중학교 과학 교사의 ICT 활용 실태 국제 비교

Ample research exists on barriers to the use of computers as a form of information and communication technologies (ICTs) in teaching. The most common barrier reported to prevent teachers from using computers in teaching is the lack of resources. However when resources are available, ICTs are still often not effectively integrated into teaching. This study explored how teacher beliefs relate to the use of ICTs for three purposefully selected teachers of Natural Sciences in a public school well resourced for ICT. This study, therefore, considered under-explored intrinsic factors that contribute to ICT usage in a technology-rich context. The theoretical framework for this study merged the Hew and Brush model with the Vickers Framework which shows the relationships among various factors, including beliefs about the pedagogical use of technology, that affect the use of ICTs in teaching and learning. A qualitative, multiple case study approach was used and data were collected using questionnaires, lesson observations and semi-structured interviews. The lesson observations and interviews were recorded and transcribed in full. The analysis of data involved coding and thematic categorisation for each case and across cases. The findings suggest that within a technology-rich context, extrinsic factors play a minor role whereas the intrinsic factor, namely beliefs, plays a major role in teachers’ ways of using ICTs in science teaching. Beliefs emerge and are influenced by three factors, namely, value judgement, reality judgement and action judgement. Value judgements, such as those based on the beliefs about the important role of the teacher and beliefs about the nature of teaching, have the largest influence on the way teachers use ICTs in the classroom, while reality judgements and action judgements are also influential to an extent. The study recommends that ICT use in schooling still needs consistent support in cultivating positive ICT-related teacher beliefs and that further research on intrinsic barriers encountered in technology-rich contexts is required.

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

This study aims to determine the use of Information and Communication Technology (ICT) in learning by Islamic Religious Education (PAI) teachers. This research was conducted on PAI High School (SMA) teachers in Riau Province. The research method is a survey method with quantitative and qualitative approaches. Sampling is done by cluster sampling technique. The research sample consisted of 60 PAI teachers. The research instrument uses questionnaires and interviews. Data were analyzed using descriptive techniques and inference with the t-Test and Anova formulas. The results showed that the use of ICT in learning by PAI teachers was included in the "Good" category with a percentage of 63.19%. The results of the t-Test and ANOVA calculations show there are significant differences in the use of ICT in learning based on the teacher's last education (p = 0,000). There was no difference in the use of ICT in learning based on sex (p = 0.985), educator certificate (p = 0.505), teaching experience (p = 0.380), employment status (p = 0.057) and school status where teaching (p = 0.354). Barriers to the use of ICT in learning by PAI teachers are the skills of PAI teachers to use ICT in learning is still lacking; Very few television programs related to PAI material; and the availability of ICT tools in schools is still lacking when compared to the number of existing teachers.

This paper presents a study on the perceptions of primary school teachers regarding their knowledge, usefulness, and use of Information and Communication Technologies (ICT) in education. Likewise, the relationship between sex, age, working time and the educational center in which it is found with the perceptions about ICT is obtained. To answer these questions, a battery of 14 categorical closed questions is designed, divided into four blocks: socio-demographic information; knowledge of ICT; usefulness of ICT; and use of ICT. In the context of measuring the knowledge, usefulness and use of ICT in education, the novelty of this work relies on the design of an indicator for each of the ICT-related blocks following the methodology of Human Development Indicators created by the United Nations Development Program. In this research, 119 teachers from Spanish primary schools were chosen as the study sample to answer the questions’ battery. The results show a direct relationship between knowledge, usefulness, and use, although not significant. Although teachers are aware of the usefulness of ICT, and the Covid-19 pandemic has increased the use of technological tools for planning teaching in blended or distance learning lessons, this does not mean teachers have a greater knowledge of ICT. In addition, the findings indicate a greater knowledge by teachers in public schools, which contrasts with the finding that teachers in grant-assisted schools make the most use of ICT and find it the most useful. Finally, it is also suggested that the study's methodology and approach could be applied to other contexts or countries.

