46,211 research outputs found
Title registration for a systematic review: Free provision of information and communications technology (ICT) for improving academic achievement and school engagement in students aged 4-18: a systematic review
Improving educational attainment continues to be an ongoing aim for education policies
across the OECD member countries, further brought into focus by the international
comparison league tables published by this organisation (OECD, 2010). From a national
policy perspective, improving educational outcomes for young people is seen as important
for a countryâs future competitiveness in the international market, for social policies aiming
to reduce social inequalities, and as an essential element in school standards development.
For local policies, it is the most important competitive tool for schools who want to attract
keen families and students to their education community. Finally, and perhaps most
importantly, it is imperative to young people themselves, whose chances of employment and
economic independency hinges on their success and engagement at school.
Schools have long been providing information and communications technology (ICT) to
pupils, as means to introduce students to the use of ICT, to enhance their learning
experiences in other subjects, and as an advertising tool to attract the most eligible students.
Increasingly, as ICT equipment becomes more affordable, some schools are purchasing ICT
in order to improve studentsâ attainment, for example by providing each student with a
tablet, offering reduced-rate internet subscription or by ICT-immersion programmes, which
embed all classrooms with communications technology and computers. Often these
programmes are particularly focused on reaching out to pupils who are under-achieving or
who are at a social disadvantage that reduces their ability to obtain ICT privately.
Due to the fast developments in ICT, public institutions will always be behind in terms of
what kind of technology they can afford to offer their students. There is potential for vast
spending on ICT, and it is imperative for teachers, education policy makers, and local
planners to know whether and how money spent will impact on the learning of pupils who
receive it.
This review aims to identify studies that have evaluated the impact of ICT immersion
programmes and programmes that have provided ICT equipment to students aged 4-18. The
outcomes of interest will be attainment in core subjects: maths, science, reading, writing,
history and languages, and impact on studentsâ engagement in school. If a study contains
cost information, this will be collected and considered for a cost-effectiveness estimate.
While the main aim of the review is to consider impact on all students within the specified
age range, the review will consider the impact on socially disadvantaged students in
particular
ICT and education in a less privileged school of NMBA
Todayâs society requires citizens to have a greater knowledge of information technology (IT) than in previous decades. Strategy programs at a national level define the skill needed in an information society and encourage people to learn these skills (Ministry of Education, 2004). In order for everybody to have the opportunity to learn the basics of the new technology, computer science should be included in general education. The development of technology, like Information and Communication Technology (ICT) has turned the world into a global village (Hashem, 2006). The key instrument in this globalisation is the personal computer. Computerâmediated communication is increasingly becoming the dominant means of communication, particularly in the developed and in some developing countries (Adebisi, 2008). In a developing country, ICT is one of the prime ingredients for development. This generally means improvement of peopleâs lifestyle through improved education, income, skills development and employment. Development should now also be viewed as a multidimensional process involving major changes in social structures, popular attitudes and a national progression of life from unsatisfactory to satisfactory (Servaes, 1999). Since one of the goals of education is to prepare students for work and citizenship, schools are attempting to change their policies, practices and a curriculum to meet the challenge of making pupils ready for a future quite different than the immediate past (Turker & Codding, 1998). The integration of ICT into the teaching and learning environment in secondary education in Port Elizabeth could change learning and teaching attitudes of learners and teachers and help to prepare them for future challenges. However, the success of this integration will depend on how the learners and teachers adapt to the changes and whether they can make ICT technologies part of their daily life. As it is, there is little or no information available regarding the extent of current ICT usage and access in these secondary schools. The research focuses on the availability, usage and the impact of ICT in education, particularly at a secondary school in the poverty-stricken area of Zwide in Port Elizabeth
Factors that explain the use of ICT in secondary-education classrooms: the role of teacher characteristics and school infrastructure
Paradoxically, in Spain, schools have relatively ample information and communication technology (ICT)infrastructure but low levels of classroom ICT use. In this study, we analyse the role of school ICTinfrastructure and teacher characteristics to explain ICT use in education. We use data from the Spanishsample in the 2013 Teaching and Learning International Study (TALIS), which consists of 3339 teachersfrom 192 secondary education centres. The analysis was conducted using multilevel logistic regressionmodels. The principal results indicate that the availability of educational software, teacher ICT training,collaboration among teachers, perceived self-efficacy, and teaching concepts influence classroom ICT use.School hardware and internet-connection infrastructure are less significant. Based on thefindings,recommendations are presented to orient Spanish educational policy to encourage the use of ICT in classroom
Evaluation of the computers for pupils initiative: final report
The Computers for Pupils (CfP) initiative aimed to help overcome the digital divide, which can prevent young people from disadvantaged backgrounds from enjoying the benefits of access to information and communications technology. The initiative provided funding for schools in deprived areas to invest in home access to ICT for their neediest pupils in order to: ⢠give eligible learners the same opportunities as their peers ⢠contribute to raising educational achievement ⢠support personalised learning ⢠encourage the development of ICT skills among learners and families. In December 2006, Becta commissioned the National Foundation for Educational Research (NFER) to undertake a national evaluation of the CfP initiative. The main aim of the two-year evaluation was to assess the impact of CfP on learners and their families and to explore how schools and teachers had developed their pedagogic practices in order to support and capitalise on the new educational opportunities afforded by the technology. The evaluation involved distinct though interrelated strands of quantitative and qualitative research: ⢠Questionnaire surveys of teachers in CfP schools, learners selected for CfP, and learnersâ parents, which were conducted twice (autumn 2007 and 2008) in order to explore changes in general access to and use of computers and ICT, and assess the impact of the CfP initiative ⢠In-depth case-study research across 13 schools within eight local authorities (LAs) in the spring and summer terms 2008 and again in the autumn term 2008 (including the same LAs and schools at all time points), in order to explore through detailed interviews perceptions of the implementation and impact of CfP. Key findings in relation to the aims of CfP
Harnessing Technology Schools Survey 2009: analysis report
The Harnessing Technology schools survey (HTSS) report presents the key survey findings from the academic year 2008-09 set out according to the five system outcomes against which impact of the strategy was measured. The HTSS was an annual national survey of ICT in primary, secondary and special schools. (The data report that accompanied this analysis provides further details of the sample and the characteristics of respondents and is listed separately.
Digital learning resources and ubiquitous technologies in education
This research explores the educators' attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from âthe pace of technological innovativenessâ and the âtechnology acceptance modelâ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst two hundred forty-one educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educatorâs perspective. Principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a step-wise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this studyâs empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this paper puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.peer-reviewe
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