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Benchmarking Access and Use of ICT in European Schools 2006: Results from Head Teacher and A Classroom Teacher Surveys in 27 European Countries

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... Findings from these studies revealed that unavailability of or deficiency in training in digital literacy and absence or insufficiency of adequate pedagogical training in methods and techniques of using ICT in the classroom were clear barriers to incorporating new educational technologies into the classroom practices. Other studies indicated that lack of access to ICT-based learning and teaching resources and materials either temporarily or permanently both at work or at home is another major hindrance for teachers which discourages them and, hence, prevents them from using ICT in their teaching (Albirini, 2006;Al-Alwani, 2005;Becta, 2004;Empiricia, 2006;Gomes, 2005;Korte and Husing, 2007;Osborne and Hennessy, 2003;Pelgrum, 2001;Sicilia, 2005). Lack of technical support in the classroom and whole-school ICT resources were also identified as one of the main barriers preventing teachers from using or continuing to use ICT in teaching (Lewis, 2003;Pelgrum, 2001;Sicilia, 2005). ...
... On account of this, it is of significance to have technical assistance in the schools. The availability of ICT technical support in the schools help teachers integrate ICT more quickly and more productively in teaching without losing classroom time on fixing and troubleshooting hardware and software issues (see Korte and Husing, 2007). Also, according to Sandholtz et al. (1997) and Sandholtz and Reilly (2004) teachers feel more ready to integrate ICT in educational settings that readily provide technical assistance. ...
... Finally, in terms of technical problems and lack of technical support, the present study found that the factor of lack of technical support played an important role in teachers' decisions to utilize or ignore ICT. The availability of technical assistance in the schools encourages teachers to integrate ICT more often into their classrooms without losing classroom time on fixing hardware and software breakdowns (Korte and Husing, 2007). In this regard, it is impossible to assume that, in schools where there is lack of technical support, teachers cannot ignore students and focus on fixing ICT breakdowns whenever it happens at the expense of students' classroom time. ...
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There is a broad consensus in the literature that the use of Information and Communication Technology (ICT) has become an effective tool that can be used for educational purposes. The use of ICT in the classroom creates better learning opportunities and enhances the quality of teaching. However, barriers to ICT integration hinder this process. The aim of this paper is to explore the perceived barriers to ICT integration that Moroccan secondary school teachers encounter in EFL classrooms. This study adopted a mixed-methods design, and data were collected through two instruments: a survey questionnaire and a semi-structured interview. Secondary school EFL teachers in the area of Agadir, Morocco, participated in this study and of the 80 informants who completed and returned the questionnaire, 8 of them were interviewed. The findings indicate that the major barriers that teachers encounter in integrating ICT into the classrooms were lack of adequate ICT facilities in the schools, lack of time, lack of continuous and effective ICT training, technical problems, and lack of technical support. Further, various solutions and recommendations are offered to minimize these barriers and maximize the beneficial use of ICT in the teaching and learning process in Moroccan EFL secondary school settings.
... International studies comparing the impact of barriers on technology integration in different countries are scarce. In previous large scale assessment studies that involved different countries, teachers' perceptions of the main barriers to technology integration were compared in a descriptive way (European Commission, 2013, 2019aFraillon et al., 2014;Korte & Hüsing, 2006) but the barriers' effects on the actual use of technology in the classroom were not analyzed across countries. Thus, the first goal of this study was to compare the relative effect of barriers to technology integration on the frequency of technology in use in class across different countries. ...
... From the review of the literature on barriers, we observed a lack of studies that compare the relative effects of barriers on technology integration or use across international contexts. For example, Korte and Hüsing (2006) only compared the percentage of teachers across European countries who reported specific barriers as a reason for not using digital media, but the impact of these barriers on actual indicators of technology integration was not examined. In other European large-scale assessment studies, teachers' perceptions on how inhibitory various barriers are to their teaching with digital technology were compared across countries, but how these barriers actually affect the frequency of technology use or other indicators of technology integration in the classroom was not statistically analyzed (European Commission, 2013;2019a). ...
... It is evident that the measurement of barriers has changed in more recent studies, especially concerning barriers relating to equipment, competencies, and beliefs. Regarding first-order barriers, in the early 2000s, teachers were asked to rate barriers such as having no internet access, having an insufficient number of computers, or having no computers at all (Barras & Petko, 2007;Egloff & Liardet, 2004;Korte & Hüsing, 2006;Smerdon et al., 2000). The current discussion has shifted from computer access to the "quality" of computer use (Agyei and Voogt, 2011). ...
