Research Article
Albert Marquès-Donoso, Leonor Sierra-Macarrón, Paula Gil-Ruíz, Victoria Martínez-Vérez
CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep695
ABSTRACT
The integration of information and communication technologies (ICT) into compulsory education raises the question of whether more intensive technology use translates into a more favorable appraisal of its contribution to learning. This study analyzed the relationship between ICT use intensity and a set of objective and perceptual indicators in 1,969 primary (n = 868) and lower secondary students (n = 1,101) from several Spanish autonomous communities. A cross-sectional, non-experimental quantitative design was applied, analyzing a composite use intensity index through Chi-square and Kruskal-Wallis tests with effect sizes and through ordinal logistic regression models controlling educational stage and gender. Use intensity showed large associations with objective indicators of technology use and consistent differences by educational stage and school year, whereas gender exerted only a marginal influence. No association was found between use intensity and the perception that technology supports learning, even after adjusting for these covariates, whereas small positive associations emerged with specific indicators of decision-making capacity and desired learning. Primary students, despite less intensive use, appraised the educational usefulness of technology more favorably than secondary students. The findings support a decoupling between use intensity and perceived educational value and underline the relevance of pedagogical mediation over mere technological exposure.
Keywords: educational technology, ICT use, digital competence, primary education, secondary education, student perceptions
Research Article
Kashif Ali Sabiri
CONT ED TECHNOLOGY, Volume 11, Issue 2, pp. 177-195
ABSTRACT
This literature review focuses the research conducted on Information and Communication Technology in English as a Foreign Language Teaching and Learning. It reviews various aspects of ICT integration, ICT tools, barriers and challenges to ICT integration, teachers’ perceptions and views about ICT and advantages and benefits of ICT integration in education. The factors effecting pre-service and in-service teachers and student teachers’ perceptions, views and confidence about ICT integration are also discussed and analyzed. This review further discusses the gaps in the studies and establishes a theoretical background for further studies specifically in Oman.
Keywords: ICT, EFL teaching, barriers and solutions of ICT use, teachers’ attitudes and beliefs on ICT use
Research Article
Partick D. Kihoza, Irina Zlotnikova, Joseph Kizito Bada, Khamisi Kalegele
CONT ED TECHNOLOGY, Volume 7, Issue 1, pp. 60-84
ABSTRACT
The purpose of this study was to describe instances of pedagogical practices of teachers using ICTs and the enhancements of practices using traditional methods, to more fundamental changes in their approach to teaching. Using a mixed method, the research examined the impact of increased education level on the ICT use competence perception and the influence of ICT knowledge level and skills on the adoption of blended learning contents. Four schools were used for this study; two picked out of 50 that are enhanced with ICT infrastructures while the other two were picked from schools without enough ICT infrastructures. Three research questions guided the study. Data collection included teachers, schools inspection officers, curriculum development experts, teacher trainees and policy makers’ interviews, questionnaires, classroom observations, and document reviews. Data analysis concentrated on the central questions of the study. The results suggested that teachers’ education level couldn’t determine their ICT knowledge level. Either, the ICT knowledge level has influences on the decision to use blended learning. Barriers to ICT use in education were revealed as: internal -more of personal attitudes and perceptions about a technology, and external -lack of availability and accessibility to the relevant resources (hardware and software), lack of framework that address integration of ICTs in teaching and learning and unreliable Internet connection. Resulting from the results, this study suggests a goal oriented teacher training framework which should address a complex integration of technology, content, pedagogy, school infrastructures, and the overall objectives of the education systems as trivial of ICT use determining factors.
Keywords: Blended learning, Teachers’ ICT knowledge, Teachers’ ICT use, Teachers’ ICT competence, ICT in education
Research Article
Joanne Blannin
CONT ED TECHNOLOGY, Volume 6, Issue 3, pp. 188-205
ABSTRACT
Information and communication technologies (ICTs) have become ubiquitous in our society. In particular, 10-12 year old (primary school aged) children report that they increasingly rely upon ICTs for social interaction and for learning (ACMA, 2013). In spite of the large number of students reporting high ICT use, research indicates that many primary school teachers are not making effective use of online resources in the classroom. Influencing this lower level use is a lack of specifically focused research that considers the vital role of the primary school teacher in the integration of ICTs into the classroom program. To identify where research is most needed and might be most useful to support teachers to increase the use of ICTs in the classroom, this paper draws on research conducted in primary, secondary and tertiary education. It defines three core areas in which research is needed. These areas are teachers’ internal (personal) and external (socio-cultural) barriers as well as the students’ role in, and expectations of, pedagogical changes to classroom learning.
Keywords: Online learning, Self-efficacy, Teacher professional learning, Primary schooling, ICT integration, Increasing ICT use