Use of ICTS in teaching

This study was conducted to evaluate causes of lack of motivation in use of ICT in teaching in HMC school system. The main objectives of study are to identify level of using ICT in teaching learning process and to identify the causes behind lack of using ICT in teaching learning process. The significant role of the present study is to help policymakers for creating Pakistan with the goal that they may decide a casing to coordinate ICTs in instructing and learning in a compelling and result situated way. This study will also be helpful for teacher and school administrators as they will enable to know the importance and advantages of using ICT in teaching learning process. The target of this study is all the teachers of HMC schools. 20 teachers of the HMC schools were taken. This sample was selected by using convenient sampling method. The study used questionnaires as the main research tool. Twenty questionnaires were filled by the teachers. Responses of teachers were described and then analyzed by frequencies and calculated using SPSS software. On the basis of findings, researcher recommends that ICTs might be made to develop interest for the teachers and students. Utilization of ICTs should be made mandatory at all grades. Computer specialized people might be employed. The teachers who incorporate ICTs in their classes should be upheld through motivating them.

Abstract of a Thesis
The aim of this thesis is to explore the perceptions and practices of ICT teachers for the implementation of the new curriculum for ICT in primary education in Greece as well as the identification of their pedagogical views. The study that was conducted based on exploratory sequential mixed methods design with two parts. Data were collected by 33 ICT teachers through semi-structured interviews & from 157 ICT teachers using a questionnaire as a research tool for collecting quantitative data. In order to examine teachers' pedagogical views the questionnaire integrated Schiro limited research tool called inventory, while interviews used four original lesson plans that adopted Shiro’s four pedagogical considerations.

https://www.didaktorika.gr/eadd/handle/10442/49718

'Smart tourism' and 'smart tourism destinations' (STDs) have become commonplace in the research of the interrelationship between tourism, destinations and the latest Information and Communication Technologies (ICTs). However, research has failed hitherto to identify if this evolution towards smartness of tourism is accompanied by a similar process in tourism education to provide the system with prepared human resources once the transformation has been fully completed. This paper aims to fulfil this gap, by taking the case of Spanish public superior education in tourism, to analyse in which degree ICTs, as critical knowledge and skills required within STDs, are included in tourism curricula and how students assess the formation they receive in this regard. The analysis offers several valuable implications for governments in charge of public education design and opens discussion over the possibility to strengthen the technological side of tourism curricula.

Chapter 1 (THEORETICAL FRAMEWORK) presents, the framework of theoretical documentation of the thesis. Initially, the concept of ICT literacy is discussed and data about the process of ICT use in education are reported at international level. Below, an overview of the introduction and development of the integration of the ICT is presented in primary education, with emphasis on examining the content of the relevant curricula. Subsequently, the results of researches related to the teaching of the ICT subject are studied in the classroom. The chapter concludes with a review of the literature on the role of pedagogical theories and considerations of teachers and their impact on educational practice and their perceptions. In order to identify relevant research sources, searches were carried out in the Scopus, Eric and Google Scholar Databases.
The aim of the thesis is to explore the perceptions and practices of ICT teachers for the implementation of the new curriculum for ICT in primary education in Greece as well as the identification of their pedagogical views. The study that was conducted based on exploratory sequential mixed methods design with two parts. Data were collected by ICT teachers through 33 semi-structured interviews & from 157 ICT teachers using a questionnaire as a research tool for collecting quantitative data. In order to examine teachers' pedagogical views the questionnaire integrated Schiro limited research tool called inventory, while interviews used four original lesson plans that adopted Shiro’s four pedagogical considerations.

Thesis

https://www.didaktorika.gr/eadd/handle/10442/49718

A partir da perspectiva de crianças urbanas entre 9 e 12 anos, Larissa Krüger-Fernandes e Fabrícia Borges exploram a vida daqueles que estão crescendo num meio hiperconectado e formando relações em ambientes virtuais. As autoras questionam: “como o aprendizado e a fluência [da] linguagem das interfaces digitais – com sua ênfase em aspectos icônicos e imagéticos- constituem a consciência das pessoas?”.