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Many researchers have investigated how barriers to technology integration affect the use of digital technologies in teaching and learning. However, the results have varied across educational contexts and countries. Large-scale assessment studies have described barriers only on a descriptive level instead of analyzing the effects of barriers on actual indicators of technology integration, such as technology use. Therefore, this study investigated the effects of barriers on technology use through the lens of the “will, skill, tool” model (WST model) in different European countries while taking the countries’ technological development level into account. A regression analysis showed that barriers had only a minor impact on the frequency of technology use in the classroom in the large majority of countries. In accordance with theoretical expectations, we found country-specific patterns, with a higher negative impact of technological barriers in less technologically developed countries and teacher-belief related barriers prevalent in developed countries. These findings may help policy makers identify needed interventions in different contexts.
... Likewise, the author considers that learning English requires the activation of various senses, which can be stimulated by the implementation of LKTs. Korte and Hüsing (2006) point out that the LKTs promote values, which motivate the student by creating an interactive environment, stimulating their senses, providing innovative and attractive spaces, promoting the learning and achievement of English skills. ...
... The figure points out the Google Docs tool as useful (95%) to promote collaborative work in the construction of pragmatic writings to show how the context, interpersonal relationships, and the prior knowledge of the actors influence the interpretation of the meaning of language by using free digital tools available on the web. Indeed, the subjects assert that the app motivated interactive work and collaborative learning in virtuality, as pointed out by Ávila, Arnaiz & Arias (2015), Korte andHüsing (2006), andIEAE (2007). ...
... The figure points out the Google Docs tool as useful (95%) to promote collaborative work in the construction of pragmatic writings to show how the context, interpersonal relationships, and the prior knowledge of the actors influence the interpretation of the meaning of language by using free digital tools available on the web. Indeed, the subjects assert that the app motivated interactive work and collaborative learning in virtuality, as pointed out by Ávila, Arnaiz & Arias (2015), Korte andHüsing (2006), andIEAE (2007). ...
Article
Learning English implies developing oral, writing, reading, and listening competencies in real contexts to avoid its isolated conceptualization for appropriate communication since the meaning and interpretation of language deal with Semantics and Pragmatics. The study focussed on these objectives: identify the learning and knowledge technologies (LKTs) used in the Semantics and Pragmatics course; know the subjects' perceptions concerning their usage and the findings obtained from their application. Methodologically, a descriptive longitudinal quantitative approach took place, getting these results: identification of LKT resources to promote writing, oral, listening, and reading competencies focused on Semantics and Pragmatics, description of students’ perception regarding LKT resources characterized as triggers motivational to learn collaboratively with a positive attitude in their use. The study corroborated that this proposal let subjects grasp the meaning and interpretation of language and achieve a higher proficiency level. In conclusion, LKTs represent a potentially ideal means of learning the language in virtual environments, understanding how they work in context, and acquiring key fundamentals to communicate successfully.
... Quite a number of research studies have indicated that a lack of access to resources is another problem that discourages educators from actively becoming involved in adopting new ICT tools and applications into the learning environment [8], [7], [28]. Many educators have limited access to ICT infrastructure and resources. ...
... Authors argues that sometimes the inaccessibility of ICT infrastructure resources is not due to the unavailability of the hardware and software or other ICT resources within the institution. In some cases, it has to do with issues such as the maladministration of resources, flawed or poor-quality hardware, unsuitable software, or a lack of individual access for educators ([8], [28]. Challenges associated with a lack of access can differ from country to country. ...
... Furthermore, [28] identify infrastructural challenges such as problems with broadband, an inadequate number of computers, inadequate peripherals, inadequate copies of software, and deficient simultaneous internet access. These factors hamper Web 3.0/Web 2.0 adoption. ...
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In the past decades, the method of teaching and learning have centered mostly on the traditional approach (Web 1.0) that promoted teacher directed pedagogical practices. Presently, there is an understanding that the traditional approach is not adequate to effectively address and improve all student-learning demand or outcomes. The successive incorporation of Web and Web 3.0 tools and applications in universities may serve as additional tools to support educational goals, offering students the affordability and assortments to educational choices and learning platforms. Consequently, educators' inability to fully incorporate these Web 3.0 and Web 2.0 technologies in their teaching and learning practices remains a struggle. This line of reasoning implies that educators still lack the required ICT skills to administer lectures and bridging learning gaps. This study probes Web 3.0 and Web 2.0 in education, using a methodological concept with the aim to develop a framework for the adoption of social software in HEI to help facilitate business processes and can build social presence among students. A mixed method will be appropriate to develop a comprehensive framework needed in Higher Educational Institute (HEI). After research have been conducted, the adoption of Web 3.0/Web 2.0 tools and application will be based on the developed comprehensive framework which is professed to impact positively on pedagogy and style of delivery, improves learning experience, engagement and ultimately, give rise to educational opportunities and easy access to educational contents
... Technical barriers include internet connection failure and malfunctioning of ICT tools. Many respondents in various studies conducted by different researchers showed their concerns about technical faults and lack of technical support [14,30,44,45]. Teachers argued that fear of breaking down of ICT tool during a lesson might discourage them from using ICT in their teaching practice [30]. ...
