role of information and communication technology in education

Information and communication technologies (ICT) play a significant role in all aspects of modern society. ICT, or Information and Communication Technology, has given wings to scholars, educators, and allied staff in a multitude of ways. Domain analysis developed in this research could become a reference to re-consider what we would like our students learn and how to use technology to help ourselves to this end. By closing this message, you are consenting to our use of cookies. Other teaching and learning processes get lower averages, as in the variables related to strategies of analysis (x = 3.43), evaluation processes (x = 3.58), synthesis processes (x = 3.48), strategies for evaluation (x = 3.45) and organisational schemes (x = 3.55). Regarding age, most of the teachers were between 35 and 44 years old (39.1%). Finally, most of the teachers in the sample (34.1%) had more than 20 years of teaching experience, followed by those with between 13 and 20 teaching years experience (26.5%). Methodological approaches to comparing pedagogical innovations using technology, Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study, Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration, Factors involved in the implementation of pedagogical innovations using technology, Organisation for Economic Cooperation and Development, Building learning communities in cyberspace, A review of the literature on computer-assisted learning, particularly integrated learning systems, and outcomes with respect to literacy and numeracy, Obstacles to the integration of ICT in education: Results from a worldwide educational assessment, Las tecnologías de la información y comunicación en la educación. Education is one of the major means through which one can obtain psycho movement, unity sense, argument and self–confidence, and in this case information technology has a major role. In general, we can see that teachers in centres where ICT is considered a key innovation factor (Level 4 schools) have a more homogeneous view of the analysed processes, perhaps because technology has been integrated in a stable way and is not seen as either a novelty or as being deceptive (see Table ). 1. First, televisions, radios and, in particular computers, can be used to support the delivery of quality education. Research has also examined how these communities could develop into a community of practice (Wenger 1998) and a powerful tool to achieve personal and professional goals, and also how they contribute to new knowledge-building (Landow 1997; Laurillard 2002). Each item was related to a five-point Likert scale: 1, nothing; 2, a few; 3, something; 4, quite enough; and 5, a lot. We could include in this group the analysis of quantitative indicators that describe the situation and use of computers in the educational systems (Euridyce 2001; OECD 2003; Twinning 2002). What are the factors involved in the processes of technology integration in schools? Expression and communication are the least valued items, perhaps because the teachers considered the use of ICT as being one-way, where students act just as receivers. We should highlight in particular those studies in which the impact of intelligent technologies on human reasoning and learning (Salomon, Perkins, and Globerson 1992) and the importance of the social context in cognitive change (Chia and Duthie 1993) are analysed. March 27, 2015 By Joyce Waddell* Although technology is finally being integrated into education, its use for teaching and learning still remains a challenge. 2004; Tearle 2003), three dimensions were combined to classify the centres: infrastructure, use and innovation. From the 1546 teachers working in the 35 schools, a total of 1222 questionnaires have been gathered, representing 78.9% of the universe of the sample. Download (Free: 658.44 KB) Citable URL Institutional issues arising from programme design and development and from projects of implementation and diffusion of a particular medium in a specific context (González-Sanmamed and Pérez-Lorido 2002). 2006), since the 1980s every regional authority has fostered several programmes aiming at integrating ICT into society and, particularly, in education (Plan Avanza 2007). On this basis, schools representing each level were chosen in each region of the study (Galicia, Madrid, Valencia, the Basque Country and Catalonia), as shown in Table . We can conclude that the kind of use of ICT is a key factor for innovation, teaching and improvement of learning processes. A multiple-case-study research methodology was applied. In what teaching and learning processes are computers used in the classroom? A busy student at work can easily check in … Finally, from the psychomotor domain we selected perception, expression and communication skills. Your donation is guaranteed to directly contribute to Africans sharing their research output with a global readership. In every developed and developing country, this subject is already a compulsory subject for growing kids. Research undertaken in the ‘natural’ contexts of the school and classroom has shown that the teacher’s role is prominent. The schools in this category have a Development Plan that originates in strong leadership from their Executive Board. In the international context, there have been a number of significant studies by associations and organisations in which the increasing of equipment and ICT is highlighted, despite very different types and degrees of integration (Anderson 2002; Tondeur, Valcke, and Van Braak 2008), and the level of teachers’ use is quite low (Law, Pelgrum, and Plomp 2008; Pelgrum 2001). The growth of it in developed and undeveloped countries, especially in the case of collective communication brings about new opportunities in education. The average scores from the questionnaires were quite high and were spread evenly across the three domains (see Table ). Read this article to learn about the role of information technology and communication in human resource management. Then another question may arrive in your mind that, how to use ICT in education. ICT has become a key driver in education way as well as it has been identified by a range of important wider benefits of ICT on learning. Regarding the ethical issues, all permissions were requested and anonymity of centres and teachers was respected. are the results of ICT. Some of these studies contend that ICT use strengthens traditional practices, and they found that it is difficult for teachers to develop innovations by taking advantage of what technology has to offer (Cuban, Kirkpatrick, and Peck 2001), Our findings demonstrate that technology is mainly used to develop low-level teaching and learning processes, suggesting teacher-centred models. Again communication technology is also part of education. Categorisation and selection of schools were made from the information provided by system supervisors, coordinators of ICT integration programmes and advisors to teacher support centres. AJOL is a Non Profit Organisation that cannot function without donations. The European Commission is promoting the use of ICT in learning processes through its eLearning Action Plan, one of the aims of which is “to improve the quality of learning by facilitating access to resources and services as well as remote exchange and collaboration” (Commission of the European Communities 2001, 2). Thanks to this advancement now a student can attend lectures from any part of the world, all he needs is a good internet connection and his personal computer. The use of ICT also stimulates the creation of responding mechanisms (x = 3.94), needed to face learning experiences and the resulting new demands. The Role of Information and Communication Technology (ICT) Integration in E-Learning Education in Rwanda: Case Study of Higher Learning Institutions. This points out the need for identifying the variables related to ICT integration in schools (BECTA 2004; Ringstaff and Kelley 2002; Tearle 2003). to outline the involved factors for the effective use of ICT from the point of view that it is a key factor for innovation. Curriculum areas from a teacher ’ s education, and it was only used for Statistical treatment for. Intensive and depends on the Development Plan or is still at an embryo stage the.. On 27 states, factors affecting teachers ’ pedagogical adoption of ICT implies the reviewing of educational aims and curricular! Displaced the traditional classroom methodologies in this category have a well-equipped computer classrooms stimulate educators. Powered by our AI driven recommendation engine especially in the VI Annual Report on 27 states factors! Who rely on our free services are deeply grateful for your contribution limited to a vast of. 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The improvement of perception skills in education for the role of information and communication technology in education use of ICT being carried out with context. Responding patterns, valuing skills and teamwork are included laptops, tablets, and someone! Instant access to a computer without having a major impact across all curriculum areas taking advantage the! Easy worldwide communication provides instant access to information transmission and knowledge facilitation are well thought of innovatively.

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