Integration of ICT into Education: Lessons Learnt at the State University of Zanzibar and the Midlands State University in Zimbabwe

Pondiwa, Shephard; Nabahany, Umayra El; Phiri, M.

doi:10.5772/intechopen.98441

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…Ultimately, the goal of the study is to identify effective and practical solutions to the challenges faced by students. Pondiwa et al (2022) found that Zimbabwean higher institution students believe that the provision of adequate resources, such as internet access and training, is essential to addressing the skill challenges they face (Brenya, 2023;Kilag et al, 2023). A study by Anderson et al (2015) and Mellow et al (2023) found that university students believe that support from faculty members and other students is crucial to addressing skill challenges.…”

Section: Resources and Support Needed To Address Challengesmentioning

confidence: 99%

Teacher wellbeing and retention: The impact of rapidly transforming learning and teaching with digital technologies

2024

Education and New Developments 2024 – Volume 2

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS).Education is a fundamental right that accompanies us from the very beginning of our lives. It encompasses every experience we encounter, influencing and shaping our thoughts, emotions, and actions. Whether we engage in formal education within classrooms or learn from the world around us, the process of acquiring knowledge plays a vital role in our personal growth and development. It equips us with the tools to navigate the complexities of life, broadens our perspectives, and empowers us to make informed decisions. This International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues.We have brought together a diverse group of individuals with various backgrounds to contribute their unique perspectives and knowledge on Education. By including people from different nationalities and cultures, we aim to create a rich plethora of experiences that can broaden our understanding of human nature and behavior. The exchange of ideas and experiences among our participants helps to cultivate personal and academic development, providing a platform for the exploration of new insights and discoveries.END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate).

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Section: Resources and Support Needed To Address Challengesmentioning

confidence: 99%

Teacher wellbeing and retention: The impact of rapidly transforming learning and teaching with digital technologies

2024

Education and New Developments 2024 – Volume 2

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“…The changes that the Malaysian Higher Education experiences have introduced integration of new resources such as Information and Communication Technologies (ICT). According to [25], integration of ICT in university environment demanding for a change of mentality in both educators and students. The role of ICT in education context is becoming increasingly important as it's promised many academic benefits directly and indirectly.…”

Section: Introductionmentioning

confidence: 99%

“…Organisational support such as providing sufficient equipment or connectivity, adequate training programmes, adequate technical support and administrative/peer support are considered important factors that influence instructors and students to use technology to achieve academic benefits ( [18]). According to [25], integration of technology in education would be unsuccessful if the organisation does not have an explicit policy on when and how the technology can be integrated and if the organisation does not provide adequate training programme that guide the educators on the use of technology tools. According to [4], failure to deliver effective training means a lack of preparation, insufficient or ineffective teaching and inad-equate training and practice.…”

Section: Introductionmentioning

confidence: 99%

Determining the Factors that Promote Higher Order Thinking Skills in Mathematics Technology Enhanced Learning Environment: Perspective from University Students

Letchumanan¹,

Husain²,

Ayub³

et al. 2023

MJMS

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The purpose of this study was to investigate the factors that influence promotion of higher order thinking skills (HOTS) among mathematics higher learning institution students in technology enhanced learning environment (TEL) in Malaysia. The study used descriptive research design. Data of the study was collected by using quantitative research approach. A total of 250 students from three public universities participated in the study. The study explores the relationship between students' attitude towards technology use and organisation support towards promotion of HOTS in mathematics TEL environment. Results from structural equation modelling reported that students' attitude towards technology use had a positive direct relationship with HOTS. Meanwhile, organisation support had a positive direct relationship with students' attitude towards technology use which in turn indirectly influence promotion of HOTS. The hypothesized structural equation model accounted for 20.2% of the variance in HOTS. The results indicated a need for further studies in order to examine factors that predict promotion of HOTS in mathematics TEL at higher learning institutions in Malaysia.

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The sustainability of information and communication technology (ICT) in previously disadvantaged public schools in Gauteng, South Africa

Rasool,

Naidoo

2024

SAJE

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In 2015, a Member of the Executive Council (MEC) of the Gauteng provincial legislature, South Africa, introduced the “Classroom of the Future” programme in previously disadvantaged schools, allowing an integration of information and communication technology into classrooms. In this article we focus on the sustainability of ICT in these schools. We regard sustainability as meeting one’s needs without compromising the ability of future generations to meet their own needs. The sample constituted 18 participants from 6 disadvantaged schools in the Classroom of the Future initiative. Semi-structured face-to-face and telephonic interviews were employed for data collection. Our results show that ineffective teacher professional development for ICT, and inconsistent and timeous service delivery from the Gauteng Department of Education (GDE) technicians/teacher trainers were a major deterrent to effective ICT implementation. Additionally, the phasing-in approach to the rollout of ICT was a serious challenge to ICT sustainability in schools. We recommend improved teacher professional development initiatives pertaining to ICT to be instituted in schools where heads of departmenti take responsibility for empowering post-level one (PL 1) teachers on ICT to improve classroom learning. We also advocate for new improved service delivery from GDE technicians/teacher trainers, who are held accountable for fulfilling their mandates.

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Integration of ICT into Education: Lessons Learnt at the State University of Zanzibar and the Midlands State University in Zimbabwe

Cited by 4 publications

References 7 publications

Teacher wellbeing and retention: The impact of rapidly transforming learning and teaching with digital technologies

Teacher wellbeing and retention: The impact of rapidly transforming learning and teaching with digital technologies

Determining the Factors that Promote Higher Order Thinking Skills in Mathematics Technology Enhanced Learning Environment: Perspective from University Students

The sustainability of information and communication technology (ICT) in previously disadvantaged public schools in Gauteng, South Africa

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