Parental Involvement and Awareness Using Malaysian’s Smart School Management System

The integration of information and communications technology (ICT) into the education system has led to changes in the way teaching and learning are conducted. These changes have necessitated the need for teachers to have ICT skills that would help them integrate ICT into teaching and learning (T&L). Hence, this qualitative study was conducted to investigate the state of readiness of Engineering Graphics and Design (EGD) teachers in the integration of ICT in T&L in uMgungundlovu secondary schools. Convenience sampling was employed to select nine EGD teachers to partake in this study. Semi-structured interviews and classroom observations were used to collect data. Data gathered from interviews was subjected to thematic analysis, and data gathered from observations was reported descriptively. The findings of this study revealed that EGD teachers in uMgungundlovu District are ready to integrate ICT into the T&L of EGD, as they indicated that ICT integration in EGD lessons is essential. The study further revealed a shortage of ICT resources and a lack of ICT skills among teachers, which hinder the successful integration of ICT. The study recommends that the Department of Basic Education (DBE) provide teachers with ICT training so that those who are technically disadvantaged can be equipped with relevant ICT skills. The study further recommends that DBE give the schools an AutoCAD license, as it has been proven to be a useful ICT tool.

Generation z, known as the digital literate generation, is a generation that is trendy and fluent in technology. The use of technology and communication has now become a basic need, as well as in the field of learning. The rise of learning using digital media requires teachers to be more innovative in choosing learning resources that students are interested in. The integration of Information and Communication Technology (ICT) in the basic education curriculum in Indonesia is a strategic step to improve the quality of learning in the digital era. This article aims to assess the implementation of ICT-based curriculum in Indonesia through relevant research and policies. The results show that despite great efforts in integrating ICT, challenges such as limited infrastructure, teacher competencies and the digital divide are still major obstacles. A comprehensive and collaborative strategy between the government, educational institutions and other stakeholders is needed to maximize the integration of Information & Communication Technology (ICT) in the basic education curriculum.

This research determined the perception of secondary school teachers on the effect of teacher-related factors on the integration of information and communication technology (ICT) for instructional purposes. The study was conducted in 40 secondary schools of the North Rift Valley region of Kenya that had computers. Likert-type scale for each technology acceptance variable (Computer self-efficacy, teacher efficacy, attitude towards computer, Social influence, and Constructivist beliefs) was developed/ adopted for the study. These scales were established to have adequate reliability through a pilot study. Usable data from 400 respondents was collected and used to test the hypotheses. T-test, ANOVA and Fisher’s LSD post hoc analyses were conducted on the data collected using SPSS version 20.0. The results show that voluntariness and computer experience were the two main variables that determined teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. On the other hand, subject specialization, gender and teaching experience had marginal or no significant influence on teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. Therefore, it should be understood that a number of factors interact to produce a significant effect on ICT integration in pedagogy.

