Bibliometric Analysis: The Use of Technology in Arabic Language Education

The role of information and communication technology (ICT) is increasing in building the present, shaping the future and building an evolving society, Technology has become a fundamental requirement in various areas of life, especially in the field of education, It is noticeable that demand is growing day by day in various parts of the world for the use of modern technologies of information and communication technology in the development of systems and the development of methods of education to provide students with the knowledge and skill they need. Technology has a significant impact on the development of traditional teaching and teaching methods, The revolution of technology and knowledge requires that educational systems focus on how to learn and think rather than teach the same knowledge, Fitting the student to how to access and handle knowledge is more important than filling the student's mind with this knowledge. In general, the research attempts to answer the following questions: Does the teaching staff of the University of Nawroz have sufficient skills to use ICT in the educational process? Is there an acceptance of the idea of integrating ICT in university education by faculty members? 3- What are the obstacles that a university professor may face when applying the idea of integrating ICT into university education?Therefore, this research aims to identify the reality of the use of information and communication technology in university education, specifically the University of Nawroz, based on the questionnaire form, The descriptive analytical approach was used to conduct the research. The study concluded with a number of conclusions, the most important of which is that the teaching staff agreed on the need to use ICT in university education, and made a number of proposals, including studies to determine the relationship between teaching specialization and the level of their expectation of benefiting from the use of technology in education.

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?

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.

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 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 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 aimed to explore college tutors' perspectives on the integration of Information and Communication Technology (ICT) in teaching pre-service early-grade teachers in teacher colleges in Tanzania. The study was guided by two research objectives: (1) to investigate the professional learning support tutors receive and (2) to examine the factors impeding the integration of ICT in teaching pre-service early childhood teachers in the classroom. The purposive sampling technique was employed in sampling the four teacher colleges and four principals, while the convenience sampling technique was used to sample the 41 tutors who participated in this study. A collective case study design was used to explore participants' perspectives on the deployment of ICT integration in their daily teaching. Data collected from the participants were thematically analysed. The study findings show that the majority of tutors had limited regular professional training opportunities on the integration of ICT in teaching. The study findings revealed several factors hindering tutors from integrating ICT in their teaching, including limited technological resources, lack of technical support, unreliable internet, absence of integration guides, insufficient digital security knowledge, lack of familiarity with learning management systems, low digital competence, and outdated technological devices. The study, therefore, concludes that inadequate integration of ICT among tutors exacerbates limited acquisition of the necessary digital literacy skills among early-grade pre-service teachers. In this regard, the study recommends that the government should engage tutors in regular training on the use of ICT in classroom practices. Furthermore, ICT tools and devices should be available in teacher colleges for tutors to utilise in their instructional practices for pre-service early childhood teachers.

This research study starts from the premise that the integration of Information and Communications Technologies (ICTs) in education is the key to the ultimate improvement of EFL teaching. Therefore, the purpose of this study is to determine whether the complete integration of ICTs in EFL education in Ecuadorian high schools can materialize or not by examining the diverse realities and perceptions of English teachers and students from public and private high schools. Using the quantitative methodology, this study analyzed the data obtained by administering surveys regarding the use of ICTs to 24 English teachers whose ages ranged between 26 to 50 years old and had teaching experiences that went from 2 to 25 years along with 2520 students whose ages ranged between 11 to 17 years old, equally spread among six public and six private Ecuadorian high schools in three different cities: Quito, Guayaquil, and Machala. The findings show that private high schools are better equipped technologically speaking with full access to ICTs, their staff is mostly ready to work with them and their student population has also complete access to ICTs at home at school and show a positive attitude towards such integration, whereas public high schools are poorly-equipped regarding technology, their teaching staff is under-qualified to work with said technologies in the class and their student population has little or no access to them at home, which makes them have a negative attitude towards the said process. This leads to the conclusion that the successful integration of ICTs in EFL teaching is only feasible in private Ecuadorian high schools due to their advantageous position when compared to their public peers.

The pedagogical integration of Information and Communications Technology (ICT) in Colleges of Education (COEs) has a cascading effect on educational practice across all levels of education. Despite various polices on ICT integration in teacher education, the pedagogical integration of ICT in CoEs remains inconsistent. This study investigated the effect of social, system and individual factors on the tutors' acceptance and actual use of ICT. The gap between acceptance and the actual use behaviour of tutors was also studied. Using a validated questionnaire, a random sample of 109 tutors was surveyed for the study. The result showed a significant gap between a high level of ICT acceptance (M = 4.49) and low actual use of ICT for instruction (M = 3.99; t = 8.661, p < .001). A multiple linear regression analysis revealed that social influence, system characteristics, and individual differences account for 32.6% of the variance in ICT acceptance. Among these factors, social influence emerged as the most significant predictor (β = .561, p < .001). However, social influence and individual characteristics accounted for 23.8% of the variance in actual use of ICT, but system characteristics had no significant effect. From the findings of the study, the provision of infrastructure and policy alone is not enough to drive ICT integration in CoEs, continuous professional development programmes, collaborative peer support and institutional support are recommended to bridge the gap between acceptance and actual use of ICT in teacher education.

