A Framework to Promote ICT in K-12 Education in Developing Countries: A Case Study in Sudan

Tairab, Adam; Huang, Ronghuai; Chang, Ting‐Wen; Zheng, Lanqin

doi:10.1007/978-3-319-41165-1_28

Cited by 7 publications

(12 citation statements)

References 6 publications

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“…Perhaps these refer to the case of many barriers such as lack of computer devices (Tairab et al, 2016) and core teachers who teach this subject as it was reported by the previous studies (A. Ahmed, 2015;Elemam, 2016).…”

Section: Introductionmentioning

confidence: 95%

Teachers’ Skills and ICT Integration in Technical and Vocational Education and Training TVET: A Case of Khartoum State-Sudan

Ramadan¹,

Chen²,

Hudson³

2018

WJE

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Information and communication technology (ICT) elicited rapidly dissemination over the world. For its impact in Sudan, the national government has been energized the institutions to implement ICT in every sector. This study examined the Sudanese teachers' skills and ICT integration in technical and vocational education and training TVET in Khartoum state. The study directed out of two hundred respondents were sampled randomly, questionnaires were distributed, 168 (84%) were properly filled and returned, 130 were males and 38 females from three various bodies of TVET include (technical secondary schools, artisan institutions, and vocational training centres). A One-Way ANOVA and Independent sample t-test on SPSS version 20 for data analysis were adopted. The results revealed that significantly the respondents are same in terms of demographic information and ICTs usage skills. However, there was a significant difference among the respondents' ICT skill due to their ages and qualifications. Consequently, more training needs to be conducted for TVET teachers in basic skills of computer use. Following the international standards, the right decisions we are strongly recommending train/teach pre-service and in-service teachers on ICTs skills based on 21st-century requirement.

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Section: Introductionmentioning

confidence: 95%

Teachers’ Skills and ICT Integration in Technical and Vocational Education and Training TVET: A Case of Khartoum State-Sudan

Ramadan¹,

Chen²,

Hudson³

2018

WJE

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“…Planning for K-12 education is more required and urgent matter to assist the policy makers make the policy of ICT based on efficient decisions. Implemented ICT and support schools to make effective implantation is a crucial issue for K-12 education in Sudan (Tairab, Huang, Chang, & Zheng, 2016). Providing more applications of technology to schools is required to create an integrated technological environment (Price, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…In the same context, Tairab, et al, demonstrated that ICT policy is one of the main factors that can drive the educational progress in K-12 education in Sudan (Tairab et al, 2016). In addition, in their study for e-learning policy- (Kong, Chan, Huang, & Cheah, 2014) identified five dimensions or factors to examine the status of the policy: (a) infrastructure, (b) curriculum integration, (c) student learning, (d) teacher professional development and leadership, and (e) capacity building.…”

Section: Influencing Factors For Ict Policymentioning

confidence: 99%

“…The countries like USA, Europe, Asia (Korea, China,) Africa and middle east (Tanzania, Kenya, and Egypt) has developed diverse policies and plans include ambitious frameworks and models, as well as following UNESCO declarations and goals to apply ICT in their education (Tairab et al, 2016). This reflects the importance of the policy to driving applications of ICT in education and make the educational reforms base technology and cope with the advance educational progress, as well as make the desirable educational reforms in term of e-learning as a whole.…”

Section: Global Rationales For Ict Policymentioning

confidence: 99%

“…Ahmed, 2015;A. A. Alamin & shaoqing, 2014;Elemam, 2016;Elsunni, 2014;Tairab et al, 2016). Documentation of educational information in all areas; regarding this goal FMGE could launch some strategic or mechanism for the school in the countryside to make the integrated database.…”

Section: Data Analysis and Interpretationmentioning

confidence: 99%

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Analyzing ICT Policy in K-12 Education in Sudan (1990-2016)

Tairab¹,

Huang²

2017

WJE

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The aim of this study of ICT policy in K-12 education in Sudan is to investigate the status of planning for technology in education and then determine how the advantage of ICT can best serve the educational system and improve educational outcomes. The study examined two plans for ICT in education, addition to an interview with the educational planning manager, and information center of federal ministry of general education, and other documents from the ministry of education, as well as recommendations of previous studies which emphasized the need for policy to be compatible with other countries may face semi conditions of Sudan, and importance of compatible with UNESCO declarations (Incheon& Qingdao, 2015). The results of this study showed the need for policy emphasis on using technology in education, K-12 education in Sudan requires better technology equipment, inclusive ICT policy includes primary and secondary education need to formulate. The study also suggests that evaluation and assessment are required in order to get more effective solutions and cope with the international educational progress of ICT in K-12 education.

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Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

et al. 2021

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The Spanish autonomous city of Melilla, located in northwest Africa, has one of the highest academic failure and abandonment rates in Europe. An effective way to improve this situation would be to improve students’ digital competence. In order to do so, teachers must have competent digital skills themselves and also be able to teach them. To determine teachers’ level of digital competence, the Spanish adaptation of the European Framework for Digital Competence of Educators was used to analyse the self-assessment responses of teachers in training at the Faculty of Education and Sport Sciences in Melilla, Spain. Several quantitative techniques were used to analyse data collected from a questionnaire based on the items in the framework. Indicators were given to each competence using a factor analysis to contrast differences between undergraduate and postgraduate students. Correlations between some of the students’ characteristics and the competences were estimated using OLS. The results show students’ self-assessment level of digital competence in different areas and differences between the bachelor’s and master’s programmes. Digital competence gaps were also detected in teacher training, especially in security. The conclusions highlight the need to improve digital security and facilitate a higher level of digital skills in line with the framework. Indeed, more hours of training in digital competence are required while taking into account the educational context and the technological, pedagogical and content knowledge needed to teach. Equally, the same skills must be developed by educators in order for them to transmit digital competence to their students and support them in educational centres.

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A Framework to Promote ICT in K-12 Education in Developing Countries: A Case Study in Sudan

Cited by 7 publications

References 6 publications

Teachers’ Skills and ICT Integration in Technical and Vocational Education and Training TVET: A Case of Khartoum State-Sudan

Teachers’ Skills and ICT Integration in Technical and Vocational Education and Training TVET: A Case of Khartoum State-Sudan

Analyzing ICT Policy in K-12 Education in Sudan (1990-2016)

Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

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