Introduction. A comprehensive analysis of the development of information and communication technologies in the context of educational practice will contribute to the development of effective strategies for the modernisation of educational systems in the context of global technological change. Modern education can no longer function effectively without the integration of information and communication technologies into the educational process. Information and communication technologies open up new opportunities for personalisation of the educational process, development of independent work skills, creativity, critical thinking, and communication. At the same time, their implementation is accompanied by certain challenges: the need to modernise educational programmes, train teaching staff, provide technical infrastructure, and overcome digital inequality. The study of the historical stages of development of information and communication technologies in education allows us to understand the patterns of implementation of these technologies and identify effective strategies for their use today. Purpose. The purpose of the article is to study the stages of development of information and communication technologies in the context of their introduction into educational practice, to analyse the historical background of integration of information and communication technologies into education, and to identify current trends and prospects for their effective use in the educational process. Methods. The study used theoretical methods of scientific and pedagogical research analysis (dissection of historical and pedagogical material into its component parts (facts, ideas, concepts, events) allows to reveal the essence of certain phenomena, trends in the pedagogical past); synthesis (combining individual facts and provisions into a holistic view of pedagogical phenomena, used after analysis to form a generalised picture); historical and logical method (study of pedagogical phenomena in the chronological sequence and logic of their development, makes it possible to establish the patterns of development of pedagogical ideas); comparative and historical method (comparison of pedagogical phenomena, ideas, education systems in different historical periods or in different countries, allowing to identify common, different and unique); induction and deduction (induction – from individual facts to general conclusions, deduction – from general principles to explanation of individual historical and pedagogical facts); abstraction and generalisation (separation of essential features of pedagogical phenomena, construction of generalisations, concepts, typologies); prognostic method (use of historical and pedagogical experience to predict possible directions of education development). Results. The study has shown that information and communication technologies are the driving force behind the transformation of education, and their integration into the educational process requires not only technical support but also methodological training of teachers, updating of educational programmes, and rethinking of traditional educational models. The study identifies eight stages of the development of information and communication technologies; the periodisation of the development of information and communication technologies reflects the gradual transition from early forms of information storage and transmission to modern information and communication technologies. The further development of information and communication technologies in education will help to increase its accessibility, efficiency, and inclusiveness. Mass computerisation, the Internet, mobile technologies, cloud services, and artificial intelligence. The development of information and communication technologies is a multidimensional process that combines new opportunities with large-scale challenges. Successful digital transformation depends on the ability of society to effectively manage these challenges, ensuring inclusive, secure, ethical, and environmentally responsible development of information and communication technologies. Only by integrating innovation with the principles of sustainable development can a harmonious digital future be shaped. Originality. The article examines the evolution of information and communication technologies in the context of education, analyzes the key stages of their development, as well as current trends in the integration of information and communication technologies into educational practice. Particular attention is paid to the impact of digitalisation on educational processes and the formation of innovative pedagogical approaches. The main challenges and prospects for further implementation of information and communication technologies in education are outlined. In particular, attention is paid to the problems of digital inequality, cybersecurity, ethical aspects of the use of information and communication technologies, and the role of innovation in ensuring sustainable technological progress in the context of education. Conclusion. Information and communication technologies play a key role in the transformation of education, providing new opportunities for accessibility, flexibility, and personalisation of the educational process. The historical development of information and communication technologies shows their growing importance in pedagogical practice. Modern education is actively introducing distance learning formats, digital platforms, artificial intelligence, and other innovations. At the same time, there are challenges, such as digital inequality, the need for digital literacy of teachers, and cybersecurity issues. Effective integration of information and communication technologies into education requires a systematic approach, investment, and methodological support.

: The utilization and integration of Information and Communication Technologies (ICT) have enabled the establishment of virtual learning environments that are capable of developing English language skills among Malaysian primary pupils. The Ministry of Education had invested a substantial amount of money on ICT as a part of education initiatives to ensure there will be no gap in the quality of education between urban and rural schools. However, the usage of ICT in rural schools could not meet expectations. This case study takes a closer look at the challenges faced by the ESL teachers and their attitude in integrating ICT in teaching and learning process based on the Technology Acceptance Model (TAM). A total of 11 English teachers from 6 rural schools in Tatau, Sarawak were selected based on purposive sampling. Data were collected via questionnaire and calculated using percentage. It was then analyzed and a semi-structured interview was later conducted. The findings revealed that although teachers’ attitude toward ICT integration in the rural school was positive and it had enhanced their performance in teaching and learning, the actual use was the practicality of integrating ICT. The findings also revealed poor Internet connection, limited facilities and infrastructure were the challenges that had influenced their behavior in using ICT which put a limitation of its usage.

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.

