Sociological Approaches to ICT Integration in Primary School Through Students’ Views

Abstract

Rapid technological and scientific developments, especially in the field of information and communication technology (ICT), are creating new conditions in education and imposing a change on the role of the traditional school in responding to the new human needs and challenges of modern society. The purpose of teaching new technologies in elementary school is to familiarize students with the basic functions of the computer, to develop broader skills in critical thinking, ethics, social behavior, and to be able to activate and create at individual and group level. The purpose of this study was to focus on students' views as social actors toward ICT, using the conflict theoretical approaches as a reference framework. The sample consisted of 161 students attending the fifth grade of Primary Schools of Lesvos (Greece). The results of the research have shown important findings, which are discussed in the theoretical context of the "integration" of ICT into the educational reality, as well as their sociological implications.

Critical Review on the Impact of ICT Among Undergraduate Students

“…Furthermore, the effect Size investigated by (Reyes et al (2017) has a value of 0.66, while the error assessed by (Verma et al 2019) has a minimum value of 1.5. Similrly, Path coefficients, Overall score, ICT access, Cronbach α, Median, accuracy and correlation have attained the values of 0.2 (≥0.080), 100, 40%, 0.91, 2, 98.5 and 1.000 and it has been examined in (Islam et al 2019;Kang and Park, 2017;Kang and Park, 2017;Heiman et al 2017;Giavrimis, 2020;Verma et al 2019) and (Sar and Misra, 2020) correspondingly. The measures such as ability gap, frequency of internet usage, reliability, RMSEA and RMR have attained optimal values of 2.86, 18.6%, 0.901, 0.0127 and 0.00658 and they have been analysed (Li, 2012;Trushell et al 2013;Sedek et al 2012;Techataweewan and Prasertsin, 2018) and (Techataweewan and Prasertsin, 2018) respectively.…”

“…Also, GFI, accurate response, significance level, t value, p value, CAS score, response rate, variance, AOR and higher positive response were exploited in (Techataweewan and Prasertsin, 2018;Ivanković et al 2013;Chen and Wu, 2020;Hu et al 2018;Chen and Wu, 2020;Niyigena et al 2018;Adetimirin, 2012;Valentín et al 2013;Woreta et al 2013) and (Adesemowo et al 2016), and they have obtained superior rates of 0.996, 99.01%, 5%, 74.73, 0.304, 74.19, 100%, 16.6%, 2.7 and 59% correspondingly. Also, mean participation rate, continued on following page (Vega-Hernández et al 2018;Tam et al 2020;Dubey and Tiwari, 2019;Giavrimis, 2020;Zhang et al 2017;Reyes et al 2017;Cid et al 2020;Nookhong and Wannapiroon, 2015;Goktas and Demirel, 2012;Sedek et al 2012;Chen and Wu, 2020;Boa et al 2018;Pheeraphan, 2013;Xu and Du, 2019;Papastergiou et al 2011;Edgar et al 2012;Charles and Issifu, 2015;Papastergiou, 2011;Adetimirin, 2012;Woyo et al 2020;Nketiah-Amponsah et al 2017;Selwyn, 2007;Couceiro et al 2013;Heiman et al 2017;Agyei and Voogt, 2011;Barnard and Mostert, 2015;Oluwasusi, 2014;Hossain and Sormunen, 2019;Mohamedhoesein, 2017;…”

“…PCA was adopted by (Dubey and Tiwari, 2019;Papastergiou et al 2011) and Chi-square test was adopted by (Heiman et al 2017;McGill et al 2014). Moreover, other methods such as K-means, SWOT analysis, Gender stereotyping, Multivariate analysis, TML, Cluster analysis and ANN were deployed in (Vega-Hernández et al 2018), (Kang and Park, 2017), (Tam et al 2020), (Giavrimis, 2020;Zhang et al 2017), (Reyes et al 2017) and (Verma et al 2019) respectively. Also, OLS, collaborative learning model, Delphi technique, pilot test, CBAM, CFA, Statistical data analysis, HLM, BSMT were deployed in (Cid et al 2020), (Nookhong and Wannapiroon, 2015), (Li, 2012), (Goktas and Demirel, 2012;Sedek et al 2012), (Techataweewan andPrasertsin, 2018), (Ivanković et al 2013), (Hu et al 2018) and (Boa et al 2018).…”

“…Table 1 shows the performance indicators measured in several contributions pertaining to undergraduates' use of ICT. From Table 1, it is observed that (Vega-Hernández et al 2018;Tam et al 2020;Dubey and Tiwari, 2019;Giavrimis, 2020;Zhang et al 2017;Reyes et al 2017;Cid et al 2020;Nookhong and Wannapiroon, 2015;Goktas and Demirel, 2012;Sedek et al 2012;Chen and Wu, 2020;Boa et al 2018;Pheeraphan, 2013;Xu and Du, 2019;Papastergiou et al 2011;Edgar et al 2012;Charles and Issifu, 2015;Papastergiou, 2011;Adetimirin, 2012;Woyo et al 2020;Nketiah-Amponsah et al 2017;Selwyn, 2007;Couceiro et al 2013;Heiman et al 2017;Agyei and Voogt, 2011;Barnard and Mostert, 2015;Oluwasusi, 2014;Hossain and Sormunen, 2019;Mohamedhoesein, 2017;Odunola and Tella, 2020;McGill et al 2014;Ifinedo et al 2018;Eyo, 2014;Adesemowo et al 2017;Puckree et al 2015;Muriithi et al 2016;Gonen et al 2016) and(Valentín et al 2013) made analysis on mean and (Vega-Hernández et al 2018;…”