This paper focuses on policy initiatives and strategies used to promote the use of information and communication technologies (ICTs) in higher education in South Africa. It explores a wider international outlook and current debates in South Africa to map out an emerging South African perspective concerning the integration of ICT in higher education. It also provides a brief survey of key policy developments on e-education in general to contextualize the use of ICTs. In doing so, the paper addresses the following questions: What general goals do policy makers in South Africa express in national policy documents for the integration of ICT in the education system? What is the role of government regarding the use of ICT in higher education? What policies and strategies for ICT do leaders of South African higher education institutions develop? How do South African national priorities and higher education institutional strategies match?

Teaching and learning activities in Chilean classrooms: Is ICT making a difference?

This paper focuses on motivational access to information and communication technology (ICT) in teaching economics at Tribhuvan University of Nepal. ICT integration has become an integral part of the contemporary educational landscape. It is emerging as a transformative force in teaching and learning activities. Motivational access refers to the individual's interest, desire, and intention to engage with ICTs. The use of ICTs by educators to increase their sense of achievement and success in teaching and learning is known as motivation. The theoretical lens of this study is Van Dijk’s resource and appropriation theory. For this purpose, a cross-sectional research design and structured Google Form questionnaires were administered to 404 economics teachers. The methods involve a rigorous statistical analysis, including descriptive statistics, one-sample t-tests, and ANOVA, to explore differences in motivational access based on socio-demographic characteristics. This paper develops some key indicators to analyze teachers' perceptions of the usefulness of ICT, such as ICT as an effective teaching tool, its support for diverse teaching and learning styles, and its ability to solve educational problems. The findings reveal that most economics teachers perceived a higher level of usefulness of ICT in their teaching. They believed that ICT support would enhance creativity, facilitate communication, and increase access to knowledge. However, motivation is determined by additional income, gender, teaching faculty, teaching level, qualification, job nature, and computer availability for using ICT. To bridge gaps in motivational access and enhance ICT integration, this study recommends targeted professional development programs, equitable access to ICT resources, and the inclusion of motivational incentives in educational policies to encourage sustained use of ICT in teaching.

This special issue has described a number of excellent initiatives for the implementation of information and communications technology (ICT) into teacher training which achieve more than functional digital literacy. This article is a synthesis of these 26 cases of good practice and reveals that there are many examples of good practice which can be used as models for calibration and/or modelling of ICT teacher training across the world. The results show that top priorities for both pre-service and in-service programmes for teacher training are that teachers become sufficiently competent to make personal use of ICT, competent to make use of ICT as a mindtool, become masters of a range of educational paradigms that make use of ICT, and sufficiently competent to make use of ICT as a tool for teaching. These characteristics are found in almost all of the programmes that the experts in this research project chose as good practice. Aspects which were considered to be important, but which are not always present in the programmes evaluated, are that teachers master a range of assessment paradigms which make use of ICT and understand the policy dimension of the use of ICT for teaching and learning. All of this needs to take place in an environment that not only talks of modern constructivist thinking and pedagogy, but adopts and models those practices. The days of teaching aboutthe use of ICT are over and directed teaching of ICT skills is not recommended. The article provides evidence that it is possible to catalyse and model appropriate practice for teacher education with ICT in ways that promote educational renewal for the twenty-first century.

<p style="text-align: justify;">With Coronavirus disease (COVID-19) impacting the way we learn; information and communication technologies (ICTs) play an ever-increasing role in young children’s learning making it crucial to understand the importance and challenges of using ICTs in kindergartens from teachers’ perspectives. The present study, therefore explored the perspectives of teachers in remote areas of Jordan regarding the degree of ICT use, its importance in kindergartens, and potential challenges. To achieve the objective of the study, a quantitative questionnaire was developed and distributed to 263 female kindergarten teachers in remote areas of Jordan. Results indicated that the degree of use and importance of ICTs from teachers’ perspectives was “average”. Further, the study identified several challenges that appeared to hinder teachers’ use of ICTs in kindergartens. Teachers who held a bachelor degree were significantly more likely to employ ICTs in their teaching than those who did not. Yet, there were no significant differences according to the number of training courses in ICTs and experience teachers had. Recommendations and implications for facilitating the use of ICTs in kindergarten education concluded this paper.</p>

