case research, involved the establishment of two blended action learning groups facilitated by the researcher. The participants in this study both met facetoface in facilitated workshops and interacted online while back at their respective workplaces for ongoing reflection, discussion and the sharing of knowledge and resources. The open source software Moodle was the enabling technology used in this study and the ICTs employed included email, online reflective journals, forum discussions and chat sessions. A model of leadership learning using ICT was developed through the analysis of data from this study. This model illustrates the leadership journeys taken by participants who increased their awareness of leadership through a process of recognising, reflecting, realising and responding. This led to increased confidence in their leadership practice and in some cases resulted in a greater distribution of leadership. Four key factors contributing to the leadership learning process were identified to be the blended action learning process, the blended action learning groups, the ICT tools used and the role of the blended action learning facilitator who acted as both an enabler of learning and a trusted inquisitor. This study contributes to our understanding of the process of leadership development using ICT, in particular the role of the blended action learning facilitator and the process of leadership learning.</p>

Perception and Practices of ICT Integration in Higher Education Classroom

2021 ◽  
Vol 5 ◽  
pp. 75-88
Author(s):  
Nirmal Raj Mishra
Keyword(s):  
Higher Education ◽  
Group Discussion ◽  
Project Based Learning ◽  
Infrastructure Development ◽  
Ict Integration ◽  
Qualitative Research Design ◽  
Learning Techniques ◽  
Teachers And Students ◽  
Ict Tools ◽  
Teaching Learning

ICT integration in pedagogy has created the new discourse in our educational institutions. It has created the teaching learning is more challenging as well as productive. Gaining these insights, this study searched the perception and practices of ICT integration in higher education classroom and its integrating ways in teaching. This study used the qualitative research design whereas applied the phenomenological design to inquiry. For study, I selected the study area and informants through the convenient and purposive sampling respectively. The focus group discussion, in-depth interview and personal introspection helped me to understand the phenomena of ICT. The major finding is that the motivation factor is crucial for integration of ICT tools. The finding showed that ICT tools can integrate in six phases such as motivation, infrastructure development, training, bridge up, implementation, and monitoring. The ICT tools can be integrated through the brainstorming, self-presenting, collaborative, problem-based learning and project-based learning techniques/methods. The successful integration requires the support and training for the teachers and students. It always promotes the learning culture in supportive way and creates the opportunities to access in information to the users.

scholarly journals A Participatory Action Research Study of Collaborative Course Development Across Higher Education Programs

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Margaret Weiss ◽  
Anthony Pellegrino
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Research Study ◽  
Faculty Members ◽  
Participatory Action ◽  
Course Materials ◽  
Working Together ◽  
Philosophical Framework ◽  
Action Research Study

Collaboration is a much-used term that connotes images of teams working together to facilitate better outcomes. Being able to work with others in professional environments has become an expected part of most careers. While many courses in higher education require students to collaborate in various capacities in order to learn about working together and value differing perspectives, few faculty members teach together to model effective collaborative partnerships.This presentation will highlight findings from a participatory action research study of two Mason faculty members from different programs who developed and co-taught an integrated course about school-based collaboration for prospective and practicing educators. We will describe results from interviews, observations, and analysis of course materials related to:Developing a collaborative philosophical framework and purpose for the courseNegotiating collaborative assignments and assessmentsIntegrating our expertise to coteach class sessionsIdentifying and resolving philosophical and infrastructure challengesInterpreting student feedback and outcomes.Discussion will include:The need for university dialogue about academic collaborationThe impact faculty interactions have on collaborative effortsThe importance of curricular vision and coherence in collaborative effortsFuture research directions.

scholarly journals The use and benefits of information communication technology by Polish small and medium sized enterprises

2018 ◽  
Vol 6 (1) ◽  
pp. 211-225
Author(s):  
Celina Sołek-Borowska
Keyword(s):  
Economic Growth ◽  
Communication Technology ◽  
Significant Contribution ◽  
Research Study ◽  
New Technologies ◽  
Information Communication Technology ◽  
Information Communication ◽  
Main Area ◽  
Knowledge Repository ◽  
Ict Tools

Despite the significant contribution that information communication technology (ICT) has made to business, prior studies indicated that there is a large number of unsuccessful ICT implementations in small and medium sized enterprises (SMEs). Moreover, literature also indicated that SMEs’ utilization of ICT tools is reported to be low worldwide, while that is also the case with Polish SMEs. This paper was aim to identify the ICT tools used by Polish SMEs, the areas in which they are used, and the benefits companies perceive from such use. Findings of this research study with 153 Polish SMEs suggest that the most popular ICT tool is email, used by 88% of surveyed entities. Emails contain knowledge and information that is not codified in any knowledge repository. The main area of enterprise where employees use new technologies is marketing, as confirmed by 44% of the surveyed entities. About 59% of the companies surveyed recognize that the use of new technologies brings benefits, which translate into an increase in the company's profits. To stimulate the development of SMEs Polish companies, this study found that it is important to support the development of modern ICT tools for economic growth.

