EU - Information and Communication Technology (ICT) and e-learning in Education Project - Phase II

The training needs analysis was conducted beteeen February and April 2015 for the EU funded project: ICT in Education in Kosovo. The processes required to perform the traning needs analysis have been. The design of a framework of competences; The identification of target groups; The creation and implementation of an online survey to assess the competence of education sector personnel against the competences contained in the framework; The collation, preparation and analysis of the survey data; and Reporting the research findings.European Union Office in KosovoEuropeAid/133846/C/SER/X

Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students

Teachers\u27 profiles of ICT-related dispositions and relations to secondary school students’ information literacy: a latent profile analysis

Teachers play a significant role in integrating information and communication technology (ICT) in schools as well as in fostering information literacy among students. However, there is a lack of research that focuses on the differential influence of teachers\u27 profiles concerning ICT-related dispositions on students\u27 information literacy. To fill this gap, the present study examined whether teacher profiles differ in terms of their ICT-related dispositions. If so, the relationship between the identified teachers\u27 profiles and their students\u27 information literacy was investigated. Three distinct teacher profiles were identified based on their ICT-related dispositions: negative users, moderate users, and positive users. In addition, teachers\u27 ICT-related dispositions were found to significantly affect students\u27 information literacy. Specifically, students from schools with a higher percentage of positive teachers demonstrated higher levels of information literacy than other students. This finding confirms the importance of teachers\u27 ICT-related dispositions for improving students\u27 information literacy. Based on these findings, this paper discusses several implications and strategies for enhancing teachers\u27 ICT-related dispositions, as well as students\u27 information literacy

Coding for Indonesian elementary school students: parents’ perceptions

In the digital era, coding skills have become increasingly prevalent and are now taught in schools. This paper aims to illuminate parents' perceptions of coding education for elementary school students in Indonesia. The study focuses on eight parents who enrolled their children in a coding school in Central Java, Indonesia. To gather data, open-ended questionnaires and semi-structured interviews were conducted. The collected data were subsequently analyzed thematically. The study revealed that parents held positive perceptions of coding skills for elementary school students. This positivity stemmed from their awareness of the rapid development of Information and Communication Technology (ICT), the anticipation of the future impact of ICT skills, trust in the institution, and their children's interest in ICT. Furthermore, parents expressed positive perceptions of their children's progress, attributing it to improved coding skills and positive attitudes. They emphasized the importance of mutual collaboration and communication between parents and schools to enhance the learning experience. In addition to offering a coding curriculum, the school provided parents with up-to-date information about ICT through seminars and regular digital content distribution. The collaboration between the school and parents extended to establishing rules regarding the use of mobile phones and PCs to prevent potential harms from excessive device usage. This suggests that the success of coding education for children necessitates effective collaboration between parents and schools

Development of An Instructional Design Model for Blended Coaching and Action Learning for Supervisors to Enhance Secondary School Teachers’ ICT Utilization

Supervisors are responsible for guiding teaching and learning management and exchanging academic learning with teachers and school administrator in order to enhance ICT utilization among secondary school teachers. Applied guiding process had been allowing supervisors to meet and discuss with teachers in the school. Further to the advancement of ICT technology nowadays, supervisors are able to provide guidance through blended coaching in order to enhance secondary school teaching and apply action learning principle for better ability of secondary school teachers in utilizing ICT. This research aimed to develop a blended coaching and action learning of supervisors to enhance secondary school teachers’ ICT utilization. Researchers had applied research process and developed a model and tested with sample group including a supervisor and 18 secondary school teachers for a month

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Computer Science Framework to Teach Community-Based Environmental Literacy and Data Literacy to Diverse Students

This study introduces an integrated curriculum designed to empower underrepresented students by combining environmental literacy, data literacy, and computer science. The framework promotes environmental awareness, data literacy, and civic engagement using a culturally sustaining approach. This integrated curriculum is embedded with resources to support language development, technology skills, and coding skills to accommodate the diverse needs of students. To evaluate the effectiveness of this curriculum, we conducted a pilot study in a 5th-grade special education classroom with multilingual Latinx students. During the pilot, students utilized Scratch, a block-based coding language, to create interactive projects that showcased locally collected data, which they used to communicate environmental challenges and propose solutions to community leaders. This approach allowed students to engage with environmental literacy at a deeper level, harnessing their creativity and community knowledge in the digital learning environment. Moreover, this curriculum equipped students with the skills to critically analyze political and socio-cultural factors impacting environmental sustainability. Students not only gained knowledge within the classroom but also applied their learning to address real environmental issues within their community. The results of the pilot study underscore the efficacy of this integrated approach.Comment: 4 figures, 1 tabl

A National Survey of Teachers on Their Perceptions, Challenges, and Uses of Information and Communication Technology

This study had five main purposes: (a) to investigate the extent to which literacy teachers nationwide integrate information and communication technologies (ICTs) into literacy instruction; (b) to investigate the extent to which ICTs are utilized in ways that promote the acquisition of literacy skills within digital environments; (c) to identify the perceived obstacles and challenges teachers face in their attempts to integrate ICTs into instruction; (d) to determine how literacy teachers define ICT integration and how they perceive the importance of ICT integration into reading instruction; and (e) to identify the distinguishing characteristics of teachers who report no or minimal integration of ICTs in their literacy instruction when compared to teachers who report extensive integration. These issues were addressed using online survey methodology with a national sample of literacy teachers (n = 1442). Data were analyzed using descriptive statistics, Analysis of Variance (ANOVA), and regression analysis. Results indicated that: (a) literacy teachers use ICTs relatively little in instruction and with little variety; (b) they typically do not use ICTs in ways that enhance skills for reading in online environments; (c) lack of time, lack of equipment, and lack of professional development are major barriers to ICT integration; (d) a majority of teachers have an incomplete or narrow view of what constitutes ICT integration; and (e) professional development factors, teaching experience, beliefs about technology, technology skill, technology access and support, and perceived obstacles all predict teachers\u27 ICT use at statistically significant levels. Implications for professional development and educational policy are discussed

Girls’ Education Programmes in the ASEAN region

This non-standard research exercise identified and mapped girls’ education programmes and interventions across Asia and the Pacific. The study primarily focused on interventions that benefit girls, including those that support the transition to secondary school and school completion. The following areas of technical and thematic focus were of particular interest: Accelerated learning, Girls’ education post-Covid-19, Non-formal education, Supplementary education, Female empowerment (i.e. girls’ clubs, life skills programmes, economic empowerment), Climate change, Education Technology (EdTech), and Inclusion of the most marginalised. This mapping study follows a K4D report outlining key barriers to girls’ education in the ASEAN and Pacific region (Price, 2020). It included active programmes and those that finished between 2015 and 2020, with a particular focus on programmes in Cambodia, Laos, Viet Nam, Myanmar, Indonesia, the Philippines, East Timor (Timor-Leste) and Papua New Guinea. Three days of researcher time was allocated to this study, so the exercise was therefore limited in identifying and mapping a large number of applicable programmes. The study relied on publicly available information, so may not have captured all relevant current and previous programming.FCDO (Foreign, Commonwealth and Development Office