Actuality of the conducted research is practically oriented character. Without the use of information and communication technologies (ICTs) in the field of higher education, it is impossible to carry out qualitative training of specialists in engineering, the results of which are necessary for the implementation of a national strategy for modernizing the economy and forming a progressive state of European type. Formulation of the task - the specificity of the use of ICT in the system of higher education has not been studied sufficiently. ICT form a complex environment, which includes a lot of information objects and the links between them. It can be argued that the structural and functional analysis of the use of ICT in higher education is the basis of the theoretical justification in the formation of technical professionalism of future engineers. ICTs form a complex system, which includes not only technical and software-hardware capabilities, but also psycho-pedagogical, organizational, methodological. Without taking into account all of these components, as well as the needs of the subjects of the educational process, the use of ICT tools (especially centralized) may be accompanied by risks and negatively affect the quality of high education. An analysis of recent research and publications-is actively exploring the experience of using ICT in high school, it is possible to distinguish the work of foreign specialists D. Stevenson, G. Reinhold, E. Wenger, S. Papierta, I. Zakharova, E. Patarakina, A. Khutorskogo, E. Polat The founders of this scientific direction in our country were M. I. Zhaldak, Y. I.Mashbits. The recent significant increase in the number of studies, the subject of which was the use of information and communication technologies in the educational process. Tsitemi in Ukraine is dedicated to the study of such scholars as V. Yu. Bykov, Ya.V. Bulakhova, O.M. Bondarenko, V.F. Zabolotny, G.O. Kozlakova, O. Moiko, O. Naumenko, Yu.Burovitskaya, I. Stavyts'ka, O.P. Pinchuk, O.V. Shestopal and others. Selection of unexplored parts of the general problem. The use of information technologies in the educational process is the foundation of innovative development of the educational system. The rapid development of ICT provides not only significant pace of innovative progress, but also requires the definition (limitation) of information resources that guarantee the quality of learning, the choice of techniques that are in line with the general strategy for the formation of professional competences. Therefore, the problem of choosing an approach to the process of learning with the use of ICTs remains one of the main tasks of education. Research methods. In theory and practice, the study of the application of information and communication technologies (ICT) in high school uses empirical methods of collecting and analyzing information based on the results of the survey of 120 students. Presenting main material. The essence of professionalism of future specialists of the technical direction is revealed. The scientific point of view on the professionalism of the engineer is presented. The peculiarities of formation of the basis of technical professionalism of future engineers in the process of studying at a higher school are theoretically grounded. The quantitative and qualitative analysis of the results of empirical researches of this problem is presented. The practical significance of the research topic is that the innovative approaches to the training of specialists in engineering specialties are differentiated, which differentiate in the educational concepts of teaching in higher educational institutions of European countries

Competence in using information and communications technology (ICT) in teaching is required for Qualified Teacher Status and considerable attention is given to acquiring skills during initial teacher training and school experience. In the past, in secondary schools (ages 11-18 years), serving and student teachers of the more numeric subjects (sciences, social sciences, technology and maths) generally reported more positive views and use of ICT than their fellows of the less numeric subjects such as humanities and languages. However, there appeared to be considerable variation amongst individuals within subjects. Explanations of individual variation were explained by access to ICT equipment, preparation and opportunities for student teachers to use ICT in school experience, compatibility of views of ICT use amongst teacher mentors and their colleagues and competing demands on student teachers' time and energy. Both general trends and individual cases are considered in this article. Findings suggest that positive views and actual use of ICT in teaching have increased considerably in recent years. A sample of student teachers and teacher mentors were able to describe a range of uses of ICT; they valued ICT highly but generally less than teaching skills such as planning, preparation and class management.

