The positive impacts of interactive whiteboards on student learning outcomes in FE colleges, and the conditions under which outcomes can be maximised.

This paper draws from a wider study on the use and impact of ICT within FE colleges. The research questions addressed are: what is it about the ways interactive whiteboards (iWBs) are being used that produce positive impacts on student outcomes, and what institutional and personal factors determine which teachers use iWBs effectively? Multiple case-studies of 6 colleges were designed using a new framework for classifying e-learning uses (ELUs) according to the learning context, learning objectives and the types of software and activities being used. Tutors’ beliefs in the efficacy of iWB use, their intentions for use, teaching style and pedagogical skills, and the subject taught all affected the ways in which iWB were deployed, and in particular the degree of multimedia and pedagogic interactivity. Tutors who made a lot of use of iWBs were in colleges where the leadership vision prioritised ICT within teaching and learning. The strongest impact on student outcomes occurred where iWBs were used in a variety of ways, use was appropriate for the subject, and congruent with the teachers' purposes and intentions for students' learning. Tutors who made little use of iWBs tended to be in colleges where the emphasis on management of learning was stronger than on supporting pedagogic development, and/or they were unaware of the potential of iWBs particularly in relation to their subject

Distance learning during COVID-19 pandemic: mobile information and communications technology overview

The research is aimed at the theoretical justification, development and experimental verification of methods of using mobile technologies for teaching students of higher education institutions in the conditions of quarantine caused by the COVID-19 pandemic. The purpose of the study is the adaptation of mobile ICT to distance learning during quarantine. The object of the study is the use of mobile ICT for distance learning. The subject of the study: the use of mobile ICT for distance learning during quarantine. Ukrainian and foreign research on the application of mobile ICT (Audience Response Systems; Mobile Multimedia Authoring Tools development; Mobile Learning Management Systems; Mobile Modeling and Programming Environments; Mobile Database Management Systems) for the training of higher education applicants has been analyzed. The author's method of using the mobile modeling and programming tool in the Pydroid environment is presented. A comparative assessment of the functionality of five mobile ICT distance learning systems in the conditions of COVID-19 was carried out. A survey of the importance of using mobile ICT for distance learning in quarantine conditions was developed and analyzed

Factors associated with high levels of ICT capability among 14-16 year olds in English schools

There has been concern for more than a decade that pupils do not have sufficient knowledge, skills and understanding of Information and Communication Technology (ICT) at the end of compulsory schooling. This research investigates approaches to the organisation of the ICT curriculum, teaching and learning, management, staffing and resources that are associated with high levels of ICT capability among 14-16 year olds in four secondary schools, each of which organised the delivery of the ICT curriculum in different ways. These were discrete or ‘centralised’ ICT, cross curricular ICT; and hybrids of these, the ‘skills core’ and ‘kick start’ models (NCET, 1996, p7). There are detailed case studies of each school, and a comparative analysis, which includes an assessment of the relative ICT capability of their pupils. The more and less successful schools are characterised, and there is discussion of the issues arising and those areas requiring further research. Features associated with high levels of ICT capability included: • ICT was taught as a discrete subject throughout key stages 3 and 4, and pupils were entered for GCSE ICT at the end of key stage 4 • There were well planned programmes of study for discrete ICT but the use of ICT across the curriculum was not planned in detail • ICT teachers were more aware of the differences between teaching ICT and other subjects • There was strong leadership by senior management; the HoD ICT was enthusiastic and approachable; and there were opportunities for all teachers to be involved in decision making • There was a management committee that included senior managers, the HoD ICT and ICT teachers; and a user group with representatives from other subject departments • Teachers of other subjects could not avoid using ICT in the classroom and for aspects of school administration • Schools valued their investment in ICT resources • There were significantly more specialist ICT teachers employed by the school • There was an adequate quantity of modern ICT resources • Higher levels of bid based funding were acquire

DEMOGRAPHIC CHARACTERISTICS OF TUTORS ON THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN THE COLLEGES OF EDUCATION