The university teachers’ approaches to teaching have been explored in many studies (e.g., Prosser & Trigwell, 1999; Trigwell, Prosser & Ginnis, 2005). Research has focused on the effect of the teaching context (Lindblom-Ylänne, Trigwell, Nevgi, & Ashwin, 2006) or how pedagogical training affects (Postareff, Lindblom-Ylänne, & Nevgi, 2007; Postareff, 2007) the approaches to teaching. However, the effect of the cultural context to approaches to teaching has not yet been studied. In our study, we aim at finding out how cultural effects are seen in university teachers’ approaches to teaching and in their use of ICTs (information and communication technologies) in teaching. Further, we aim to explore how they communicate with their students. Our argument, partly based on Hall’s (1976) theory of high/low context cultures, is that these differences are related to different communication cultures, not to geographical distance or other differ- ences. We also argue that Japan and Finland belong to high context cultures, while India is closer to a low context culture with certain high context cultural features. Hall’s theory is complemented with Hofstede’s (2008) power distance dimension. Data will be gathered with a web-based questionnaire. The ATI instrument presented by Trigwell, Prosser, and Ginns (2005) is modified for this survey to also include the use of ICTs in teaching. The modified instrument consists of these subscales: the Information Transmission Teacher Focused (ITTF) approach to teaching in face-to-face teaching situations, the ITTF approach to teaching situations where ICTs are used; the Conceptual Change Student Focused (CCSF) approach to teaching in face-to-face teaching situations and the CCSF approach to teaching situations where ICTs are used. The HC/LC culture communication scale was modified from the instrument presented by Richardson and Smith (2007), and the Power Distance scale was modified using the scale presented by Lee, Pillutla, and Law (2000) and based on Hofstede’s (2008) theory of cultural differences. Examples of Finland, Japan and India are presented.
Keywords: approach to teaching; high-/low-context culture; use of ICTs in teaching; university teacher.

The use of tablets in a Greek kindergarten class (16 children aged 4–5) under the digital play framework (Bird & Edwards, 2015) is explored in this study. The Vygotskian framework was adapted with permission in the Greek language and socio-cultural context. The aim was to understand children’s use of new, touchscreen technologies, but also to identify a useful way to observe the progression of that engagement. The
project lasted for 4 months and children were observed ten times (written and video recorded observations). Children were observed in pairs or small groups during their free play with the tablets. Findings suggest that the adapted framework was particularly helpful, when observing children, but could benefit from more flexibility and a less linear structure. Children went through the different stages of the framework using social scaffolding as their most dynamic strategy. This study is significant as it reports
on an underexplored context going through a range of social and political
transformations (Greece), but also because it provides further insights on how to more efficiently document and assess children’s play with technology.

The invention of ICTs has given rise to changes in all facets of human activities and processes.
Despite the fact that there are numerous challenges that have come with these inventions,
adopting and getting adapted to the use of ICT is unavoidable. This is because getting
acquainted to ICTs is the only way of harnessing and optimizing improvements in all sectors
particularly the education sector. However, for optimum implementation and use of ICTs, it is
necessary to assess the challenges of ICT education at each school.

Flipped learning has garnered much attention from researchers since it is considered as an innovative instructional method that meshes online learning with face-to-face learning. Within the framework of sociocultural theory, this research study focuses on the use of mediation and collaboration in the learning process and aims at investigating the impact of flipped learning on developing Algerian first year EFL degree students' reading ability at the university of Algiers 2 as well as exploring their perceptions of using flipped learning. To this end, this research study is quasi experimental and consisted of 100 participants divided into 50 experimental subjects and 50 control subjects. Data were collected through administering a reading test to both groups under study and a perceptual questionnaire to the experimental group only. The findings reveal that flipped learning has significantly a positive impact on developing experimental subjects' reading ability. Moreover , the experimental subjects expressed positive perceptions of using flipped learning to develop their reading skill. This research article concludes with pointing out some implications for implementing flipped learning in EFL classrooms and casts new light on this model.

This project examined the potential that emerging ICTs (Information and Communication Technologies) hold for improving student experience in learning about public policy in developing country contexts.  The principal investigator was supported by Dr. Irina Elgort (University Teaching Development Centre) and Prof. Pak Yoong (Information Management). The Project was prompted by several observations concerning available technologies, student needs, and public policy in developing countries at the current time. The first of these observations is that the range of ICT tools is expanding rapidly and this in turn is changing knowledge practices that build on novel capabilities and opportunities - as will be described below. Secondly, there is considerable variance in the abilities of students in policy studies – at both graduate and undergraduate levels - in the use of emerging ICTs, and this issue must be addressed if graduates of public policy and of public management are to make full use of the information tools becoming available to them. Whereas some may have an expert level of knowledge through training in information sciences, a far greater number have not had such exposure.  Finally, there is a “digital divide” in the levels of access and opportunity that researchers and policy makers have, which needs to be addressed if more equitable use of ICTs is to take place. Although the appropriate use of ICTs can have beneficial impact on the field of policy studies wherever it is applied, such activity in the context of small island developing countries such as those found in the Pacific Islands, which do not have large libraries or systematic retention of public records, can be all the greater.