... Teachers argued that fear of breaking down of ICT tool during a lesson might discourage them from using ICT in their teaching practice [30]. In some western countries schools are provided with technical support to help teachers in using ICT effectively [45]. ...
... In Europe that only few teachers were opposed of using technologies. The fact is that teachers are not guided about the need for didactic change and are not provided with the opportunities for making sense of new technologies for themselves [45]. Assessment of teachers' beliefs and attitudes towards the use of technologies is critical before the provision of ICT resources. ...
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The era of information technologies has stimulated the demand of educational reform based on the use of information and communication technology (ICT). It requires explicit guidelines, vibrant objectives, mobilization of resources and political commitment at all levels of the country to achieve the desired results. However, change is not easy, it requires to overcome the impediments that hinder the successful integration of ICT in public schools. The pace of this reform is active in developed countries, while developing countries are lagging behind in achieving the required goals. The foremost purpose of this study is to highlight the barriers in the effective integration of ICT faced by developed countries in general and developing countries in particular. Reviewing the impediments to the integration of ICT in public schools may assist educators to become technology adopters in the future. Findings of the study reveal that intrinsic barriers are easy to surmount; once extrinsic barriers have been subdued successfully.
... According to Korte & Hüsing (2007), the majority of schools in Europe now have access to the internet and computers in classrooms, though this access still varies greatly across countries and among schools in each country. Use of ICT also varies hugely across Europe. ...
... Use of ICT also varies hugely across Europe. An Empirical survey of 30,000 head teachers and teachers across 27 countries in Europe reported that 35% of teachers in Latvia report that they have used ICT in their class, compared with 96% of teachers in the UK (Korte & Hüsing 2007). ...
... Even though Yusuf and Onasanya (2004) and Palloff and Pratt (2007), observed that staff and students' online presence is incumbent upon their attitude, Korte and Husing (2007) in an empirical survey submit that some European teachers' attitude was found to be negative because they failed to establish the value of technology in learning. Congruently, a survey on the UK teachers also revealed that some teachers' positivity about the possible contributions of ICT was moderate as they were more ambivalent about the specific role of technology in stimulating students' cognitive abilities (Becta, 2008). ...
... This justifies the reason why PNGUoT was able to deliver most of her courses online during the most heated, yet ugly times of the pandemic. Previous researchers such as Korte and Husing (2007), Yilmaz (2011), and Buabeng-Andoh (2012) all acknowledge the importance of technical support in the long journey of technology adoption in the teaching and learning processes. While security and trust had a significant effect on e-learning adoption, its impact was still weak as opposed to attitude and ICT support. ...
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This study examined the question of whether the "emergency remote teaching" that was accidentally adopted during the pandemic will eventually lead to an acceleration of digitalizing the teaching and learning processes at PNGUoT. Utilizing a mixed-method explanatory sequential design, quantitative data were collected first and followed by the qualitative data as a cross-verification strategy to increase control, generalizability, confidence, and validity of the study findings. The Statistical Package for Social Scientists (SPSS) was used to analyze numerical data obtained from 169 undergraduate students, while thematic analysis was found appropriate for interviews of 44 academic staff. The findings revealed that staff and students' attitude, and ICT support were reliable predictors of e-learning adoption (F = 315.854, p ≤ 0.001 & F = 121.132, p ≤ 0.001). When all the four parameters of (X) were taken together, explained 57.3% variations in the dependent variable (adjusted r 2 = 0.573). It was also clear that the multiple linear regression model showed a significant effect (F = 29.116, p ≤ 0.001) because the p value was less than the calculated probability (0.05) which was the minimum level of significance required in this study to declare a significant effect. Whereas the emergence of remote teaching seemed to have yielded tangible results during the pandemic, it,
... ICT support in schools helps teachers to use it in teaching without losing time through solving software and hardware problems [31]. The integration of ICT in science teaching needs a computer technician and if this technician is not available, the lack of technical support can cause a lot of problems for teachers [32]. ...