The purpose of the study was to examine demographic characteristics of tutors on the integration of information and communication technology in teaching and learning in the Colleges of Education in Ghana. The descriptive survey design was used to conduct the study. The purposive sampling technique was used in the selection process. The sample size was 120 tutors. Independent sample t-test and One-way ANOVA were used to analyze the data. The findings showed that there is a significant difference between male and female tutors in their use of ICTs in teaching and learning in the public Colleges of Education in Ghana. The findings revealed that there is no significant difference between tutors with different age and their integration of ICT in teaching and learning. The findings again, indicated that there is no significant difference between the level of academic qualification and the use of ICTs among tutors. The results revealed that there is a significant difference between the use of ICTs among tutors based on their teaching experience. The study recommended that female tutors who could not effectively integrate ICT into the teaching and learning should be identified and supported to integrate ICT into the teaching of the subject. The study recommended that appropriate pedagogical models suitable for the integration of ICTs in teaching and learning should be developed by curriculum designers to assist tutors in their urge to employ them in the teaching and learning process. The study again, recommended that management of the public Colleges of Education in Ghana should seek sponsorship from internet service providers in Ghana to provide free or affordable and reliable internet connectivity in the colleges to facilitate effective use of ICTs in the teaching and learning in the Colleges of Education. Article visualizations

Use of ICT For Flexible and Hybrid University Teaching: A Blended Learning Model for Face-To-Face and Online Learning

The purpose of this study is to explain how the use of Information and Communication Technologies is a fundamental support for Teaching Innovation, promoting processes of transformation and continuous improvement in the teaching environment. The experience described has been carried out within the subject Fundamentals of Business Organization and Management , which is taught in the first year of the Degree in Telecommunication Technologies and Services Engineering at the Polytechnic University of Valencia. The use of ICT has facilitated the design and implementation of complex tasks and the formative evaluation of an Outcome-Based Education Model. As well, the application of a hybrid learning model (blended learning) that, by combining face-to-face and online teaching synchronous, has allowed a quick adaptation to an environment that requires immediate changes from online to face-to-face teaching and vice-versa, with a diversified methodological design that enables an effective learning environment that stimulates interaction and collaboration among students

Understanding science teachers’ use and integration of ICT in a developing country context

Information and communication technology (ICT) has infiltrated society to the point of becoming essential to much of its everyday functioning. People rely on ICT to communicate, access information, and stay connected in an increasing globalised community. In many developed countries, ICT is now strongly featured in education for teaching and learning. In South Africa, as in other developing or partly developed countries, ICT use in education remains limited. This research was conducted to explore and understand how those South African science teachers who have access to ICT use it when they teach science. It was done to explain some of the reasons those teachers use ICT in the ways that they do, and to gain a better insight into the value that using ICT adds to both teaching and learning science. The research was designed as a mixed methods study, using both quantitative data collected from 267 Grade 8 science teachers in South Africa through the SITES 2006 teacher questionnaire, and qualitative data collected from three science teachers, all of whom taught science in a context of limited resources typical of a developing country. The data collected and analysed in this study showed that when science teachers have access to ICT for teaching and learning in classrooms typical of developing country contexts, they are able to use that ICT effectively to add value to teaching and learning. The greatest value is added when the teacher has a high technological pedagogical content knowledge. Secondly, at the level of the teacher, personal entrepreneurship is a key factor in a teacher’s ability to use ICT to add value to teaching and learning and to support the educational objectives based on 21st century learning objectives. Thirdly, teachers use the available ICT resources in a variety of ways but it seems that access to a personal computer, either laptop or desktop, in the classroom is a minimum requirement for ICT use in subject teaching. And lastly, the gap between ICT policy intentions as outlined in the South African e-Education White Paper (DoE, 2004b) and ICT practice remains large. There was no evidence from this study to suggest that the ICT policy intentions influenced practice at classroom level.Thesis (PhD)--University of Pretoria, 2010.Education Management and Policy Studiesunrestricte

Significant Learning In University Students From The Area Of Financial Accounting Through The Use Of A WebQuest