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.

The survey presented in this article examines current teachers’ beliefs and attitudes towards information and communication technologies (ICT) in education. A total of 1165 primary and secondary education teachers participated in the study, immediately after following a training programme on basic ICT skills. The authors’ results showed that the majority of the teachers in the sample have positive attitudes towards the training programme they attended, the general role that ICT can play in education and the integration of ICT in the educational process. The authors’ findings also revealed some parameters that interfere negatively, thus making many teachers cautious of or sceptical about ICT integration in educational practice. Multivariate analysis identified three groups of teachers that exhibited a consistent approach: a group of teachers having positive attitudes towards the items of the research, a second group with negative attitudes and a third one with neutral beliefs about ICT in education. Moreover, the authors’ analysis extracted significant information on the profile of the teachers within each of the three groups. They found that personal factors (subject matter, teaching experience and gender) are strongly associated with the beliefs and perceptions teachers hold about ICT in education.

As we enter the era of digital transformation, the integration of Information and Communication Technology (ICT) has become essential in various sectors, particularly in education. The use of ICT in the learning process is crucial and significantly enhances the quality of education. In Indonesia, however, integrating ICT into education remains a challenge, especially following the onset of the COVID-19 pandemic. Despite these challenges, this situation also presents new opportunities for digital transformation. Acceptance of technology is a key requirement for effective integration of ICT in the learning process. Therefore, this research aims to analyze the technology acceptance among teaching staff regarding the use of ICT in education following the COVID-19 pandemic. This study employs a qualitative approach using a case study method. Data was collected through in-depth, semi-structured interviews with three purposively selected informants. Data analysis was conducted using the Technology Acceptance Model, and data validity was ensured through source triangulation. The results indicate that using ICT is viewed as beneficial for supporting classroom learning and is considered easy to implement and use. Consequently, ICT integration has been accepted in post-COVID-19 education as a valuable tool for enhancing the learning experience.

This study explores how teachers' socio-demographic characteristics influence their creativity in classroom integration of Information and communication technology (ICT). Using a quantitative, exploratory methodological approach involving 110 teachers, we examined factors such as age, gender, education level, and teaching experience in relation to ICT use. multiple correspondence analysis was employed to develop a typology of innovative teachers based on these socio-demographic factors and their degree of ICT integration. Furthermore, multiple linear regression analysis revealed that socio-demographic characteristics significantly correlate with ICT use. Our final model, incorporating four independent variables — age, experience, university degree, and gender — explains 42% of the variance in teachers' ICT integration, a considerable level of explanatory power. These findings offer valuable insights for designing educational policies and professional development programs aimed at fostering creativity in ICT use, tailored to the socio-demographic profiles of teachers.

Owing to the speedy advances in technology, keeping up with such developments and introducing the latest technology in all areas of life are important. In education, many governments have invested in information and communication technology (ICT) to enhance education. However, Yemen remains behind because of many challenges in introducing ICT in education. Thus, this study aims to examine the factors affecting the use of ICT in teaching from the perspective of Yemeni teaching. This study also proposes a model that considers crucial factors that may affect technology use in education. The researchers use the questionnaire to collect primary data and analyse the collected data by using SmartPLS software. A total of 120 teachers from two public and two private schools from Yemen participated in this study. Findings show that easy access to the ICT infrastructure, availability of support from technical support team, time availability, and training for technology use are important factors that impacted on teachers' technology use in Yemen. This study adds to the existing literature by identifying factors accurately on the basis of the tested model. The model proposed in this study may assist the government in determining the factors influencing ICT usage and in exerting efforts into reducing or overcoming the challenges in technology use in teaching amongst school and university teachers. Studies on the most important factors for the successful ICT usage in education sector in the Yemeni context are few. Nonetheless, this study identifies the important factors for the successful application of ICT in education in the Yemen.

This article analyses the field of research on information and communication technology (ICT) in education. It reviews the results of ICT researches carried out in the world. First, the article presents the retrospective of researches on ICT implementation into education. Summarizing them, it reviews main research findings in five areas of ICT implementation: 1) the impact of ICT use on students achievements and attitudes; 2) the impact of ICT use on teachers; 3) the effect of teachers' factors and instructional methods on ICT efficiency; 4) the influence of infrastructure and organizational factors on ICT efficiency; 5) the effect of specific software design features. Then, the paper reviews the main recent and future directions of researches on ICT in education, in the world. Finally, it shortly reviews the most important future directions of ICT research and development in Lithuania. The article concludes that in spite of numerous ICT studies worldwide the national research and experiments have to be carried out in order to implement ICT in an appropriate for Lithuania and efficient way.