The effectiveness of Information and Communication Technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province

Ojo, O.A.; Adu, Emmanuel O.

doi:10.15700/saje.v38ns2a1483

Cited by 32 publications

(25 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Their presence is equally important for enabling teachers to integrate ICT in their teaching. A study conducted by Ojo & Adu (2018) reveal that teachers did not utilize ICT in their teaching despite the adequate facilities due to limited knowledge and skill. Likewise, teachers with positive attitude towards ICT use and good skills could not use the ICT due to limited facilities (Hong, 2016).…”

Section: Review Of Related Literaturementioning

confidence: 99%

“…Besides, it is also revealed that even though teachers seems to have adequate skill in using ICT, they did not integrate it into their teaching because they are either lack of methodological skills or supporting facilities (Muslem, Yusuf, & Juliana, 2018;Prasojo et al, 2018). This highlights the importance of the institutional support for teachers to build their capacity in using ICT for teaching (Copriady, 2014;Mwawasi, 2014), such as by giving training related to technical skill of using ICT (Amuko, Miheso, & Ndeuthi, 2015;Michael, Maithya, & Cheloti, 2016;Ojo & Adu, 2018) and training related to methodological knowledge of integrating ICT into teaching (Hlasna, Klimova, & Poulova, 2017;Prasojo et al, 2018).…”

Section: Review Of Related Literaturementioning

confidence: 99%

See 1 more Smart Citation

Exploring Teacher Perceptions and Motivations to ICT Use in Learning Activities in Indonesia

2019

View full text Add to dashboard Cite

Aim/Purpose: This study aims to investigate the perceptions and motivations of state senior high school teachers in rural districts in Indonesia towards ICT use in learning activities. Background: In 2013, Indonesian government launched an ICT-based curriculum known as 2013 Curriculum. According to this curriculum, ICT must be integrated into all subjects as learning resources and media. Even though there are growing numbers of research investigating teacher perceptions and motivation to ICT use in teaching and learning process, little has focused on teachers in rural districts in Indonesia. Research on ICT use in education in Indonesia generally focuses on teachers in urban areas. Methodology: The data of this study were collected through a set of questionnaires administered to 616 senior high school teachers from four rural districts in Indonesia. The questionnaire reliability was analyzed using the Cronbach Alpha with the help of SPSS software. The percentage was mainly used in the descriptive analysis. Whereas, Mann-Whitney U-test was used for inferential statistics as the data were not normally distributed. Contribution: Even though this study has limitation related to sample size, the results contribute to the existing theory and practice related to ICT integration in Indonesia. This study could be an incentive for improving readiness of teachers in rural areas regarding ICT use in learning activities. Findings: The results of this study indicated that the teachers had a good level of perception and motivation toward ICT integration in learning activities. However, they still faced with several issues related to facilities and technical expertise. Recommendations for Practitioners: The school principals together with related parties in the Education Office have to work together in designing IT training programs for teachers so that they have more knowledge and skills related to the use of ICT in teaching and learning activities and at the same time they can increase their confidence in using ICT. The government as a policy-maker should provide financial support for the schools to adequately provide ICT equipment needed in schools, as well as to prepare the necessary facilities and infrastructure. Recommendation for Researchers: In terms of ICT use in learning activities, more research needs to be done on the relationship between the use of ICT and students’ attainment in rural districts context. Impact on Society: This study suggests that teachers in rural districts in Indonesia have good perceptions of ICT integration in learning activities. However, to apply ICT-based curriculum as expected by the government, it is important for teachers to continue improving their ability and enriching their knowledge related to the use of ICT through training, both held by schools or other institutions so that teachers can vary their teaching methods or teaching strategies. Future Research: Further research may address how the use of ICT in learning activities affects students’ attainment in rural district context.

show abstract

Section: Review Of Related Literaturementioning

confidence: 99%

Section: Review Of Related Literaturementioning

confidence: 99%

Exploring Teacher Perceptions and Motivations to ICT Use in Learning Activities in Indonesia

