A Systematic Review on the Role of ICT and CLIL in Compulsory Education

Martínez-Soto, Tania; Espinosa, María Paz Prendes

doi:10.3390/educsci13010073

Cited by 12 publications

(6 citation statements)

References 36 publications

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“…Especially during the last few years, the educational process has become unimaginable without the use of ICT [77]. ICT applications have been found to support students to personalize the information presented to them, to contribute to students' autonomy, self-learning and creativity, to trigger collaborative work, and finally to promote active learning, in which students are the protagonists of their learning process [78,79]. Thus, in addition to analyzing teachers' perceptions, another significant avenue for future research is to analyze students' perceptions of ICT and motivations to use ICT in the educational process.…”

Section: Conclusion Implications and Future Research Directionsmentioning

confidence: 99%

Information and Communication Technologies in Primary Education: Teachers’ Perceptions in Greece

Aivazidi

Michalakelis

2023

Informatics

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Innovative learning methods including the increasing use of Information and Communication Technologies (ICT) applications are transforming the contemporary educational process. Teachers’ perceptions of ICT, self-efficacy on computers and demographics are some of the factors that have been found to impact the use of ICT in the educational process. The aim of the present research is to analyze the perceptions of primary school teachers about ICT and how they affect their use in the educational process, through the case of Greece. To do so, primary research was carried out. Data from 285 valid questionnaires were statistically analyzed using descriptive statistics, principal components analysis, correlation and regression analysis. The main results were in accordance with the relevant literature, indicating the impact of teachers’ self-efficacy, perceptions and demographics on ICT use in the educational process. These results provide useful insights for the achievement of a successful implementation of ICT in education.

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Section: Conclusion Implications and Future Research Directionsmentioning

confidence: 99%

Information and Communication Technologies in Primary Education: Teachers’ Perceptions in Greece

Aivazidi

Michalakelis

2023

Informatics

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“…Digital Whiteboards. Digital whiteboards provide a convenient and interactive way for students and instructors to collaborate and share ideas in real-time [49]. They can be used for presentations, brainstorming sessions, and other forms of collaboration, making it easier for distance learners to participate and engage with their peers [50].…”

Section: Small Accessories-a Big Change In Teaching Qualitymentioning

confidence: 99%

The Influence of Emerging Technologies on Distance Education

et al. 2023

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Recently, during the COVID-19 pandemic, distance education became mainstream. Many students were not prepared for this situation—they lacked equipment or were not even connected to the Internet. Schools and government institutions had to react quickly to allow students to learn remotely. They had to provide students with equipment (e.g., computers, tablets, and goggles) but also provide them with access to the Internet and other necessary tools. On the other hand, teachers were trying to adopt new technologies in the teaching process to enable more interactivity, mitigate feelings of isolation and disconnection, and enhance student engagement. New technologies, including Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), Extended Reality (XR, so-called Metaverse), Big Data, Blockchain, and Free Space Optics (FSO) changed learning, teaching, and assessing. Despite that, some tools were implemented fast, and the COVID-19 pandemic was the trigger for this process; most of these technologies will be used further, even in classroom teaching in both schools and universities. This paper presents a concise review of the emerging technologies applied in distance education. The main emphasis was placed on their influence on the efficiency of the learning process and their psychological impact on users. It turned out that both students and teachers were satisfied with remote learning, while in the case of undergraduate children and high-school students, parents very often expressed their dissatisfaction. The limitation of the availability of remote learning is related to access to stable Internet and computer equipment, which turned out to be a rarity. In the current social context, the obtained results provided valuable insights into factors affecting the acceptance and emerging technologies applied in distance education. Finally, this paper suggests a research direction for the development of effective remote learning techniques.

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“…Researchers have defended that teaching and learning in an electronic environment invite many opportunities for better quality learning of a first and second language. Indeed, numerous studies delve into computer-aided language learning (CALL), especially in the development of second language skills: grammar, vocabulary, reading, writing, listening, and speaking (e.g., [22][23][24]).…”

Section: Incorporation Of Ict Tools Into Language Instructionmentioning

confidence: 99%

A Holistic Model for Disciplinary Professional Development—Overcoming the Disciplinary Barriers to Implementing ICT in Teaching

Amir

2023

Education Sciences

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What helps teachers overcome technological barriers to Information and Communications Technology (ICT) implementation in their subject domains? Can a disciplinary professional development model help reduce these disciplinary barriers? To answer these questions, this mixed-methods case study examines the change in digital ICT implementation and its barriers among secondary school first language teachers after the utilization of a holistic model for disciplinary professional development (language, science, etc.). Ninety-two first language teachers participated in a professional development program that included a unique instructor profile, theoretical and practical training, technical support, and ongoing individual and school-wide didactic and pedagogical support. The teachers’ experiences and changes in their personal general experience during their professional development were then assessed via interviews and open-ended questionnaires. The findings indicate that the unique professional development model largely removed the teachers’ disciplinary barriers. Specifically, during their professional development, the teachers changed their perceptions of the purposes of ICT in first language teaching in general and teaching writing in particular, indicating that they realized that ICT promotes their discipline and is not merely a tool for lesson diversification or intrigue. Furthermore, they recognized that ICT is not an option but an integral part of teaching in the 21st century.

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A Systematic Review on the Role of ICT and CLIL in Compulsory Education

Cited by 12 publications

References 36 publications

Information and Communication Technologies in Primary Education: Teachers’ Perceptions in Greece

Information and Communication Technologies in Primary Education: Teachers’ Perceptions in Greece

The Influence of Emerging Technologies on Distance Education

A Holistic Model for Disciplinary Professional Development—Overcoming the Disciplinary Barriers to Implementing ICT in Teaching

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