PROJECT-BASED LEARNING APPROACH APPLIED IN THE COURSE "CODING IN TELECOMMUNICATION SYSTEMS"

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.

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.

본 연구에서는 국제 교육성취도 평가협회가 시행한 ICILS 2013의 교사 설문 자료를 활용하여 우리나라 중학교 과학 교사의 ICT 활용 실태를 다른 나라와 비교하였다. ICILS 2013은 중학교 2학년을 대상으로 하고 있으며, 18개 참여국 중 컴퓨터 정보 소양 점수가 높은 호주, 체코, 노르웨이, 폴란드와 우리나라 과학 교사들의 ICT 활용 실태를 비교하였다. 본 연구에서는 ICILS 2013의 교사 설문지 중에서 과학 교사의 ICT 활용 실태를 분석할 수 있는 9문항을 선택하였는데, 문항들은 교사의 컴퓨터 이용 실태, 수업에서 ICT 활용 현황, 학교의 ICT 활용 지원 환경의 범주로 나누어 분석되었다. 우리나라 중학교 과학 교사의 컴퓨터 사용 실태를 보면, 컴퓨터를 비교적 많이 사용하며 컴퓨터에 대한 자아효능감도 다른 나라에 비해 높은 편이었다. 그러나 일반적인 컴퓨터 활용은 잘한다고 응답한 비율이 높지만 교수학습과 관련된 컴퓨터 활용에서는 낮은 자신감을 나타내었다. 수업에서 활용에서도 비교적 다양한 응용프로그램을 사용하지만 프레젠테이션이나 그래픽 소프트웨어에 대한 활용의 비중이 높은 편이고 학습활동이나 교수활동에서도 교사주도의 정보 제공이나 과제 제시에 대한 활동의 비중은 높지만 협업이나 상호작용이 많은 활동에서는 낮은 응답을 나타내었다. 또한 우리나라 과학 교사들은 ICT 활용하는 것에 대해서 긍정적인 관점보다는 부정적인 관점을 많이 가지고 있었다. 학교에서 컴퓨터 관련 자원을 지원하는 정도는 지원이 부족하다고 응답하는 경우가 많았으며 조사 항목 대부분에서 호주나 체코에 비해 지원 정도가 낮다고 응답하였다. 또한 충분한 ICT 기기나 컴퓨터가 구식 모델이고 디지털 학습 자료가 부족하다고 응답하였다. 여기서 드러나 문제점을 개선하기 위해서는 ICT 교육 인프라에 대한 지속적인 지원과 더불어 학생활동 중심의 ICT 교수학습 방법에 대한 개발과 보급이 필요할 것으로 보인다. In this study, we compared the use of information and communications technology (ICT) by middle school teachers in Korea and other countries utilizing the teacher survey data of the IEA International Computer and Information Literacy Study (ICILS) 2013. The ICILS target population consisted of all students in the eighth grade. We compared Korea with Australia, the Czech Republic, Norway, and Poland, which are nations showing the highest achievements in computer and information literacy. We selected nine questions from the teacher questionnaire and divided them into the categories of computer use, use of ICT for teaching and learning, and the ICT support environment in school. In comparison to their counterparts in other countries, Korean middle school science teachers used computers frequently and also had high ICT self-efficacy. They were confident in their ability to use computers for general tasks, but not in their ability to use computers for teaching and learning. The Korean teachers also had a high percentage of utilization of presentation and graphics software. Also, the proportion of activities concerning the information provided and teacher-led tasks was high, but the proportion of activities for student collaboration or peer interaction was low. In Korea, middle school science teachers had more negative than positive views of using ICT in teaching and learning. The teachers thought that computer-related resource support and digital learning materials were insufficient and that the computer model was outdated in schools. Therefore, we propose to build an ICT infrastructure and to develop and disseminate ICT teaching and learning methods for student activities.

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.