... A study was done by Korte and Husing [31]. It indicated that schools in Britain and the Netherlands have appreciated the importance of technical support to assist teachers to integrate computer technology into their instruction. ...
... Some of the reasons include lack of teacher competence, lack of teacher confidence, lack of effective training, lack of technical support and lack of infrastructure, resistance to change and negative attitudes (Korte & Hüsing, 2007). ...
... The challenges associated with using ubiquitous computing were sought to be identified by the study. As a result, both lecturers and students identified the challenges associated with their access to and use of ubiquitous computing as unstable electricity supply, high cost of facilities and maintenance, vulnerability of information to virus and malicious malware, unfavourable internet connectivity etc. Korte and Hüsing (2007); Aja (2013) and Drayton et al. (2010) had also reported the same. ...
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Since education, among other things, has enjoyed a drastically global transformation in teaching and learning aspects, students and teachers are looking forward to beating the spatial and temporal limitations that characterize the traditional school setting since ubiquitous computing isgradually emerging as a new convention, availing all stakeholders boundless opportunities to amass and harness academic resources. Although the reign of ubiquitous computing has not predominated in Nigeria, the effects of the use become relevant to study,consequently therefore, purposive and stratified samplings were used to sample the opinions of 175 respondents, categorised into two strata -lecturers, whose sample size equals 42 and students with a sample amounting to 133. Two questionnaires were therefore administered to both strata to collect the data. The study pragmatically revealed that ubiquitous computing noticeably facilitates and presents opportunities to lecturers’ teaching and students’ learning experiences. Notwithstanding, challenges such as unstable electricity supply, high cost of facilities and maintenance, vulnerability of information to virus and malicious malware, unfavourable internet connectivity etc. have been identified. Finally, the study recommends that prices of procurement and maintenance of ubiquitous computing facilities be subsidised by the stakeholders; and that provision should be made for reliable Internet connectivity and antivirus.
... A survey by EU School net in 2010 [33] involving teachers' use of ICT in six European Union countries, revealed that a large number of participants perceived use of ICT had positive impact on their learning, elicited interest, promoted individualized learning and helped to lengthen study beyond school day. However, a study by [34] suggested that small number of teachers perceived benefits of ICT in schools were not clearly identified. Some teachers viewed ICT as waste of time and expensive. ...
... A survey by EU School net in 2010 [33] involving teachers' use of ICT in six European Union countries, revealed that a large number of participants perceived use of ICT had positive impact on their learning, elicited interest, promoted individualized learning and helped to lengthen study beyond school day. However, a study by [34] suggested that small number of teachers perceived benefits of ICT in schools were not clearly identified. Some teachers viewed ICT as waste of time. ...
... In connection with the last point, many studies have already revealed that teachers are one of the main barriers to the introduction of ICT in daily teaching due to the lack of technical support (Korte and Hüsing, 2007). However, once these requirements are fulfilled, we will be able to determine the efficiency of ICT since previous research studies seem to be limited and premature. ...
... Finally, it is obvious that teachers themselves need to be motivated because, on the contrary, they will not be able to motivate their students. According to Korte and Hüsing (2007), although a positive trend can be observed in teachers' use of computers in class, their general motivation to use ICT remains an issue. Besides, teachers' motivation to use ICT in the classroom is, at present, adversely influenced by a number of constraints including lack of time to gain confidence and experience with technology, limited access to reliable resources, a curriculum overloaded with contents, assessment that requires no use of the technology and a lack of subject-specific guidance for using ICT to support learning (Osborne and Hennessy, 2003). ...
... Moreover, the availability of on-time technicians is an important service to provide help to solve hardware and software technical problems and conduct regular maintenance for ICT equipment. The availability of technical support provides an advantage for teachers as they can integrate ICT in their teaching without worrying about sudden break-down problems or losing their time to fix hardware and software problems (Korte & Hüsing, 2006). In summary, a good facilitating condition is a crucial point of ICT integration in all levels of education and the key of teachers' acceptance of ICT use for an educational purpose. ...
... As a result, lecturers prepare hardcopy for their notes to be given to students as an easy way that helps all students to copy the notes for their study. European study found that the lack of access to ICT materials is the largest barriers to using ICT (Korte & Hüsing, 2006 ...
