scholarly journals The Challenges and Opportunities to Formulate and Integrate an Effective ICT Policy at Mountainous Rural Schools of Gilgit-Baltistan

Information ◽  
2020 ◽  
Vol 11 (11) ◽  
pp. 522
Author(s):  
Sabit Rahim ◽  
Tehmina Bibi ◽  
Sadruddin Bahadur Qutoshi ◽  
Shehla Gul ◽  
Yasmeen Gul ◽  
...  
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Information And Communications Technology ◽  
School Level ◽  
Research Approach ◽  
Policy Document ◽  
Learning Practices ◽  
Challenges And Opportunities ◽  
Gilgit Baltistan ◽  
Ict Policy

The study, through the lens of school principals’ views, investigates the challenges and opportunities to formulate an information and communications technology (ICT) policy in order to integrate it in teaching and learning practices at the schools of mountainous rural areas of Gilgit-Baltistan (GB). This quantitative research approach focuses on three different educational systems (Regional, National, and International), as a source of data collection, which operate in GB, Pakistan. To collect the required data, questionnaires with principals and policy document reviews were used. Applying SPSS, the data were analyzed. The results show that both groups (male and female) strongly agree to formulate a policy on ICT in order to integrate it in teaching and learning to improve at the school level. The results also show that the school heads face a number of challenges (e.g., lack of infrastructure, finance, Internet, technical staff, time, awareness, and training facilities, etc.) in the formulation of ICT policy and its integration in teaching and learning. The results revealed that the majority of the schools have an absence of ICT policy instead of having competent principals in those schools. Therefore, the research recommends that the school level ICT policy should be developed and integrated in teaching and learning practices to create an environment of powerful learning at schools, in order to fulfill the needs and demands of the 21st century education.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Qatrin Nada Sanya Rossevin
Keyword(s):  
Teaching And Learning ◽  
School Level ◽  
Educational Institutions ◽  
Educational Goals ◽  
Good Teaching ◽  
Learning Situation ◽  
Whole Process ◽  
Learning Practices ◽  
Teaching Programs ◽  
Principal Task

Curriculum administration is the whole process of planned and intentional and deliberate activities as well as ongoing guidance to the teaching and learning situation in order to help the achievement of educational goals effectively and efficiently.In this connection, at any school level the principal task of the school is to ensure that there are good teaching programs for students. Because basically the management or management of education focuses on all its efforts on teaching and learning practices (PBM). This seems clear that in essence all efforts and activities carried out in schools or educational institutions are always directed at the success of PBM.

scholarly journals Transforming African Education Systems in Science, Technology, Engineering, and Mathematics (STEM) Using ICTs: Challenges and Opportunities

2019 ◽  
Vol 2019 ◽  
pp. 1-29 ◽  
Author(s):  
Alcardo Alex Barakabitze ◽  
Anangisye William-Andey Lazaro ◽  
Neterindwa Ainea ◽  
Michael Hamza Mkwizu ◽  
Hellen Maziku ◽  
...  
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Skills Training ◽  
Sub Saharan Africa ◽  
Education Systems ◽  
Science Technology ◽  
Challenges And Opportunities ◽  
Living Labs ◽  
Sub Saharan ◽  
And Mathematics

This paper presents the role of ICTs in transforming Africa’s Education Systems (AES) in science, technology, engineering, and mathematics (STEM) subjects/courses. The paper highlights on a positive shift across Africa in using ICT to improve the quality of teaching and learning through activities such as intensive ICT skills training to teachers, increase in ICT equipments and applications in schools, and emergence of living labs (LLs) and innovation spaces/centres (InnoSpace). We first provide some of the challenges of integrating ICTs in education followed by a description of key past and current ICT initiatives supporting the adoption of ICTs in schools using a number of case studies in sub-Saharan Africa. We further present various ICT-based models for education, as a transformational approach towards integrating ICTs in AES. Moreover, we provide various ICT platforms deployed for education service delivery in disadvantaged African society (e.g., rural areas) including LLs and InnoSpace across the continent. Finally, we highlight our main findings and observations in terms of opportunities and future ICT for education research directions in Africa. Our aim is to provide some guidelines and ensure that Africa uniformly meet the 2030 United Nations Sustainable Development Goal number 4, which is to ensure inclusive and quality education for all and promote lifelong learning, particularly using ICTs.