The past decade has witnessed dramatic changes and impressive progress in interpreter training in China due to technological innovations, policy support from the Ministry of Education, increasing demand for qualified interpreters in the market, and ceaseless efforts from interpreting trainers and researchers. Meanwhile, research efforts have been made in the integration of information and communication technology (ICT) into interpreter training. Chinese researchers have explored a wide range of pedagogical factors in this regard, including training models, principles, materials and strategies as well as autonomous learning, assessment and trainer/trainee roles. This paper reviews the major studies in this field and may serve as a reference for international interpreting practice and research. It argues that more attention should be focused on micro-perspectives, more empirical research methods are to be adopted, and more professional training tools are to be developed and tried out.

The use of Information and Communication Technology (ICT) in English language learning at the primary school level is becoming increasingly important in line with digital developments and the demands of the Merdeka Curriculum. This study aims to analyze the effectiveness of Information and Communication Technology (ICT) in improving English proficiency among primary school students through a directed literature review of three experimental studies. These studies examine the use of visual media, interactive multimedia, and game-based learning as Information and Communication Technology (ICT) based learning approaches. Data were analyzed using thematic-comparative techniques to identify patterns across findings. The analysis shows that Information and Communication Technology (ICT)consistently has a positive impact on improving vocabulary, listening skills, speaking skills, and student motivation. Visual media proves effective in supporting basic vocabulary acquisition, interactive multimedia enhances listening and speaking performance, while game-based learning significantly boosts motivation and student interaction. This study concludes that systematic Information and Communication Technology (ICT) integration has strong potential to improve the quality of English learning at the primary level. The study recommends selecting Information and Communication Technology (ICT) media appropriate to learning objectives and providing teacher training to optimize Information and Communication Technology (ICT) use in classroom settings.

The article examines the non-technical factors which successfully lead to an integration of information and communications technology (ICT) into the curriculum. Drawing upon evidence gathered through the United Kingdom Education Departments' Superhighways Initiative, it argues that ICT represents a different and potentially transformative technology for schools and colleges. By comparing institutions which successfully integrated ICT during the project with those which were less successful, it identifies four personnel factors which were important dimensions of the integrative school: teachers' attitudes prior to the innovation, the role of the ICT coordinator, the attitude of senior management and the existence of adequate support and training. It concludes that the interplay between these four factors provides the necessary, but not sufficient conditions, for a successful deployment of Superhighways technology in the curriculum.

Aims: This study is to investigate the integration of information and communication technology (ICT) with Elements of Undergraduate Program Curriculum in Educational Sciences of Farhangian University in Tehran from the perspective of students and related professors to optimize the mentioned curriculum. Methods: This is an evaluation study, and the researcher has utilized “field research.” The studied population includes: 921 undergraduate students in Educational Sciences and Professors of Educational Sciences, including 92 people who are teaching in different majors of Educational sciences accordingly, among 921 people a sample of 120 students and among 92 educational sciences experts 45 subjects were selected and random cluster sampling method was used. To determine the sample size in this study Morgan's table was used. Data collection tools included a researcher made questionnaire which consists of 50 questions of five-point Likert scale. Before the final implementation of the questionnaire, to ensure the applicability of the questionnaire “pilot implementation” was done. Face and content validity of the questionnaire were confirmed with the opinion of the professors and experts in this field and its reliability was calculated 96.5%, using Cronbach's alpha. In the area of inferential statistics, Chi-square test was used to study and analyze the data. Results: Show the same distribution of opinions of students and professors to use and integrate ICT to explain 4 elements of the curriculum. Conclusion: At the end a model of the integration of (ICT) to optimize the elements of the curriculum at Undergraduate Program Curriculum in Educational Sciences of Farhangian University in proposed which considers different levels of integration in the curriculum, including within field, interdisciplinary, integrated, and interdependent. The results of this research are a strategy for the development and integration of ICT curriculum elements with Farhangian university curriculum and national curriculum document.