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The purpose of this study was to investigate the use of Information Communication Technology (ICT) in Yemen public universities. Three academic staff from Hodeida, Amran and Thamar universities were the participants of this study. The qualitative method was employed with one to one interview as an instrument of the data collection. Thematic analysis was employed to identify the patterns that reflect the factors that affecting ICT use in the universities. The findings revealed that the use of ICTs in Yemen’s universities still depends on lecturer’s self-initiative. The lecturer who has skills of using ICT appeared to have positive attitude towards the use of ICT in their teaching. There is no any type of social influence on lecturer’s use of ICT in their teaching. The poor infrastructure, poor facilitating condition and lack of the technical support stand as major barriers of ICT integration in Yemen’s Universities. All forms of online communication is totally absent in all the three universities. The participants of this study urged their universities top management to provide a proper facilitating condition and training programs to enable their academic staff to cope up with 21st century teaching and technologies.
... Dans le but d'expliquer la résistance des enseignants au changement, le rapport produit par Empirica (2006) sur l'utilisation des TIC dans les écoles européennes, indique que les enseignants qui ne font pas usage des TIC dans leurs pratiques de classes sont toujours d'avis que l'utilisation des TIC n'a pas d'impact positif sur l'apprentissage. Par ailleurs, la résistance au changement ne semble pas un obstacle en soi, mais plutôt une indication de l'absence d'autres conditions favorisant l'usage des TIC, telles que la disponibilité d'un matériel de qualité et en nombre suffisant, la facilité d'accès, le soutien technique, les compétences technopédagogiques adaptées, l'encouragement, le temps nécessaire etc. En effet, selon Korte et Hüsing (2007), très peu d'enseignants peuvent être considérés comme fondamentalement opposés à l'utilisation des TIC dans la salle de classe. Seul un cinquième des enseignants européens considère que l'utilisation des ordinateurs en classe ne possède pas d'importants avantages d'apprentissage pour les élèves (Korte & Hüsing, 2007). ...
... Par ailleurs, la résistance au changement ne semble pas un obstacle en soi, mais plutôt une indication de l'absence d'autres conditions favorisant l'usage des TIC, telles que la disponibilité d'un matériel de qualité et en nombre suffisant, la facilité d'accès, le soutien technique, les compétences technopédagogiques adaptées, l'encouragement, le temps nécessaire etc. En effet, selon Korte et Hüsing (2007), très peu d'enseignants peuvent être considérés comme fondamentalement opposés à l'utilisation des TIC dans la salle de classe. Seul un cinquième des enseignants européens considère que l'utilisation des ordinateurs en classe ne possède pas d'importants avantages d'apprentissage pour les élèves (Korte & Hüsing, 2007). ...
... The study of Sicilia (2005) showed how administrators complained about how difficult it was to access computers and media resources [18]. In a European study by Empirica head teachers as cited in Korte & Husing (2006), it was found that lack of access and availability is the largest obstacle like the lack of computers and appropriate digital materials [19]. They concluded that one third of the European countries still do not have internet access. ...
... The study of Sicilia (2005) showed how administrators complained about how difficult it was to access computers and media resources [18]. In a European study by Empirica head teachers as cited in Korte & Husing (2006), it was found that lack of access and availability is the largest obstacle like the lack of computers and appropriate digital materials [19]. They concluded that one third of the European countries still do not have internet access. ...
... According to Empirica's (2006) European study, it was found that the lack of access was the largest blockade and that different challenges to using ICT in teaching were reported by teachers, for instance, lack of computers and lack of adequate materials. Correspondingly, Korte and Hüsing (2007) concluded that in European schools there are some infrastructure barriers such as broadband access not yet being made available. ...
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The present paper investigated the ICT literacy index of ESL teachers utilizing descriptive-quantitative method of research. This was undertaken by assessing the skills along the areas of ICT integration in pedagogy. Data shows that ESL teachers have moderate to high index along the areas of ICT literacy. Majority are categorized under advanced or merely moderate user of ICT in their pedagogical practice. These areas are along basic skills, software applications, production, and data management. Be that as it may, the ESL participants need further upskilling on hardware management and information management. Taking into consideration these results imply that, there are gray areas which need to be unraveled by the department along the computerization program to realize the purposes of execution. The researcher concludes that ESL teachers possess varying ICT literacy indexes. Given these data, there is a need to give due attention to the concerns of teachers along ICT literacy aspect to achieve optimum efficacy of the DepEd computerization program. Teachers need to be upskilled on the digitalization of classrooms.
... Another major area of concern is the level of institutional support extended to the teachers to aid technology usage in the teaching learning process. [5] emphasized upon the fact that a lot of time wasted in fixing software and hardware problems which could be solved if the institution provided sufficient maintenance support. [3] argued that in the absence of such a support mechanism there would be greater risks of regular technical breakdowns which would discourage the use of these technology tools by the teachers. ...
