Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya

Mwanda, Gideon

doi:10.11648/j.ijecs.20170206.12

Cited by 6 publications

(6 citation statements)

References 7 publications

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“…This result is consistent with many previous works (e.g. Ghavifekr & Rosdy, 2015;Jo Tondeur, 2017;Mwanda et al, 2017).…”

Section: The Uses Of Ict In the Teaching Processsupporting

confidence: 94%

“…It is worth mentioning in this regard that the challenges facing teachers in the use of information and communication technology in education in Palestine are the same as in developing countries, as shown by the results of many studies (e.g. Ali Ahmad, 2020;Sonia et al, 2019;Mamat et al, 2020;and Aditya et al, 2021;Ali Ahmad, 2022;Mwanda et al, 2017).…”

Section: Challenges Faced By Teachers In Using Ictmentioning

confidence: 92%

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Digital disruption in early childhood education from teachers' point of view: A qualitative research

Ahmad

2023

Adv. Mobile Learn. Educ. Res.

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In the digital age, teachers must have a more favourable attitude toward information and communication technology (ICT). In the current study, the researcher used a qualitative interview to learn more about early childhood teachers (ECTs) perspectives on the use of ICT in online learning during the Covid-19 pandemic. The researcher in Palestine interviewed 63 female early childhood educators to collect data. "Thematic coding techniques" were used to analyze the interview data. Within five main themes, "ICT advantages" (8 sub-subjects), "the significance of ICT competencies" (2 sub-subjects), "promotion of the ICT training" (5 sub-themes), "the uses of ICT" (6 sub-subjects), and "challenges to using ICT", the research gathered specific information on how teachers perceived digital disruption during the Covid-19 pandemic (5 sub-subjects). The findings showed that increased promotion of ICT training that encourages ICT use among ECTs is necessary. This study adds to the body of knowledge regarding the application of ICT in the early childhood teaching process. Additionally, this study expands on empirical research findings that help report on the use of online learning in Early Childhood Education (ECE), particularly in times of crisis.

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“…This result is consistent with many previous works (e.g. Ghavifekr & Rosdy, 2015;Jo Tondeur, 2017;Mwanda et al, 2017).…”

Section: The Uses Of Ict In the Teaching Processsupporting

confidence: 94%

Section: Challenges Faced By Teachers In Using Ictmentioning

confidence: 92%

Digital disruption in early childhood education from teachers' point of view: A qualitative research

Ahmad

2023

Adv. Mobile Learn. Educ. Res.

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“…The issue of limited technological resources encompasses two aspects: technology availability and technology accessibility. Technology availability refers to the sheer number of instructional computers and mobile technologies in schools (Alghasab et al, 2020), while the issue of technology accessibility can happen when the computers are outdated (Shemshack, 2021) and the location of instructional computers are not easily accessible (Mwanda, 2017).…”

Section: Empirical Findings On the Direct Effects Of First-order Barr...mentioning

confidence: 99%

The role of school socioeconomic status in school-wide technology integration in the U.S.

Cheng

Parker

2023

CONT ED TECHNOLOGY

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This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast response survey system (FRSS)–educational technology in the US public schools. Multiple-group path modeling was employed as the main analytic method. The results showed that in advantaged schools, first-order and second-order barriers demonstrated additive effects on ICT integration. However, in disadvantaged schools, first-order and second-order barriers showed multiplicative effects on ICT integration. This study suggests that in advantaged schools, eradicating second-order barriers can compensate for the constraints on ICT integration imposed by first-order barriers. However, in disadvantaged schools, removing second-order barriers will not be effective if first-order barriers are not addressed first. This study contributes to the literature by highlighting the role of school SES in planning school-wide ICT integration. Also, a contextualized model is proposed to capture the differential relations between barriers and ICT integration in specific school contexts.

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“…Accordingly, the study suggests that teachers, management, and principals in schools are important stakeholders who should be included in decisions about the integration of ICT to resolve existing issues and stop new ones from arising. Mwanda (2017) conducted research on the application of ICT to biology instruction and learning in Kenyan schools. The study focused on the teachers and students in the Rachuonyo South Sub-County schools and employed a descriptive research methodology.…”

Section: Related Literaturementioning

confidence: 99%

Analyzing the Challenges Basic School Teachers Face in Integrating Information and Communication Technology into Teaching and Learning Activities in a Developing Country

Nettey,

Mensah,

Sanaa Brobbey

2023

Preprint

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The aim of this study was to evaluate the challenges basic school tutors face when integrating Information and Communication Technology (ICT) into their instructing and learning activities and to recommend possible strategies for addressing those challenges. This study employed an interpretive paradigm and a qualitative method approach to analyze the challenges basic school teachers face when integrating ICT into teaching in an emerging country, particularly Ghana. The participants of this study were chosen using purposive and snowball sampling techniques. A total of twenty (20) respondents were chosen for this study. The study found that teachers, despite their challenges, had a strong desire to integrate ICT into their instruction and learning activities. These challenges are the limited number of ICT tools and the absence of fully-subscribed software package that runs on them, the lack of electrical outlets in some classrooms, poor internet connectivity and power fluctuation. These teachers also had to deal with challenges like Trojan horses and spam despite the slow internet connectivity. The study suggested that basic school management should procure modern ICT tools and fully-subscribed software package to expand the school's ICT infrastructure giving teachers the choice to choose the ICT tools they will integrate into their teaching and learning activities for the successful integration of ICT into instruction and learning activities. Again, school management should ensure teachers are given basic training regarding ICT and its incorporation into tuition and learning activities to acquire the necessary competencies, understanding, and attitudes that will enhance teaching and learning activities.

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Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya

Cited by 6 publications

References 7 publications

Digital disruption in early childhood education from teachers' point of view: A qualitative research

Digital disruption in early childhood education from teachers' point of view: A qualitative research

The role of school socioeconomic status in school-wide technology integration in the U.S.

Analyzing the Challenges Basic School Teachers Face in Integrating Information and Communication Technology into Teaching and Learning Activities in a Developing Country

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