This chapter refers to two evaluations conducted by the author in the emerging environment of information and communication technology (ICT) adoption in schools, which can be considered to contribute actively to technology education and hence to advancing the concerns of science, technology, engineering and mathematics (STEM) education. The first evaluation provided a benchmark demonstrating how ICT innovation was conceptualised, measured and evaluated in 2001. The focus was on meeting set targets, and the skills of teachers' access, use and levels of integration were secondary considerations. The second evaluation considered an innovative approach to evaluation that commenced with the development of a conceptual framework to represent factors of importance in understanding and measuring the ICT competence of teachers. It was developed initially in 2006 to assess the level and nature of ICT knowledge and skills among Western Australian public (government or state) school teachers and to establish to what extent teachers were integrating their ICT knowledge and skills in classrooms. As is elaborated below, the evaluation methodology in the second evaluation used psychometric measurement to validate teachers' self-reported ICT knowledge and skills, the ways in which they used ICTs and the extent to which they promoted the use of ICTs in student learning against an objective online test of teacher ICT competence and integration.

This study is rigorous of peer-reviewed literature on the integration of information and communication technology (ICT) tools in secondary schools. It analyzed the impact of ICT integration on the teaching and learning process based on 51 sampled studies. The findings are thematically presented under the benefits of improving teaching and learning processes regarding curriculum coverage, equitable access, shared learning resources, and personalized learning. Furthermore, challenges were found in professional development, pedagogical and technological knowledge, and resource maintenance. Among the best practices and strategies to resolve these challenges were regular supply and systems maintenance, curricula realignment, ICT policy formulation, and engaging all stakeholders in ICT integration. Recommendations: practitioners should adopt, adapt, and innovate pedagogical approaches, strategies, and methods to facilitate the use of ICT in teaching and learning and should align and integrate ICT tools with curriculum objectives, content, or standards by exploring and using diverse and dynamic ICT tools and methods in secondary schools.

An effective teaching and learning using Information and Communication Technology (ICT) is necessary to facilitate students to the easy access world of knowledge. The use of ICT essentially leads to significant impact on a condusive learning environment and also on the students’ achievements. In Malaysia, the students come from different background and ethnics, which include orang Asli. The urban students might face less difficulties in accepting the ICT in their lessons. A question then raised regarding the readiness of the Orang Asli students, particularly in remote areas, like Royal Belum, Malaysia. This paper investigates the readiness of the primary students, namely from the Jahai group, in Royal Belum on the use of ICT devices, such as notepad and laptop. In addition to that, we studied the internet facilities and its connectivity at the schools, including some other related issues. Outcome of the observations showed positive readiness of Orang Asli students in using ICT devices. Nevertheless, a substantial effort from the ICT teachers seems crucial to the effective delivery of the ICT syllabus. Additionally, the schools suffer with slow connectivity as the data rate of 20 Mbps needs to be shared with other nearby schools. This has affected the students’ learning and also the teachers’ daily tasks, for instance, in meeting District Education Department (PPD) requirements regarding uploading marks online. Therefore, it is appropriate for the government agencies to search some initiatives in solving the current issues.

In this study, we have examined gender differences in the way students relate to information and communication technologies (ICT), to learn more about their perceptions of gender-based stereotypes in this area. This study is based on the results of the 2018 International Computer and Information Literacy Study (ICILS), specifically regarding gender differences in responses identified in the Danish results (Bundsgaard et al., 2019). Whereas the results of the ICILS make visible important gender-related concerns, it does not examine the reasons that students complete the tasks and answer the questions as they do. This study seeks to address this. In 2022, we interviewed 44 Danish eighth-grade students in groups, and introduced them to the results of the ICILS 2018, which showed gender differences related to ICT use, studying and working with ICT in the future, and ICT self-efficacy. They were asked to discuss whether the results surprised them, what they thought caused the differences, and whether/how they thought these differences should be eliminated. This study reveals that stereotypes exist in the minds of the students, and that stereotypes contribute to the differences. However, many of the students do not regard gender differences in ICT as a problem. Based on our analysis, we argue that students need a broader conception of what ICT is, and how computers are used in society, which means that aspects of computer science need to be introduced in primary and secondary education.