Seeking “better ways”: early career faculty researcher development

2018 ◽  
Vol 9 (2) ◽  
pp. 113-126
Author(s):  
Claire K. Robbins ◽  
Lucy A. LePeau
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Early Career ◽  
Faculty Members ◽  
Data Sources ◽  
Content Type ◽  
Instrumental Case Study ◽  
Graduate Preparation ◽  
Researcher Development ◽  
Early Career Faculty

Purpose Researcher development is an important but underexplored topic with implications for knowledge production, graduate education, faculty development and equity in higher education. The purpose of this constructivist instrumental case study was to understand how the process of writing and publishing from qualitative dissertations sparked researcher development among two pre-tenure faculty members in higher education. Design/methodology/approach Two researchers and seven data sources (i.e. six essays and one dialogue transcript) were used to construct the case. Researchers first inductively and independently coded the data sources. Researchers then collectively used the constant comparative technique (Charmaz, 2014) for data analysis. Findings Data analysis uncovered an iterative, three-phase process of seeking “better ways” (Evans, 2011) to translate dissertations into publications. This process included (1) recognizing one or more issues in the research design or conveyance of data, (2) rallying in a multitude of ways to seek better ways to address the issue(s) and (3) resolving the issue(s) by following internal voices and finding “better ways”. Originality/value Findings offer implications for faculty members’ approaches to mentoring and graduate preparation, and for postdoctoral and early career scholars’ agentic approaches to publishing, teaching and reflecting on one’s own researcher development.

scholarly journals Information and Communication Technologies in A Postgraduate TESOL Program: A Human Capital Investment

2021 ◽  
Vol 7 (1) ◽  
pp. 113-125
Author(s):  
Manal AlMarwani
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Capital Investment ◽  
Faculty Members ◽  
Ict Integration ◽  
Postgraduate Students ◽  
National Education ◽  
National Education System ◽  
Information And Communication ◽  
The Impact

With the global advancements in Information and Communication Technology (ICT) and the national and international demand for well-developed ICT skills and competencies, academic programs at higher education institutions need to make necessary adjustments to content and processes. This study reports on the current ICT integration practices in a TESOL postgraduate program at a Saudi Arabian university, addressing viewpoints at administrative, faculty, and postgraduate student levels. Three different questionnaires were used to answer the following questions: What are the TESOL postgraduate students’ practices of ICT integration, and how do they perceive their professors’ practices? What ICT integration practices do faculty members use, and how do they perceive the merit and desirability of their practices? And ‘How is ICT integration tackled at the administrative level with respect to policy and procedures, infrastructure, training, and technical support? The findings indicate that ICT integration practices in this program are lagging expectations. This is not a matter of attitude, potential, and challenges in the current situation, but is related to understanding the national ICT policy and developing sustainable strategies at an institutional level to guide and support faculty members’ practices. Since the impact of such changes will go beyond higher education to the broader national education system, much more attention needs to be dedicated to teacher education and professional development programs, including TESOL postgraduate programs.

scholarly journals STUDENTS’ EVALUATION OF TEACHERS: IS IT AGAINST THE VIETNAMESE CULTURAL NORM?

2018 ◽  
Vol 34 (6) ◽  
Author(s):  
Tran Thi Tuyet
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Quantitative Research ◽  
Research Study ◽  
Negative Attitude ◽  
Teaching Evaluation ◽  
Cultural Norm ◽  
Higher Education Systems ◽  
Heritage Culture ◽  
Confucian Heritage Culture

Students’ evaluation of teachers has become a popular activity in professional development and teaching evaluation in the higher education systems worldwide. In Vietnam, this activity has been carried out in universities in the last 10 years, however, the implementation of this activity faces many difficulties as it is considered against the cultural norm in a Confucian Heritage Culture where students are not often allowed to comment on their teachers’ teaching. This article, based on the findings of a quantitative research study, reports the change in attitude of teachers in a university towards this against-the-cultural-norm-movement. The findings indicate that the negative attitude toward this activity has virtually disappeared when this activity was redesigned taking into account teachers’ comments and needs, local university characteristics and cultural thinking. It is clear from the findings that if the above factors are taken into account, student’s evaluation of teachers is not considered to be against the cultural norm of respecting teachers in Vietnam.

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