What Should Be Considered when Developing ICT-Integrated Classroom Models for a Developing Country?

Cha, Hyunjin; Park, Taejung; Seo, Jongwon

doi:10.3390/su12072967

Cited by 38 publications

(26 citation statements)

References 21 publications

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“…Most researchers also report that the most fundamental and essential aspects are the power source and network connectivity. So the least developed countries are forced to concentrate on building ICT-integrated classrooms in urban environments (Cha et al, 2020).…”

Section: Challenges Of Ict Use In Language Activitiesmentioning

confidence: 99%

Perceptions and Challenges to ICT Use in ESL Lessons among Malaysian Primary Teacher

Ng¹,

Yunus²

2021

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In light of society's progressive adoption of Information and Communication Technology (ICT), 21 st -century teachers are expected to integrate technology into language teaching in the classroom successfully. Nevertheless, despite the availability of existing materials on the internet and ICT facilities provided by the Malaysian government to aid the CEFR lessons, English Second Language (ESL) teachers' perception should consider ICT use in the ESL lessons. Additionally, past researchers also have discovered challenges to ICT use among ESL teachers. This study, conversely, explores whether there is a significant relationship between primary teachers' perceptions of the impact of ICT integration on teaching CEFR level one (Primary One, Primary Two and Primary Three) classes before and after MCO. This study also investigates the challenges that might influence teachers' attitudes toward integrating ICT into their level one (Primary One, Primary Two and Primary Three) CEFR lessons to develop ICT skills and competencies. This study used a mixed-method approach, with the survey method as the research design. It is also embedded within two theories: The Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TpB). An online survey questionnaire was distributed to all participants. The study involved 55 Malaysian primary ESL teachers in Lawas, Sarawak, Malaysia. Therefore, the result cannot generalize to all English teachers in Malaysia. Based on the findings, the study results indicate that the null hypothesis-there is no relationship between Malaysian primary teachers' perceptions of the impact of ICT use in their level one (Primary One, Primary Two and Primary Three) CEFR lessons before MCO and after the MCO period, cannot be rejected to a certain extent. The study also discovers four main challenges to ICT Use in ESL (CEFR) Lessons: lack of ICT infrastructure and basic facilities, teachers' attitude, pupils' engagement, and parents' ability. This study can give a relevant picture to policymakers and the Ministry of Education on the current state of ESL teachers' perception and challenges regarding ICT use in ESL (CEFR) lessons.

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Section: Challenges Of Ict Use In Language Activitiesmentioning

confidence: 99%

Perceptions and Challenges to ICT Use in ESL Lessons among Malaysian Primary Teacher

Ng¹,

Yunus²

2021

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“…The rapid development of technology has compelled tertiary institutions to devise innovative teaching strategies to meet the students' needs and the market's demands. [1][2][3] Covid-19 has forced educational institutions to shift from in-person to online learning. [4][5][6][7] Developing e-learning contents and providing el-learning opportunities is one of the areas advancing rapidly.…”

Section: Introductionmentioning

confidence: 99%

E-learning in nursing education in Rwanda: A middle-range theory

Harerimana

Mtshali²

2021

JNEP

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Background: The rapid development of technology has compelled tertiary institutions to devise innovative teaching strategies to meet the students’ needs and market’s demands. Recently, the Covid-19 pandemic is forcing educational instructions to shift from in-person to online learning. E-learning is one of the areas advancing rapidly and which provide promises in nursing education. The aim of this study was to develop a middle-range theory to guide the utilisation of an e-learning platform in nursing education in the context of Rwanda.Methods: A grounded theory approach, following Strauss and Corbin, was used. The study population included nurse educators, nursing students, Information and Communication Technologies (ICT) managers, and experts in e-learning and nursing education. The sample size consisted of 40 participants. Data were collected using in-depth interviews, focus group discussion and document analysis. Data analysis was guided by Strauss and Corbin’s grounded theory framework, which facilitated the middle-range theory development.Results: Implementation of e-learning in nursing education emerged as the central concept in this model. E-learning was viewed as a mechanism to advance the country’s political agenda to integrate technology in higher education, a tool to widen access to nursing education, a student-centred approach, and blended learning. The implementation of e-learning was facilitated by catalyst agents such as institutional support, e-readiness, partnerships and collaboration, policies and regulations, effective working learning management system, and bridging the digital divide. Integration of e-learning in nursing education was expected to improve nursing education quality and increase competent nurses and midwives graduates.Conclusions: This study highlights the importance of e-learning in nursing education. The adoption of the innovative, technology-enabled nursing education models would augment capacity to scale up nursing and midwifery education, enhance the quality and relevance of training, and adopt equity-focused policies. This model is a tool to facilitate the establishment of a supported network learning space in nursing education in a fluid and dynamically changing nursing practice context.

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“…Experimental studies conducted in Greece (Platinakis,, 2011) show that the obstacles reported by Greek teachers in the Greek High School are similar to those reported in the international literature. Several more studies suggest that the ICT infrastructure available in the classroom has always been essential to effectively embed ICT in teaching and learning (Bariu, 2020;Hyunjin,Taejung and Jongwon, 2020;Lu,Tsai and Wu, 2015;Voogt et al, 2013). However, those studies do not examine the degree to which specific levels of "Resources" may affect ICT integration.…”

Section: Introductionmentioning

confidence: 99%

The Level of ICT Infrastructure as a Factor of ICT Integration in Greek High School Science Teaching

Apostolou¹

2021

ECEL

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This paper examines the extent to which the level of technological equipment affects the integration of the Information and Communication Technologies (ICT) in Greek high school science teaching. The limited ICT infrastructure environment, with only one computer‑projector system available and access to the internet (“PC‑VP” environment), is compared to the high level ICT environment (“1:1” environment) where, in addition to the computer‑projector system, each student has access to a computer and the internet. It is a study relying on a relatively small dataset derived from student answers to a questionnaire aiming to determine the degree to which some of the “expected” ICT benefits reach the students. The level of ICT integration is judged by the degree to which the ICT benefits reach the students. That is, the more the ICT benefits reach the students, the better – or the greater ‑ the ICT integration is. The participants were eighty‑nine, 14‑year‑old students who belonged in four different classes and the teacher who taught Physics in those classes. The SPSS non‑parametric "Man‑Whitney U Test" test was used to compare the statistical distributions of student answers. The results show that, when the applied teaching approach is used, the ICT integration is equally successful in both environments. This questions the idea of investing in “1:1" environments in the Greek public schools where less student centered and inquiry oriented teaching approaches are the norm. It also highlights the importance of the specific teaching approach as an ICT integration tool in “PC‑VP” environments that still exist in most Greek schools.

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What Should Be Considered when Developing ICT-Integrated Classroom Models for a Developing Country?

Cited by 38 publications

References 21 publications

Perceptions and Challenges to ICT Use in ESL Lessons among Malaysian Primary Teacher

Perceptions and Challenges to ICT Use in ESL Lessons among Malaysian Primary Teacher

E-learning in nursing education in Rwanda: A middle-range theory

The Level of ICT Infrastructure as a Factor of ICT Integration in Greek High School Science Teaching

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