Information and Communication Technology (ICT) Impact on Education and Achievement

Dar, Mahnoor; Masood, Fatima; Ahmed, Muhammad; Afzaal, Maryam; Ali, Ashhar; Bibi, Zarina; Kabir, Imran; Zia, Hafiz Usman

doi:10.1007/978-3-319-94334-3_6

Cited by 5 publications

(2 citation statements)

References 8 publications

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“…However, the government of Pakistan recognizes the importance of ICT in education and introduced several policies to integrate technology into education. Nevertheless, the implementation of those policies has not been seen yet, due to several barriers, which include inadequate teachers’ training and infrastructure, technological incompetence, and accessibility of resources ( Dar et al, 2018 ), poor communication between teacher and student ( Shah et al, 2020 ), inadequate digital competences of students ( Rafi et al, 2019 ), inadequate learning materials ( Abbasi et al, 2021 ), no harmonious instructional design ( Ajmal et al, 2019 ). As a consequence of these barriers, Pakistan is still lagging behind other countries that have adopted technology efficiently in their education system.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

et al. 2022

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The rapid expansion of the Information and Communication Technologies (ICTs) has transformed learners into digital learners, requiring teachers to integrate technology into their pedagogical approaches, where teachers’ attitudes, technological knowledge, and skills play a significant role in its effective integration. From this perspective, the current study presents teachers’ perceptions regarding technology integration in their teaching-learning practices at all educational levels in light of the previous studies performed in the last 5 years in Pakistan. The findings reveal that teachers exhibit positive perceptions regarding technology integration in teaching-learning practices. They believe that technology-incorporated teaching assists them in enhancing their instructional practices effectively, making the learning process exciting and interactive, and keeping learners motivated. Regarding barriers, the slow speed of the internet, load shedding, lack of infrastructure, online teaching experience, and training were reported as the main obstacles that hinder teachers from effective integration of ICT into their teaching practices. Accordingly, the study findings suggest that concerned authorities should set clear and effective policies to make efficient use of ICT by allocating a sufficient budget and ensuring all necessary facilitation (e.g., ICT infrastructure, tools, software, internet, and labs) in all educational institutions. Furthermore, particular attention should be devoted to supplying adequate opportunities for the career development of teachers in developing technological competencies, which help them successfully use ICT in their instructional practices.

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Section: Resultsmentioning

confidence: 99%

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

et al. 2022

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“…Sci. 2024, 14, 55 2 of 18 resources are the most important factors that prevent teachers from effectively integrating technology into their teaching practice [2,3]. Moreover, teachers' attitudes/beliefs are key determinants that reflect their behavior when using technology in their teaching practice [4].…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing University Teachers’ Technological Integration

Nagy,

Dringó-Horváth

2024

Education Sciences

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The extent and effectiveness of digitalization are influenced by a variety of factors, which are worth studying both separately and together, looking at how they affect each other. Typically, researched aspects in the context of education are institutional support, teachers’ beliefs about using digital tools, digital competence in teaching, technostress, self-efficacy, and the extent of digital tool use. The present study aims to center around the final aspect. It examines the separate influencing factors of information and communications technology (hereafter, ICT) use within a complex model, with the help of partial least squares structural equation modeling. The study was based on a survey of university lecturers (n = 116) at a university in Hungary that has six different training locations and five faculties. It was conducted by using an online questionnaire. To summarize the identified correlations, it can be concluded that digital competence in teaching, collegial support, ICT self-efficacy and ICT perception play a significant role in the use of technology. The effects detailed in the results can contribute to the effective digitalization of higher education institutions in several practical ways.

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Autodidactic for Parents of Children Studying in Multi-Ethnic School Environment

Grigoryeva

Lebedkina

Musin

et al. 2019

HSSR

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Purpose: The article is aimed at describing a model of self-education of primary school children's parents and the results of its testing in a primary school in a multi-ethnic educational space. The leading technology of organizing self-education for parents of primary students and formation of their methods of auto-didactics is the technology of poly directional pedagogical counseling. Methodology: The following methods of measuring the effectiveness of the offered program were used: SWOT - analysis of educational problems of primary school children in a multi-ethnic educational organization, analysis of research data on related topics, pedagogical modeling, studying students' work, observation, and survey methods with graphical interpretation of the data. Result: The result of the study was a unique model of inclusion of primary students’ parents in the educational space of a multi-ethnic school. In accordance with the authors' model, an awareness program was launched for parents of primary school children. Applications: The research materials can be useful for primary school teachers, for parents of primary students, as well as for specialists in the system of additional education in working with multi-ethnic children groups, as well as for social teachers in working with migrant families to build a non-conflict educational environment. Novelty/Originality: The originality of the study lies in the development of a model for the inclusion of parents of younger schoolchildren in the educational space of a multi-ethnic school through parental self-education organized by school teachers.

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Information and Communication Technology (ICT) Impact on Education and Achievement

Cited by 5 publications

References 8 publications

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

Factors Influencing University Teachers’ Technological Integration

Autodidactic for Parents of Children Studying in Multi-Ethnic School Environment

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