Studies on teachers' acceptance and use of information and communication technology (ICT) have revealed perceived usefulness to be a crucial determinant for integrating ICT in classrooms. In consequence, the present study focuses on teachers' perceived usefulness of ICT for teaching and learning and is aimed at describing its structure and relations to self-efficacy, ICT use, and teachers' age. By means of Bayesian analysis, we specified confirmatory factor-analytic and structural equation models to a largescale data set of N = 1190 Norwegian teachers. Our results supported the hypothesized four-factor structure of teachers' perceived usefulness of ICT, signifying different facets of ICT-related teaching goals in classrooms. In support of existing research, we found positive relations to self-efficacy and ICT use, but a negative relation to teachers' age. Our study provides evidence on a multidimensional conceptualization of teachers' perceived usefulness of ICT for teaching and learning, and verifies the relations to teacher-related characteristics.

Information and communication technologies (ICTs) have been employed in various fields of human endeavours, especially to engender socio-economic development. One key sector in which the adoption of ICTs is increasingly becoming critical is the education. This study was prompted by the urge to determine the critical factors that affect ICT usage in e-learning by students of post-secondary schools. The concept of e-learning, through the application of information and communication technology (ICT) has been increasingly attracting the attention of researchers. Recent studies found that there is quite a number of factors that affect students’ adoption (usage) of ICT for learning purposes. However, students’ expectation toward effort-free (easy-to-use) ICT hardware and software has been singled out as one of the major factors that becloud their perceptions of adopting ICT in their academic activity. In addition, the literature has highlighted that students’ ICT adoption expectancies in e-learning context is influenced by their prior experience and inexperience (e.g., anxiety). This study therefore, was prompted by the urge to determine the effect of ICT usage
expectancies and prior usage experience (via-a-vis inexperience) on tertiary institutions students’ ICT adoption in e-learning context. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was adopted and a pre-tested and validated questionnaire was administered to 400 students that were randomly selected in Yobe State University Damaturu, in Nigeria. The study found effort expectancy explains about 80% of the variance in ICT usage, and only prior experience moderated the relationship significantly and positively.

The main goal of this study is to estimate the extent to which perceived innovation characteristics are associated with the probability of task related ICT use among secondary school teachers. The tasks were categorized as teaching preparation, teaching delivery, and management. Four hundred and sixteen teachers from secondary schools in Turkey, completed a questionnaire, which was designed to determine the taskrelated
usage and the perceptions of the teachers in regard to ICT. Logistic stepwise regression analysis showed that complexity or ease of use was found to be a common perceived innovation characteristic for teaching delivery, preparation and managerial tasks in schools. Another result of this survey lead one to
conclude that observability is a perceived attribute in teaching delivery in some specific tasks performed during the class period whereas relative advantage and compatibility are for teaching preparation tasks.

Information and communication technologies (ICTs) have been employed in various fields of human endeavours, especially to engender socio-economic development. One key sub-sector in which the adoption of ICTs is increasingly becoming critical is the farm-based (agri-based) enterprises. This study was prompted by the urge to determine the critical factors that affect ICT usage in e -learning by students of post-secondary schools.  The concept of e -learning, through the application of information and communication technology (ICT) has been increasingly attracting the attention of researchers. Recent studies found that there is quite a number of factors that affect students’ adoption (usage) of ICT for learning purposes. However, students’ expectation toward effort-free (easy-to-use) ICT hardware and software has been singled out as one of the major factors that becloud their perceptions of adopting ICT in their academic activity. In addition, the literature has highlighted that studen...

