Issues in Integrating Information Technology in Learning and Teaching EFL: the Saudi Experience

[EN] The Saudi education system is facing a climate of change characterized by an interest in integrating new technology and educational approaches to improve teaching andlearning. In this climate, the present paper explores the issues in integrating information technology in learning and teaching English as a foreign language (EFL) in government intermediate schools in Riyadh,the capital of Saudi Arabia. The background to information technology use in Saudi education is introduced, with specific reference to the Wataniproject for integrating computer and internet use into educational administration and teaching. Taking an interpretive approach, the author offers insights into the current status and use of Information and Communications Technologies (ICT) facilities in the two intermediate schools. A discrepancy is found between intention and practice. Issues are highlighted that contribute to the failure to exploit fully the potential of ICT: teacher resistance, lack of training and budgetary or resource constraints. The author concludes that the wider exploitation of information technology in learning English, supported by appropriate training, could benefit both students and teachers and offers recommendations for its implementationAl-Maini, YH. (2013). Issues in Integrating Information Technology in Learning and Teaching EFL: the Saudi Experience. The EuroCALL Review. 21(2):49-55. https://doi.org/10.4995/eurocall.2013.9790OJS4955212Al-Agla, Ali. (2002). Introducing computer supported co-operative learning to the curriculum of Islamic Studies and Arabic Language institute for Non-Arabic speakers: teachers' perceptions, students responses and administrations' views. Ph.D. thesis, UK: University of Hull, Institute of Learning.Al-Showaye, M. (2002). Use of computer-based information technology and the Internet in Saudi Arabian intermediate and secondary schools. Ph.D. thesis, UK: University of Manchester.Anderson, J., and Weert, T. (2002). Information and Communication Technology in Education, A curriculum for schools and programme of teacher development. France: UNESCO.Atkinson, T. (1998). WWW, the Internet. London: CILT.Blurton, C. (1999). New Directions of ICT-USE in Education. Hong Kong: University of Hong Kong.Eastment, D. (1999). The Internet and ELT. London: The British Council.Saudi Information Resource Centre. 2000. http://www.saudiinf.com/main/start/htmTinio, V., E-ASEAN Task,Force , and UNDP Asia Pacific Development Information Programme (2003). ICT in Education. New York: e-ASEAN Task Force.Watani. (2007). http://www.watani.org.saWilliams, B. (1999). The Internet for teachers. Chicago, IL: IDG Books

PENILAIAN INDEK E-GOVERMENT PADA DINKES KOTA PALEMBANG

Ranking of e-Government of Indonesia (PEGI) is a model developed by the Directorate of e-Government, the Directorate General of Telematics Applications, Ministry of Communication and Information Technology (Ministry KOMINFO) to view a map of the condition of usage of Information Technology dam Communication Technologies (ICT) by government agencies nationwide , In this paper, the authors have assessed the use of ICT in the health office (DHO) of the city of Palembang as a government agency in order to facilitate the flow of information and improve the quality of service to the community by using a model approach PEGI. Palembang city health office has e-government index amounted to 1,426, which means the use of ICT in dinkes indkator Palembang city already exists, but is still lacking in terms of quantity and quality. Recommendations are given to dinkes Palembang to increase the index of e-governement it was the preparation of the Master Plan for Information Technology (RITI), preparation of the scale of the policy priorities of ICT implementation, increasing the number of staff in the section on data and health information with a background in IT, the addition of human resources development program with sending employees on section data and health information for training or education in the field of IT and Disaster Recovery planning

Building Essential BPM Capabilities to Assist Successful ICT Deployment in the Developing Context: Observations and Recommendations from Sri Lanka

The role of Information and Communications Technology (ICT) has been identified as an important factor by the United Nations in achieving the millennium development goals (UNAPCICT, 2012)1. The potential for ICT has been identified as a means to reducing poverty, creating global communities by providing access to the internet and mobile networks to rural communities, improving education services, medical services, and information availability. As of today, significant amounts of funds have been invested by the governments and donor organizations in ‘Information and Communication Technologies for Development (ICT4D)’ projects by establishing telecenters, e-villages, e-health, electronic and mobile banking, and e-government systems for citizens in general, and more specifically, rural communities to bridge the digital divide (Heeks & Molla, 2009). However, the effectiveness and impact of these initiatives are still questionable. In a report published by (IEG - Independent Evaluation Group, 2011) it was identified that projects focusing on global accessibility have achieved only a 30 percent success rate in developing countries. The key issues identified by the literature on ICT4D success and failure include inadequate understanding and consideration of local culture (Simpson & Hunter, 2001), lack of political support, infrastructure issues, community acceptance, and sustainability of these projects post-funding stages (Heeks & Molla, 2009; Kasigwa, Williams, & Baryamureeba, 2006). The inability to see the whole system was identified as one of the 7 reasons of ICT4D project failure (Rogers, 2011). Lack of understanding of a holistic picture, community involvement and need for training and capacity building before implementing an ICT solution for sustainability projects were further emphasized as critical factors by Pade et al., (2009)