... According to this definition, a computer is a tool that aids users in taking responsibility for their profits by assisting them in creating higher orders. Papert (1993) mentions its potential to support learning, whereas Korte and Husing (2007), as cited by Redden, emphasize its ability to encourage learning (2010). According to Forrester and Jantzie (2000), the computer has a lot of potentials when it comes to producing Gardner's manifold intelligences. ...
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The Ghanaian government developed and implemented an ICT in Education Policy in 2008. ICT was integrated into instructing and education at all levels of the country's educational system as a result of this approach. This study looks at the challenges that rural communities in Ghana confront in securing the benefits of ICT in tutoring at various levels. The study used a sample size of 142 ICT instructors and heads of schools, as well as a small number of students, with a 90% confidence level. The district's respondents were chosen using planned and practical sampling methods. A structured form was used to gather primary data from all participants; however, only 93.67 percent responded. With the use of SPSS, tables were used to examine the primary data. According to the students, the number of hours per week dedicated to teaching ICT in schools is positively connected with their dedication to learning ICT. In terms of the impact of ICT on students' daily lives in the district, the reading discovered that ICT instruction had both beneficial and adverse consequences for kids. Based on the findings, the various stakeholders in education should conduct periodic on-the-job training for all teachers on evolving e-learning high-tech and approaches to provide them with the necessary abilities to effectively teach ICT. Received: 29 April 2022 / Accepted: 29 June 2022 / Published: 5 July 2022
... Earle (2002) highlighting some of the reasons why teacher resist using technology to include lack of technical support, expertise or time for planning. Korte and Husing (2007) stated that only few European teacher oppose the use of IT for teaching, and these few one in their opinion belief that computer does not provide learning benefit to pupils. Mathipa and Mukhari (2014) study of teachers factor influencing the use of IT in teaching and learning in South Africa schools reported that factors impeding the integration of IT are insufficient number of computers, lacks of application program, teacher generation gap, inadequate teacher training, lack of IT skill, lack of confidence in using IT, teacher belief, poor school leadership and lack of public support. ...
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s The study examined factors influencing primary school teachers' intention to use information technology for teaching. The study was a survey type and the sample comprises of 125 primary school teachers in Ilorin. The instrument used for data collection was adapted and modified and subjected to validity and reliability check. A reliability check on each of the five constructs of the study showed an alpha of .76, .92, .96, .93, and .82 respectively. The research questions were subjected to descriptive statistic while the hypotheses of the study were subjected to regression analysis. The findings of the study revealed that all the four independent variable statistically influence intention toward use with the following effect size, Perceived value (β= .63, P˂.05), Computer self efficacy ((β= .73, P˂.05), Attitude (β= .70, P˂.05), Resistance to change (β= .49, P˂.05), and computer self efficacy stood to be the strongest factor. Based on these findings, the study recommends among other that the teacher should be given training on pedagogical use of computer for teaching function in order to increase their self efficacy which will in turn influence adoption of information technology.
... Το ποσοστό αυτό φτάνει σχεδόν το 37% στην Ελλάδα και ακολουθούν η Ουγγαρία (15%), η Λετονία (14%) και η Σλοβακία (13%). Αντίθετα, το ποσοστό αυτό είναι σχεδόν μηδενικό στη Σουηδία, στη Δανία, στη Νορβηγία, στη Φινλανδία, στο Ηνωμένο Βασίλειο, στην Αυστρία και στην Ολλανδία (Korte & Hüsing, 2006). ...