Aim/Purpose: The study aims to evaluate Information and Communication Technology (ICT) implementation in academic colleges of education. The article offers a conceptual framework for ICT implementation within teacher education in the information era, which combines an array of frameworks and addresses the needs of teacher education. Background: The study examines the components of ICT implementation within the training as perceived by teacher educators in these colleges, their attitudes towards the contribution of ICT for teaching and learning, and the available conditions and resources in these colleges for ICT implementation in teaching. Methodology: A mixed methodology of quantitative and qualitative nature was utilized. A questionnaire was developed including a set of sequential steps. The sample that responded to the questionnaire included 615 faculty members, which were approximately 25% of the population of lecturers in 8 colleges of education. Contribution: The results enabled insights regarding success and challenges in the implementation of the computerization program. It supplies policymakers as well as practitioners with updated data and enables evidence-based decision-making. Findings: Use of ICT by faculty shows two key factors: basic ICT use and advance collaborative use. Use in teacher training was divided into 5 factors: information management, advanced technological methods, project-based learning, display of information, and learning organization. Two factors were related to the students’ use of ICT in their teaching: integrating ICT in classroom activity, and usage for distance learning. Recommendations for Practitioners: Recommendations for practitioners include empowering the efficiency of ICT implementation, thereby transforming teaching and learning; training pre-service teachers to utilize advanced ICT tools that encourage collaboration, problem-based learning; utilization of the tool developed and used in this study for decision-making and assessing ICT implementation in teacher training; and highlighting the role of the teacher educator as a major factor in translating educators’ beliefs and modelling for students. Recommendation for Researchers: Recommendations for researchers include identifying the possibilities of utilizing the proposed tool in their research and development plans within their teacher training institutes, as a means of assessing the nature of ICT implementation in their teacher education programs. Impact on Society: ICT implementation in education has an impact on the future generation of students, as citizens of the knowledge society and lifelong learners. Teacher educators are at the heart of this process; hence, developing and implementing a tool to measure as well as encourage a paradigm shift in teaching and learning is of utmost importance. Future Research: Future research should include examining the utilization of the developed tool in diverse contexts, as well as using it as an indicator for comparing ICT implementation processes and models between institutes, and for examining the implementation process from a longitudinal point of view, from pre-service education throughout the TPD (Teacher Professional Development) as an in-service teacher.

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?

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.

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.

<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>

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.

Recent advances in Information and Communication Technology (ICT) have stimulated the need for adaptation of new models of teaching and learning in educational institutions. Since the beginning, the use of technology in education has gained a lot of attention and has been applied to many areas in the academic domain. The introduction of ICT has motivated scholars to find out how various ICT tools could be deployed and efficiently used. Due to rapid changes in ICT, an extended TAM (ETAM) has been developed to highlight the demand for using advanced ICT tools in the education process. The idea is to support the acceptance of technology implementations by modifying the conventional model with the pre-acknowledgement of additional elements that reflect the state of art technological advances. These additional factors aim to increase the motivation acceptance levels by instructors and students alike towards ICT teaching and learning studio style.

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

The aim of the paper is to explore the knowledge base of high school physical science teachers, from selected high schools in Lesotho, regarding the integration of information and communication technologies (ICTs) into the curriculum. The new physical science curriculum in Lesotho requires the use of ICTs for teaching. The teachers’ use of ICTs was explored through a questionnaire based on the technological pedagogical content knowledge model (TPACK). Data were analysed using the statistical analysis software (SAS) and the results showed that 77% of the teachers used ICTs for teaching, while 80% used them for non-teaching activities. The mean score for teachers’ TPACK was 2.88. This score is below the average of three for the Likert points of the items on teachers’ TPACK, which was set as the acceptable level for this paper. Therefore, the study concludes that Lesotho teachers do use ICTs for teaching physical science even though their TPACK may be below average. Their low TPACK may be an indication that they used ICTs to get more information about the content, rather than for delivering the lessons. There is thus an urgent need to increase the support for teachers to maximise the use of ICTs for teaching.