A study on Teacher’s Self-efficacy for promoting ICT integrated Education in primary school in Mongolia

Use of the Information Communication Technology (ICT) in education has been received more attention for improving a quality of education, and this is no exception in Mongolia. This study investigates the current climate of ICT integrated education in Mongolia through a lense of teachers’ self-efficacy. The data were collected from 838 primary school teachers in Mongolia. The pairwise correlation coefficient was calculated to assess the relationships between three types of perceived self-efficacy (confidence, competency and satisfaction.) and two education aspects, teacher training activities and practical ICT experience at school level. The study found that perceived influence of school-based trainings had the strongest correlation among teacher training activities. It also found that positive institutional attitude toward ICT integrated education is vital to teacher’s self-efficacy. Based on the findings, following points were implied to increase or maintain teacher’s higher self-efficacy: 1) school-based teacher training activities, especially related to ICT integrated education, should be given a priority; and 2) sessions to understand the pedagogical value of ICT should be included in management level trainings

eHealth Eurocampus Project: preparing innovative ICT professionals

The eHealth Eurocampus project, an EU-funded project, aims at preparing innovative professionals able to cope with the challenge of fostering a spirit of innovation in eHealth in Europe as the way forward to ensure better health and better and safer care. The main objectives of the eHealth Eurocampus are improving the relevance and quality of higher education in the field of ICT applications for health, and fostering employability through curricula adaptation to labour market needs and the development of entrepreneurship skills. In the frame of this project we are developing course materials, and implementing new and innovative teaching methods that are tested through joint learning activities (summer schools), which will be used later on in different master courses. The project includes the organization of training seminars to exchange good practices and knowledge among teachers and researchers. The eHealth Eurocampus consortium includes 8 higher education institutions, a regional centre of technological development and entrepreneurship promotion, and a European Grouping of Territorial Cooperation. The partnership represents different European health management systems, from 5 European countries.Postprint (author's final draft

Influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya

The use of Information Communication Technology (ICT) in teaching and learning has become a necessity and an opportunity for improving and enhancing acquisition of knowledge by learners. The integration of ICT in teachers’ pedagogical practices has the potential to transform the teaching and learning process. ICTs have become vital tools for teachers to enhance learning through the teachers’ pedagogical aspect of content preparation in classroom. The purpose of this study was to investigate the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The study’s specific objectives were to assess the status of teachers’ integration of ICT in content preparation and to establish the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The hypothesis of the study was; ICT integration does not significantly influence content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya. The study employed descriptive survey research design. The sample size comprised of 180 principals, 360 teachers and 398 students. Data was collected using questionnaires, observation schedule, and document analysis. Content validity of the research instruments was ascertained through analysis by experts in comparative education and piloting of the research instruments. Reliability was ascertained by testing and re-testing the instruments. Data analysis was done by use of the Statistical Package for Social Sciences (SPSS). Responses from the observation schedule and document analysis guide were organized into themes and integrated with rest of the data for purposes of triangulation. Pearson’s Product Moment correlation coefficient was used to determine the level and strength of the relationship between ICT integration and teachers’ content preparation. Pearson chi test was employed to determine the levels of significance between the variables. The study established that ICT trained teachers profoundly embraced the use of ICT skills to prepare e-based learning activities which enhanced their content preparation leading to more innovative lessons due to the acquisition of pedagogical ICT training. The study concluded that ICT integration significantly influenced teachers’ content preparation by ICT and Non-ICT trained teachers. ICT trained teachers’ integration of ICT in their content preparation was significantly higher at (p) 0.002 than their Non-ICT trained counterparts at (p) 0.045. It was concluded that ICT trained teachers integrated ICT in their content preparation more than Non-ICT trained teachers in secondary schools. Hence the null hypothesis was rejected. Based on the findings and conclusions the study recommended that, The Ministry of Education (MOE) and other ICT training agencies should provide ICT in-service training programs to ensure that all teachers acquire ICT skills to utilize ICT in content preparation for quality education

The consideration of governance component for ICT services quality (ICTSQ) in Higher Education Institutions (HEIs) context