The use of Information & Communication Technologies and active learning methodologies are among the main challenges faced at university level in the new European Higher Education Area (EHEA), which promotes a learning process in which the student becomes a proactive subject in their own education.One of these methodologies is what is known as a WebQuest, a system that allows to integrate ICT in web-based research and problem-solving activities, thereby fostering collaborative work.The purpose of this project was to describe a teaching experience on the use of WebQuest in a university setting, in the field of Financial Accounting and as part of a training and skills-assessment model known as MANagement of COMpetence in the areas of Accounting (MANCOMA)

The current state of teachers’ ICT use in classrooms in boys’ secondary schools in Saudi Arabia

The field of education has witnessed many changes and reforms in policy as well as numerous Information and Communication Technology (ICT) operational initiatives attempting to improve the process of teaching and learning. The interest of schools’ stakeholders in the potential advantages that ICT offers to the teaching and learning process has been rising (Kong et al., 2014). However, in Saudi Arabia, the ICT use by teachers for teaching and learning is still low, despite many ICT initiatives that the Ministry of Education (MOE) has introduced to improve education quality. Therefore, this study investigated teachers’ ICT use in classrooms in boys’ secondary schools in the city of Al-Rass in Saudi Arabia. This research aims to understand the current state of ICT in education in Saudi Arabia; and to understand how ICT is used by teachers in classroom for the process of teaching and learning; and to reveal any factors hindering ICT integration in the classroom. The Human Capital Theory (HCT) and Capabilities Approach (CA) were the basis of understanding why ICT is important in the educational process. The methodology adopted is an interpretivist qualitative approach using a triangulation method to analyse different methods and sources. Interviews were conducted at all levels of the education system: Five policy makers within the MOE; five secondary schools in Al-Rass city in Saudi Arabia were visited and interviews were conducted with five head teachers, 25 teachers who participated in 25 classroom observations and 25 student focus groups (100 students in total) who attended the classroom observations. The findings were analysed based on thematic analysis. The study’s findings using the triangulation method indicated that the government has paid huge attention to ICT for education development through relevant initiatives. However, the findings revealed the current situation of ICT is unsatisfactory and has not reflected the expectations and goals of the educational development initiatives. The findings revealed the absence of ICT policy, lack of teachers’ ICT use in the educational process, and internal and external barriers hindering the successful ICT integration in the process of teaching and learning. This included the absence of ICT policy, lack of professional development training, especially on how ICT can be used in relation to pedagogy and subject, and school management support, especially in terms of the teachers’ workload and ICT resource provision requests from authorities. The main implication the study concludes with is once ICT policy is well designed, all hindering factors could be addressed and as a result the integration of ICT into teaching and learning process could improve

Enhancing Student Mark Management Through Web Based System

In search of technological modernization, the Internet is the main medium of delivery. Education today is seen as leading to the development of the information age. Hence the approach to education is also in line with the latest technology. The use of Information and Communication Technologies (ICT) in teaching and learning has become an important method to increase the efficiency and effectiveness of the education management process. On the other hand, the ICT is also used in education to manage student information. Management of student information especially students’ marks is a burdensome task, requiring lecturers to devote more time to complete the task within the stipulated time. Besides, the lecturers who teach more than one class and have more than one marking category such as quizzes, assignments and lab exercises find this task very complicated. The use of software such as Microsoft Excel can be helpful but cannot solve all mark management requirements due to limitation of its function. Therefore, an online students’ mark management system was developed to facilitate the process of mark calculation for the lecturers in the Faculty of Information Science and Technology. By using this system, lecturers can record each student’s marks and the system will automatically compute and issue the student’s grade. In addition, analysis will be conducted in which the system will generate reports and graphs for each subject. The system was developed using the ASP.NET web application development tool, programming language C# and JavaScript as the language support, whereas the Microsoft SQL Server is used as the database tool and ASP.NET Development Server as the web server

Becta Review 2005. Evidence on the progress of ICT in education.

Drawing on Becta national surveys of ICT use and implementation within the education system, the Becta Review identified the ways in which ICT could be used to support the DfES 5 year strategy, to introduce greater efficiencies in educational provision and more choice/personalisation of content and delivery