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Η ανάγκη να δημιουργηθεί ένα επιστημονικό παρατηρητήριο για τα θέματα της εκ�παίδευσης στη χώρα μας είναι σήμερα επιτακτική περισσότερο από ποτέ. Κι αυτό γιατί η αποτύπωση και η καταγραφή των μεγεθών, των εκπαιδευτικών αποτελεσμάτων και των εκροών που παράγει το εκπαιδευτικό μας σύστημα συμβάλλει στη μελέτη, τη διάγνωση, την κατανόηση και την επικαιροποίηση της συνολικής του πορείας και προοπτικής. Στο πλαίσιο αυτής της συλλογιστικής, το Κέντρο Ανάπτυξης Εκπαιδευτικής Πολιτικής της ΓΣΕΕ πήρε την πρωτοβουλία να συλλέξει, να επεξεργαστεί και να ταξινομήσει τα στατιστικά στοιχεία για την εκπαίδευση που αφορούν την περίοδο 2005-2007, όπως αυτά εμφανίζονται στην επίσημη βάση δεδομένων της Εθνικής Στατιστικής Υπηρεσίας (ΕΣΥΕ), προχωρώντας στη δημιουργία της πρώτης Έκθεσης για την Εκπαίδευση στην Ελλάδα. Η πρωτοβουλία αυτή εδράζεται στην επίγνωση ότι οι εκπαιδευτικές ανισότητες συνεχίζουν να ευδοκιμούν με αμείωτη ένταση, δυσχεραίνοντας την ένταξη, την κινητι�κότητα αλλά και την προοπτική χιλιάδων μαθητών σε ολόκληρη την ελληνική επικρά�τεια. Σε επίπεδο κοινωνιολογικής ανάλυσης επιβεβαιώνεται ότι μέσω των εκπαιδευτικών ανισοτήτων συντηρείται και αναπαράγεται η κυρίαρχη δομή των κοινωνικών ανισοτή�των, με συνέπεια τη διαιώνιση του φαινομένου της φτώχειας και του κοινωνικού και πο�λιτισμικού αποκλεισμού, εξαιτίας των οποίων σημαντικές κοινωνικές κατηγορίες εξακο�λουθούν να μην έχουν σταθερή πρόσβαση στο κοινωνικό αγαθό της γνώσης
... Other barriers to using ICT in teaching were reported by teachers, for example, lack of computers and lack of adequate material. In a related study, Korte and Hüsing (2007) discovered that in European schools there were some infrastructure barriers such as broadband access. They concluded that one third of European schools still do not have broadband Internet access. ...
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The aim of this study was to investigate the obstacles that impeded the progress of the tutors of Atebubu College of Education in their quest to integrate ICT into their teaching process. The study collected data from 38 tutors of Atebubu College of Education, Ghana. Questionnaire was given to the respondents to gather quantitative data from them. Descriptive statistics by way of frequency counts and percentages was used to analyse responses received from the participants. Results from the analysis of the data showed that 78.9 percent of the tutors had not received adequate professional development to enable them Integrate technology into their curriculum. Although 78.9 percent of the tutors believed that ICT increases the quality of education, they lacked the requisite skills or professional competence to integrate ICT into their subject areas. All 38 tutors (100 percent) stated that lack of Internet connection was an impediment to ICT integration. Tutors (68.4 percent) also indicated that insufficient number of computers hindered integration. It can be concluded from the findings of the study that due to the obstacles, tutors of Atebubu College of Education encountered, they could not effectively integrate ICT into their teaching process.
... Também a existência de recursos tecnológicos nas escolas afeta a adoção de tecnologias processo de ensino e aprendizagem, assim como o seu planeamento e acesso são fatores que para alguns autores (BECTA, 2004;Sicilia, 2005) interferem no sucesso da integração de tecnologias por parte dos professores. Do mesmo modo, como indicam Korte & Husing (2007), recursos como conectividade à internet e software educativo interferem e influenciam a utilização da própria tecnologia. Em BECTA (2004) analisamos que se não existir suporte técnico disponível numa escola, e consequente falta de manutenção das tecnologias, então é provável que a utilização das tecnologias tenda a desaparecer. ...
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Surgido num momento de educação em situação de emergência – a ausência de ensino presencial em Timor-Leste provocada pela existência da pandemia mundial covid-19 – este artigo explora fatores, intrínsecos e extrínsecos, aos professores, que influenciam e interferem na utilização de tecnologias, em particular no ensino à distância. Procuram-se assim, indicadores e (re)configurações que permitam (re)colocar professores e alunos em condições de momentos fidedignos de ensino e de aprendizagem, numa perspetiva de acesso à educação em que ninguém pode ser deixado para trás. Palavras-Chave: tecnologias em educação, educação em situações de emergência, educação à distância.
... As such, Sabaliauskas and Pukelis (2004) observed that educators have no intention to use technologies if they feel they will encounter technical problems that would take several days to repair. Korte and Hüsing (2007) concurred that technological support or maintenance contracts in schools help teachers to use digital technologies in teaching without losing time through having to fix software and hardware problems. Consequently, technical faults might discourage educators from using digital tools in their teaching because of the fear of equipment breaking down during a lesson. ...