Today's dynamic development trend and competitive ICT era have seen drastic dependence on ICT usage and services. It drives organization towards improving the performance of its ICT services (ICTS). This is achievable by focusing on the organization's ICT mission and vision which depends on seamless coordination, effective monitoring and continuous action that only accessible through consistent governance of ICTS. It is important for the ICT services quality (ICTSQ) and achieving business aim and objectives. However, nowadays, most firms' governance process is ad-hoc and informal, no enterprise wide consistency and accountability weakness without formal approach to govern the complexity of ICTS. To address this issue, the study tries to reveal the governance components to be considered for ICTSQ by focusing on Higher Education Institutions (HEIs) since ICT and their services play an important role in the context of universities. Besides focusing on universities' core activities of teaching and learning, it also promotes technology development of the country. ICTS requires the governance component to ensure feasible and orderly function of planning, implementation, coordination and monitoring. Some previous general governance framework and IT governance developed by various organizations such as International Organization for Standardization (ISO), IT Infrastructure Library (lTIL) and Control Objectives for Information and related Technology (COB IT) have been reviewed, Hence, the reviews outcome and preliminary interviews are fundamental in understanding the governance of ICT services in the listing of governance component appropriate for ICTSQ within HEIs context. Ideas and guidelines from the findings should be useable for the relevant parties' assesment, measurement and improvement of their ICTS

The consideration of governance component for ICT services quality (ICTSQ) in Higher Education Institutions (HEIs) context

Today's dynamic development trend and competitive ICT era have seen drastic dependence on ICT usage and services. It drives organization towards improving the performance of its ICT services (ICTS). This is achievable by focusing on the organization's ICT mission and vision which depends on seamless coordination, effective monitoring and continuous action that only accessible through consistent governance of ICTS. It is important for the ICT services quality (ICTSQ) and achieving business aim and objectives. However, nowadays, most firms' governance process is ad-hoc and informal, no enterprise wide consistency and accountability weakness without formal approach to govern the complexity of ICTS. To address this issue, the study tries to reveal the governance components to be considered for ICTSQ by focusing on Higher Education Institutions (HEIs) since ICT and their services play an important role in the context of universities. Besides focusing on universities' core activities of teaching and learning, it also promotes technology development of the country. ICTS requires the governance component to ensure feasible and orderly function of planning, implementation, coordination and monitoring. Some previous general governance framework and IT governance developed by various organizations such as International Organization for Standardization (ISO), IT Infrastructure Library (lTIL) and Control Objectives for Information and related Technology (COB IT) have been reviewed, Hence, the reviews outcome and preliminary interviews are fundamental in understanding the governance of ICT services in the listing of governance component appropriate for ICTSQ within HEIs context. Ideas and guidelines from the findings should be useable for the relevant parties' assesment, measurement and improvement of their ICTS

Technology in the United Kingdom’s Higher Education Context

Frequently, university-wide strategic decisions about technology are made without fully understanding the implications for resources, administration, teaching programmes, teaching practices and learning approaches, often resulting in technology-led course designs. Yet evidence shows that it is not the technology per se that changes learning and teaching but the pedagogical advantage we make of its use. In parallel, professional development programmes have largely focused on how to use the technology, resulting in replication or supplement of existing teaching practices, as opposed to transforming learning. In particular, the lack of specific context and reflection in professional development programmes can lead to a poor understanding of how and why students use technology effectively in learning. This requires a rethink of how we support initiatives that use technology in learning and teaching. Professional development programmes need to focus not only on the individual teacher, but also on support staff, departmental, and senior managers, so that appropriate policies, supporting structures and resources are in place for effective technology use. This chapter critiques these issues in the context of higher education in the United Kingdom and examines the political drivers that have pushed for the use of information communication technology (ICT) in learning and teaching. It considers this in the context of the United Kingdom Open University and how this institution has addressed some of the issues highlighted. Finally, a framework for professional development to support ICT in learning and teaching is presented aimed at holistically improving the student learning experience. This framework incorporates not only individual staff but also faculty and institutional management

Review of research and evaluation on improving adult literacy and numeracy skills

The purposes of this literature review are threefold. First, this review summarises findings of the research from the last decade in six fields identified by the Department for Business, Innovation and Skills (BIS) as critical to its forward planning: (1) the economic, personal and social returns to learning; (2) the quality and effectiveness of provision; (3) the number of learning hours needed for skills gain; (4) learner persistence; (5) the retention and loss of skills over time; (6) the literacy and numeracy skills that are needed. Second, this review assesses this evidence base in terms of its quality and robustness, identifying gaps and recommending ways in which the evidence base can be extended and improved. Thirdly, this review attempts to interpret the evidence base to suggest, where possible, how returns to ALN learning for individuals, employers and wider society might be increased through effective and cost-effective interventions