scholarly journals The Initiatives to Strengthen Teachers' Online Learning Skills During the Covid-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 1917-1923
Author(s):  
Tengku Muhammad Sahudra ◽  
Raja Novi Ariska ◽  
Nursamsu Nursamsu
Keyword(s):  
High School ◽  
Online Learning ◽  
Teaching And Learning ◽  
School Level ◽  
Research Approach ◽  
Vocational High School ◽  
High School Level ◽  
Learning Skills ◽  
A Value ◽  
Learning Platforms

This study aimed to ascertain measures to enhance teachers' ability to teach online during the covid 19 pandemic. Action research is the research approach used in this type of research. The research was qualitative, describing the efforts to improve teachers' abilities to incorporate online learning into the teaching and learning process. This study was conducted at the MGMP for geography teachers at the senior high school and vocational high school level in Aceh Tamiang Regency. This study shows that teachers' competency in online learning is increasing, with the first cycle having a value of 0.45 per cent and the second cycle having a value of 0.80 per cent; hence, the two cycles predict growth in instructors using online learning in the future. Teachers can utilize a variety of technology-based online learning platforms, including Google Classroom, Edmodo, Quizizz, and Schoology.

Technology 4.0 for Education 4.0

2021 ◽  
Vol 30 (64) ◽  
pp. 198-209
Author(s):  
Ramesh Chander Sharma ◽  
Suresh Garg
Keyword(s):  
Knowledge Management ◽  
Technology Adoption ◽  
Teaching And Learning ◽  
Knowledge Generation ◽  
Faculty Recruitment ◽  
Learning Practices ◽  
New Learning ◽  
Challenges And Opportunities ◽  
Student Enrolment ◽  
Assessment Strategies

There is no denying the fact that education is the greatest tool to solve our problems. Education has been transformed from centuries in its form, levels, and format. Depending upon our needs and times, be it peace or exigencies (natural or human induced), educational pedagogies, assessment strategies, infrastructural provisions, student enrolment, faculty recruitment, finances, knowledge management and technology adoption, all have changed over a period of time. Such change in teaching and learning practices is constant. Flexibility of operations, rapidity of knowledge generation and transfer, creative practices and spatial arrangements have given rise to innovations in education. New pedagogies and technologies have opened up new possibilities. Students are offered new learning paths. This article discusses the innovations, challenges and opportunities as presented to us by the technology 4.0 for education 4.0.

Bring Your Own Devices classroom

2016 ◽  
Vol 13 (4) ◽  
pp. 323-343 ◽  
Author(s):  
Janak Adhikari ◽  
Anuradha Mathrani ◽  
Chris Scogings
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Digital Divide ◽  
Learning Process ◽  
Teaching And Learning ◽  
Information And Communications Technology ◽  
Adoption Process ◽  
Content Type ◽  
The Past ◽  
Learning Practices

Purpose Over the past few years, technology-mediated learning has established itself as a valuable pathway towards learners’ academic and social development. However, within the adoption stages of information and communications technology-enabled education, further questions have been raised in terms of equity of information literacy and learning outcomes. For the past three years, the authors have been working with one of the earliest secondary schools in New Zealand to introduce a Bring Your Own Device (BYOD) policy. In this paper, the authors present the findings of a longitudinal investigation into the BYOD project, which offers new insights into the digital divide issues in the context of evolving teaching and learning practices across three levels, namely, digital access, digital capability and digital outcome. Design/methodology/approach This study is an empirically grounded longitudinal case research conducted over a three-year period in one secondary school in New Zealand. This research has included a number of methods, including surveys, interviews and classroom observations, to gather qualitative data from various stakeholders (teachers, students and parents). Findings The findings from the study of the BYOD project inform of digital divide issues in the context of evolving teaching and learning practices across formal and informal spaces. The authors explored how the BYOD policy has influenced existing divides in the learning process across three levels, namely, digital access, digital capability and digital outcome. The result sheds light on key issues affecting the learning process to contextualise factors in the three-level digital divide for the BYOD technology adoption process in classroom settings. Research limitations/implications The study presents findings from an ongoing investigation of one secondary school, an early adopter of the BYOD policy. While the authors have followed the school for three years, more in-depth studies on how teaching and learning practices are evolving across formal and informal spaces will be further qualified in the next stages of data collection. Originality/value The study contributes to new knowledge on how digital inclusion can be supported beyond mere access to meaningful use of technology to reinforce student learning and their overall skill development.