This study examined Information and Communication Technology (ICT) and Local Government Accounting Practice in Ahoada East Local Government Area of Rivers State. The purpose of this study was to examine the extent to which ICT affect accounting practice of Ahoada-East local government area, treasury department. Specifically, this study sought to achieve the following objectives; ascertain the relationship between computer systems and vouching in Ahoada-East Local Government Area treasury department, ascertain the relationship between internet facilities and financial virement in the treasury department of Ahoada-East Local Government Area, A descriptive survey research design was adopted in this study. This study was conducted in Ahoada-East Local Government Area, accounting (treasury) department. The target population of the study was thirty three (33) senior and forty two (42) junior treasury staff of the council. Four (2) research questions and two (2) hypotheses were formulated to guide this study. The data collected were analyzed using mean (x) and Standard Deviation (SD) in answering the research questions while a t-test was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed a significant relationship between computing system and vouching, significant relationship between internet facilities and financial virement in AELGA treasury department. It was concluded that the Local Government Area should ensure that the ICT Centers are funded properly and utilized for better performance, while it was recommended that government should partner with other IT agencies to organize workshop, seminars and training of staff on the use of ICT and educational facilities.

COVID-19 highlighted higher education's resistance to implementing the student-centered and ICT (information and communication technology)-enabled learning practices as incentivized by the Bologna Declaration. ICTs were crucial to keep the students in educational programs during the outbreak; however, some students were left out, increasing socioeconomic differences, and many teachers needed the training to provide online lectures effectively. Despite those barriers, the current context could be an opportunity to invest in new teaching and learning practices. The main goal of this research is to analyze how teachers and students from veterinary programs in Portugal adapted to the digital environment, and perceive whether this change imposed by COVID-19 could provide teachers and higher institutions with new solutions to implement effective student-centered and ICT-enabled learning models. Results show that veterinary programs are based on student-centered practices by nature, but that the use of ICTs is still incipient. Teachers, students, and members from the Professional Order claim that the worst change brought by COVID-19 was the cancellation of hands-on sessions, impoverishing the students' education during the time of mandatory confinement. Actors say that it is important to invest in innovative teaching and learning practices enabled by ICTs in the future.

The Water Reckoning project was initiated to involve young people, teachers and academics in a creative project, which drew on Dorothy Heathcote’s philosophy and strategies, in particular that of Rolling Role. The idea for the project began at IDIERI 7 when Pam Bowell proposed the initiation of an international collaboration that would focus on revisiting Rolling Role through the use of digital communications and platforms. The goal was to have the project culminate at the Heathcote Reconsidered conference in London. The project resulted in five educational and research sites being involved from Australia, Greece, Singapore, and the USA. This paper will provide an overview of the project and the Rolling Role concept and how it was applied to the development of the Water Reckoning project. It will also explore initial learnings that have emerged from the project at each site. It concludes with some implications for creating Rolling Role work within contemporary school systems and pos...

Abstract: The use of tablets in a Greek kindergarten class (16 children aged 4–5) under the digital play framework (Bird & Edwards, 2015) is explored in this study. The Vygotskian framework was adapted with permission in the Greek language and socio‐cultural context. The aim was to understand children's use of new, touchscreen technologies, but also to identify a useful way to observe the progression of that engagement. The project lasted for 4 months and children were observed ten times (written and video recorded observations). Children were observed in pairs or small groups during their free play with the tablets. Findings suggest that the adapted framework was particularly helpful, when observing children, but could benefit from more flexibility and a less linear structure. Children went through the different stages of the framework using social scaffolding as their most dynamic strategy. This study is significant as it reports on an underexplored context going through a ran...

COVID-19 highlighted higher education's resistance to implementing the student-centered and ICT (information and communication technology)-enabled learning practices as incentivized by the Bologna Declaration. ICTs were crucial to keep the students in educational programs during the outbreak; however, some students were left out, increasing socioeconomic differences, and many teachers needed the training to provide online lectures effectively. Despite those barriers, the current context could be an opportunity to invest in new teaching and learning practices. The main goal of this research is to analyze how teachers and students from veterinary programs in Portugal adapted to the digital environment, and perceive whether this change imposed by COVID-19 could provide teachers and higher institutions with new solutions to implement effective student-centered and ICT-enabled learning models. Results show that veterinary programs are based on student-centered practices by nature, bu...

The purpose of this paper is to draw attention to the work in progress of the Enhanced Literacy Network (eLitNet).  The eLitNet is an interdisciplinary research project conducted by the University of Salzburg.  The aim of the eLitNet project is to evaluate, develop, and implement a didactically sound computer-based program and blended e-learning course structure to help functionally analphabetic adults (secondary analphabetism) in Austria to re-learn to read and write.