2019

View full text Add to dashboard Cite

show abstract

“…Teachers, being part of a connected and wired world, need to learn how to take advantage of those connections and opportunities to help students achieve their goals. Ojo and Adu [26] note that the high schools in South Africa that do not use ICTs in teaching and learning have resulted in the country's failure to achieve recent scholastic development and progress. The innovative potential of ICT in education can only be realized if it is combined with the necessary pedagogical and institutional changes [27].…”

Section: Discussionmentioning

confidence: 99%

Creation of Sustainable Learning Environments in South African Rural Schools: A Call for Effective Implementation of ICTs

Alex¹

2021

ujer

View full text Add to dashboard Cite

Information andCommunication Technologies (ICTs) are the core of the digital economy and could be important catalysts for progress on the Sustainable Development Goals (SDGs), which can improve people's lives. The 2030 Agenda for Sustainable Development recognises the great potential of global connectivity to accelerate human progress. ICT has become an integral part of educational development as it enhances the efficiency and productivity of both teaching and learning of any subject. Though remarkable progress has been made in terms of access to ICT integrated education in South Africa, the issue of its reaching every rural school student and teacher has not been resolved. Against this backdrop, this paper looks at learning environments and the use of ICTs in rural schools in the Eastern Cape, a rural South African province, through an empirical quantitative study; and calls for creating sustainable learning environments through the effective implementation and use of ICTs. Data on the learning environments in Eastern Cape schools were collected from three different sources. A sample of university students and school teachers provided information on the ICT environment in schools. Government reports on ICT integrated teaching that shed light on the vision and planning of the creation of sustainable learning environments in rural education contexts, were also analysed. It is concluded that computer access and other forms of technology have dramatically increased in South Africa, however, the level of classroom utilization of technology does not correlate with this significant rise in rural schools. This calls for audacious investments to be accomplished in two major aspects: networking the classrooms with internet facilities and equipping the teachers with ICT implementation in the classrooms. Only then can sustainable learning environments in the rural schools be comprehended in the context of the Fourth Industrial Revolution (4IR) in South Africa.

show abstract

“…Besides, there is a demand for the mastery of knowledge and skills that students must possess to become adaptive individuals [2]; therefore, Information and Communication Technology (ICT) is a significant factor in being able to adapt to current conditions [3]. Information technology's role and function influence the education and learning system [4]. The development of ICT will facilitate an effective teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Computer-assisted Learning in High School: Teachers and Students‟ Perspective

Budiarto¹,

Rejekiningsih²,

Sudiyanto³

2021

IJEME

View full text Add to dashboard Cite

This study intends to identify school readiness in implementing information and communication technology (ICT) assisted learning, especially the use of computers. This research applied descriptive quantitative. The research samples used were subject teachers and second grade of high school students. The data collection technique employed a survey method, carried out with a random questionnaire distribution to the research sample. The results of the research sample responses were analyzed quantitatively by interpreting the percentage. Information was obtained that schools were basically "ready" to implement ICT-assisted learning. Student responses" results showed that 55% of students "agreed" that the school had a computer laboratory, meanwhile 41.7% of students stated that they had sufficient ability at operating computers. The teachers' responses showed that the school already has supported the computer-assisted learning process and they are interested in integrating ICT in classroom activities. This research can be a basis for educators in identifying the extent to which students, teachers and school facilities are prepared to support computerbased learning. Given that computers are one of the technologies that can be used for learning activities and have been empirically proven to be able to make it easier for students to understand learning material.

show abstract

The effectiveness of Information and Communication Technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province

Cited by 32 publications

References 15 publications

Exploring Teacher Perceptions and Motivations to ICT Use in Learning Activities in Indonesia

Exploring Teacher Perceptions and Motivations to ICT Use in Learning Activities in Indonesia

Creation of Sustainable Learning Environments in South African Rural Schools: A Call for Effective Implementation of ICTs

Implementation of Computer-assisted Learning in High School: Teachers and Students‟ Perspective

Contact Info

Product

Resources

About