Do tablets mean educational change? The materiality, hybridity and performativeness of teaching and learning practices in tablet-mediated classroom

2017 ◽  
Vol 4 (2) ◽  
pp. 15-26
Author(s):  
Lucyna Kopciewicz ◽  
Hussein Bougsiaa
Keyword(s):  
Qualitative Research ◽  
Primary School ◽  
Educational Change ◽  
Empirical Research ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Research Approach ◽  
Video Ethnography ◽  
School Year ◽  
Learning Practices

This text presents and discusses results of empirical research conducted during 3 school semesters (1.5 of school year) in a primary school in Poland. The research focused on the introduction of tablets (iPads) to didactic design and aimed at the observation of learning processes of the entire school community in connection with the appearance of a new educational actor. We used a qualitative research approach, mainly video-ethnography (60 hours of recorded material). This research approach resulted in the identification of maps of teaching and learning practices in the changing school field.

Cloud Computing Big Data Adoption Impacts on Teaching and Learning in Higher Education

2022 ◽  
pp. 1719-1732
Author(s):  
Fahad Nasser Alhazmi
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Big Data ◽  
Teaching And Learning ◽  
Predictive Analytics ◽  
Qualitative Content Analysis ◽  
Research Approach ◽  
Personalised Learning ◽  
Challenges And Opportunities ◽  
The Impact

There is a rapid evolution in the purpose and value of higher education brought about by technological advancement and data ubiquity. Data mining and advanced predictive analytics are increasingly being used in higher education institutions around the world to perform tasks, ranging from student recruitment, enrolment, predicting student behaviour, and developing personalised learning schemes. This chapter evaluates and assesses the impact of big data and cloud computing in higher education. The authors adopt systematic literature research approach that employs qualitative content analysis to establish their position with regards to the impact, benefits, challenges, and opportunities of integrating big data and cloud computing to facilitate teaching and learning.

Cloud Computing Big Data Adoption Impacts on Teaching and Learning in Higher Education

2021 ◽  
pp. 53-66
Author(s):  
Fahad Nasser Alhazmi
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Big Data ◽  
Teaching And Learning ◽  
Predictive Analytics ◽  
Qualitative Content Analysis ◽  
Research Approach ◽  
Personalised Learning ◽  
Challenges And Opportunities ◽  
The Impact

There is a rapid evolution in the purpose and value of higher education brought about by technological advancement and data ubiquity. Data mining and advanced predictive analytics are increasingly being used in higher education institutions around the world to perform tasks, ranging from student recruitment, enrolment, predicting student behaviour, and developing personalised learning schemes. This chapter evaluates and assesses the impact of big data and cloud computing in higher education. The authors adopt systematic literature research approach that employs qualitative content analysis to establish their position with regards to the impact, benefits, challenges, and opportunities of integrating big data and cloud computing to facilitate teaching and learning.

scholarly journals Mobile Phone in the Lives of Young People of Rural Mountainous Areas of Gilgit-Baltistan, Pakistan: Challenges and Opportunities

Information ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 441
Author(s):  
Sabit Rahim ◽  
Gul Sahar ◽  
Gul Jabeen ◽  
Akber Aman Shah ◽  
Musrat Jahan ◽  
...  
Keyword(s):  
Mobile Phone ◽  
Rural Areas ◽  
Negative Impact ◽  
Demographic Data ◽  
Economic Education ◽  
Challenges And Opportunities ◽  
Mobile Phone Usage ◽  
The Government ◽  
Gilgit Baltistan ◽  
The Impact

This research aims to investigate the impact of mobile phones in the lives of youths of mountainous rural areas of Gilgit-Baltistan (GB). A total of 272 (133 male and 139 female) respondents of ages between 16 and 25 years participated in this study. To analyze the demographic data such as age, gender, district, the descriptive statistics (mean, SD and percentage) and inferential statistics such as independent sample t-test were used. The regression analysis was used to analyze the relationship between independent and dependent variables such as mobile phone features (M = 3.66, SD = 1.15); a mobile phone as a tool for socio-economic impact (M = 3.80, SD = 1.20); as a fashion symbol (M = 1.29, SD = 0.11) and a tool for safety (M = 3.91, SD = 1.06). The findings show that 97% (M = 1.026 SD = 0.159) of youths from GB own a mobile phone (47% male and 48% female). The findings also verify that a mobile phone is beneficial to its users in the fields of economic, education, safety, and security. However, using a mobile phone as status symbol could have a negative impact on the lives of youths. This study recommends that the government should develop effective and efficient policy for mobile phone usage and users should also be aware of the blessings and risks associated with using a mobile phone in their lives.

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