Gadgets and Messenger Applications as an Instrument for Secondary School Administration

Luniachek, Vadym; Varenko, Tetyana

doi:10.1155/2021/5519942

Cited by 1 publication

(2 citation statements)

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“…All computing devices, including computers and smartphones, that perform various communication and information functions are included [5]. It comprises radio, television, cell phones, computers, satellite systems, services, and applications such as video conferencing and distant learning, as well as network hardware and software [6]. All of these are essential for facilitating student learning and ensuring quality education [7,8].…”

Section: Introductionmentioning

confidence: 99%

“…Computing, networking, and information processing technologies, as well as their applications, might be characterized as ICT [23,24]. ICT is an all-encompassing phrase that refers to both the hardware and software elements of electronic devices, including computers, radios, televisions, digital cameras, and phones [6]. It has acted as a driving force for advancement in society, the economy, education, science, and technology.…”

Section: Introductionmentioning

confidence: 99%

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Status of ICT Integration in Secondary Schools: Dire Dawa City Administration in Focus

Molla

Seyoum

2022

Education Research International

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The purpose of this study was to explore the status of information and communication technology integration in Dire Dawa City Administration secondary schools’ curriculum. The study was conducted using a survey design. A total of 563 respondents (374 students and 189 teachers), four school supervisors, and 12 school principals and vice principals were selected using systematic random and purposive sampling techniques from the eight secondary schools. Data were gathered by questionnaire, interview, and observation. The data were analyzed using mean, standard deviation, and an independent sample t-test. The findings revealed that the integration of information and communication technology was minimal and inconsistent across secondary schools. It was found that there was a significant mean difference in the integration of information and communication technology between private and government secondary schools. The study revealed that lack of training and technical knowledge, the high cost of technological devices and internet service, and a lack of internet connectivity were major challenges. A shortage of computers in private schools and a lack of enthusiasm in government secondary schools were particular problems mentioned by respondents. As a result, it is critical to establish a rigorous monitoring and control mechanism to improve the current practices through the provision of necessary facilities. It is recommended that schools, in partnership with the Dire Dawa City Administration Education Bureau, should arrange training on raising awareness and developing the necessary skills for effective integration of information and communication technology into the curriculum.

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Section: Introductionmentioning

confidence: 99%