(Istiḥdāmu Al-Ta'allum Al-Ilikteruniyyi fi Ta’allumi Al-Lughah Al-‘Arabiyyah lada al-Ṭullab fi Qismi Al- Lughah Al-Arabiyyah wa Adābiha fi Aṣnāi Wabāi Kūfid-19 Bil-Jāmi’ah Tulungagung Al-Islamiyyah Al-Ḥukumiyyah )

One of the government policies in breaking the chain of spread of Covid 19 is the work from home (WFH) agenda, which in the world of education is realized through the application of online learning at all levels of education.  At Tulungagung Islamic University, online learning in all study programs including the Arabic Language and Literature study program is carried out through an e-learning application managed by the Information rechnology center and database (TIPD) University. The Arabic Language and Literature Study Program it self is actually a study program where almost all of its courses use foreign language (Arabic), so it is not surprising that the teachers also have to take advantage of other learning technologies as support. The use of other media is an effort to achieve the goals of active language learning. This has become an attraction for researchers to find out and describe various forms of e-learning in the learning system of Arabic language courses in Arabic Language and Literature study program. The method used to explore and analyze data is descriptive qualitative method. The results showed that the online learning system (in network) in Arabic language material, the Lecturers in the Arabic Language and Literature Study Program make use of college training and combine it with other learning media such as video, youtube, ppt, kine master and by utilizing social media whatsaap. , zoom, and google meet. &nbsp

Connecting the Majority, Getting Digital Dividends

ICT is changing the way people live and do business globally, and is creating new social and economic development opportunities for lower-income populations and vulnerable groups, by enlarging markets and facilitating greater access to information, public services and economic activity. ICT is an effective tool that, when supplemented by investments in innovation, education, social inclusion and flexible government policies, increases competitiveness and contributes to economic growth, social development and poverty reduction, contributing to the creation of a knowledge economy. Yet, these opportunities cannot be effectively and fully realized if left to market forces alone, and require the active participation of the public, private and civil society sectors under an integrated effort towards the development of a socially inclusive knowledge society. This paper, that is descriptive in nature, provides references and examples of e-government pilot and investment initiatives in the Latin America and Caribbean (LAC) Region pursuing the Millennium Development Goals (MDGs), showing the ICT pivotal role in the social and economic development of the developing countries. The examples considered in the paper show how favorable development can be achieved through the effective deployment of ICT tools and solutions, especially those based on mobile and wireless technologies, in the priority sectors of education, health, government, finance and social inclusion of vulnerable groups, including ageing people and people with disabilities. These examples also form the basis for a proposed action-oriented strategy that, under a multi-sector approach, aims at the creation of the necessary conditions to facilitate investments in technological infrastructure and connectivity, facilitate access, foster digital education and training, promote the development of local content, and delineate the participation of various stakeholders in the implementation of ICT-based development programs. In the paper four development scenarios benefitting the LAC Region are suggested that can be achieved through the coordinated efforts of the governments, the private sector and civil societies under the described strategy. Although these scenarios are specifically conceived for the LAC region they can be easily transferred to other developing regions

ICT and education in Indonesia

This article describes about the development of Information, Communication and Technology in Indonesia and its use in Education in Indonesia. Indonesia as a third world country has a difficulties to seek, to receive, to process and to produce information. The lack of appropriate information at the right time will result in low productivity, low quality research works, and waste of time to pursue information and even to do research which actually had been done by others or in other countries. Indonesia as a third world country has a great concern over this deficiency and believe that the digital divide should be reduced so that there will be an economic recovery. The Indonesian government is determined to utilize the information technology effectively to support efforts to increase the national competitiveness. This aspiration is reflected in the Indonesian Regulation and government effort