Background: Smart school project is a new step in information age; it can create fundamental changes in teaching-learning process as well as teacher-student tasks and roles and integration of information technology and curriculum. The main purpose of this paper is to evaluate smart schools current statues in Mazandaran province based on “Smart School” Conceptual Model during the academic year 2011-12. Methods: The research is non-experimental and to say more specifically is descriptive-analytical. The population contained all principals, technology experts and teachers of selected smart schools of Mazandaran province. The sampling method is completed census; census; it means that the number of sample is equal to the whole society (181). The data was collected using scholar-made questionnaires and observation check list. Questionnaire validity and reliability are estimated using content validity and Cronbach alpha formula. The Cronbach alpha in term of manager and IT deputies' questionnaire and teacher’s questionnaire are calculated (%95) and (%88), respectively. Results: descriptive statistics and inferential indicators results reveal that public smart schools of Mazandaran province are in fairly desirable level and private smart schools are in desirable level which is close to Smart School Development” Conceptual Model components and standards. Conclusions: to improve current statue of smart schools in Mazandaran province and to achieve a desired level, guidelines and recommendations are presented.

Purpose: In today’s rapidly evolving business landscape, the integration of Information and Communication Technology (ICT) has redefined the parameters of innovation, challenging businesses to adapt and leverage technology-driven solutions to maintain competitiveness. This investigative analysis delves into the profound impact of ICT on innovative business, shedding light on the transformative role of technology in reshaping strategies, processes, and outcomes. Research Methodology: The paper employs a mixed-methods approach, combining qualitative six case studies to comprehensively explore the intersection of ICT and innovation. Result: The study examines how businesses across industries have harnessed ICT to revolutionize their product development, marketing, supply chain management, and customer service processes. The framework of the Technology-Organization-Environment (TOE) model and the Innovation Ambidexterity concept guide the analysis, offering theoretical underpinnings for understanding how technology interacts with the organizational context and fosters both exploitative and explorative innovation endeavors. Conclusion: The transformative potential of ICT comes hand in hand with a set of challenges. The research elucidates the barriers encountered when integrating ICT into innovation strategies, including data security concerns, skills gaps, resistance to change, and regulatory complexities. By addressing these challenges, businesses can unlock the full spectrum of benefits that ICT offers. Keywords: Information and Communication Technology (ICT), Innovation, Product Development, Technology Organization Environment, Supply Chain Management.

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.

This research aims to identify science and mathematics teachers’ attitudes towards integrating Information and Communication Technology (ICT) in their educational practice through applying the Unified Theory of Acceptance and Use of Technology (UTAUT). A questionnaire instrument was developed based on the constructs of the UTAUT (performance expectancy, effort expectancy, social influence and facilitating conditions) and attitudes scale. The study sample consisted of a group of mathematics and science teachers in governorate of Ma’an. The participants were randomly selected. Descriptive and regression analysis were used to analyze the data. The results showed the attitudes of science and mathematics teachers towards integrating information and communication technology in the educational process were high and positive. In addition, the results showed that science and mathematics teachers had positive and high perceptions of integrating information and communication technology in the educational process in all dimensions (performance expectancy, effort expectancy, social influence, and facilitating conditions). Furthermore, the unified theory of acceptance and use of technology was valid in explaining the attitudes of Science and Mathematics teachers toward the integration of ICT in the in their educational practice.

The integration of Information and Communication Technology (ICT) has become a key factor in driving this change. This research aims to elucidate educational management strategies to maximize the effectiveness of integrating information and communication technology in the teaching and learning process. The research method used in this study is a literature review with a qualitative approach. Data sources are derived from Google Scholar for the period 2004-2024. This research utilizes Google Scholar as the primary source to obtain relevant, credible, original, and publicly available articles for systematic analysis. The study results indicate that in the era of Information and Communication Technology (ICT) development, the integration of ICT in education is crucial to enhance learning effectiveness. To achieve this, focused and comprehensive educational management strategies are highly important. These strategies should be based on a strong understanding of the role of ICT in learning, integration of ICT into the curriculum, training and support for educators and students, development of technological infrastructure, development of supportive policies, inclusive and sustainable approaches in ICT strategy development, as well as collaboration among educational institutions, government, industry, and the community