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Although the use of digital technologies in teacher education has reached advanced stages in the developed world, it is still in its infancy in many developing countries, including Uganda. In their struggle to advance the use of digital technologies in teaching, educators face various challenges that prevent the successful adoption of such technologies in the classroom. This study explores the motivation and material accessibility challenges that art and design (A&D) educators in Uganda encounter when teaching with digital technologies and examines how they cope with these challenges. To address the research question, the study adopts a descriptive case study design that seeks to document the participants' accounts. Semi-structured interviews and non-participant observations were employed to collect data from teacher educators (TEs) and administrators (ADs) in two teacher training institutions (TTIs) in Uganda. The findings indicate that A&D TEs face accessibility challenges relating to motivation and material access. The educators use various strategies to cope with the existing challenges including peer support, continual practice, improvisation, lobbying for technical and financial support, and advocating for Bring Your Own Device (BYOD).
... Nowadays, there is a tendency to promote ICTs adoption in many fields, including schools. However, many teachers make a poor and rare use of technology during their lessons and, usually, they do not fulfill the expected results (Korte and Hüsing, 2006;Shewbridge et al., 2006;Law et al., 2008;Leu et al., 2011;Davies and West, 2014;Fraillon et al., 2014). Leu et al. (2011) supported the idea that ICTs for educational purposes should take into account that the notion of literacy has now changed: it is now deictic; its nature and meaning continuously changes. ...
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ORCA.IT, a new online test of online research and comprehension was developed for the Italian population. A group of 183 students attending various types of upper secondary schools in Northern Italy were tested with the new tool and underwent further cognitive and neuropsychological assessment. The different school types involved in the study are representative of the school population in the Italian system, but can also be easily compared with the educational systems of other countries. The new test turned out to have good psychometric properties after accurate item construction and final selection. In particular, Version 1 showed better characteristics than Version 2. Subsequently, comparison with one-way ANOVAs were performed to test whether differences exist between different school types, between groups with and without reading difficulties, and between males and females. Such differences are sometimes reported in the literature, but many remain controversial. Further, Pearson’s bivariate correlations were calculated to analyze associations between scores on the ORCA.IT and cognitive/neuropsychological variables. Finally, a stepwise regression analysis was performed on aggregated scores to identify the predictors of performance on each of the two versions. The test, especially in the most complete version (Version 1), appears to accurately and reliably capture students’ web searching abilities and online reading comprehension. The tool could highlight differences in online search and comprehension ability between students with and without reading difficulties, not penalizing overall performance but allowing very specific weaknesses to be pointed out. Further, it seems to be able to capture differences due to both educational pathways (different school types) and social attitudes (differences between males and females). Most interestingly, it shows to be clearly resting on specific cognitive and neuropsychological abilities, including language, memory, and attentional skills, which explain a large portion of the total variance. Offline text reading comprehension is a crucial predictor of online reading performance, while decoding ability is not. Prior knowledge also influences the results, as expected. The new tool turns out to be rather independent of previous Internet experience and to measure more cognitively grounded processes related to information gathering, processing, and communicating.
... A survey by EU School net in 2010 (cited by Andoh, 2012) involving teachers' use of Acer notebooks in six European Union countries, revealed that a large number of participants perceived use of notebook had positive impact on their learning, elicited interest, promoted individualized learning and helped to lengthen study beyond school day. However, a study by Korte & Husing, (2007) suggested that small number of teachers perceived benefits of ICT in schools were not clearly identified. Some teachers viewed ICT as waste of time and expensive. ...
Article
Information Communication and Technology (ICT) resources use has capacity to positively affect the field of education including the teaching/learning process. It was observed that information literacy skills can influence the use of ICT resources for teaching by private secondary school teachers. It was established that some secondary school teachers do not make adequate use of ICT resources for teaching. The study therefore, examined the influence of information literacy skills on utilization of ICT resources by private secondary school teachers in Ibadan North Local Government, Oyo State, Nigeria. Descriptive survey design was adopted and the study population consisted of 836 teachers from 34 private secondary schools in Ibadan North. The purposive sampling technique was used to select a sample of 220 respondents. Questionnaire was the instrument used for data collection. There was a positive significant relationship between teachers’ information literacy skills and utilization of ICT resources for effective teaching by private secondary school teachers (r =.263**; n = 205; df =204; p <0.01). The use of ICT resources has enabled secondary school teachers to have access to information materials in different format most especially Electronic Information Resources (EIRs) for teaching. In order for them to enjoy maximum benefit of ICT resources, there is a need for them to be continually trained on the acquisition of information literacy skills, how they can make use of their ICT resources to access different sources of information most especially EIRs, teachers should also be educated/enlightened on using ICT resources for lesson presentation/delivery.
... It might be difficult to generalize findings of studies across countries, since there can be a considerable gap in E-learning use, availability of technology and emphasis on E-learning use in education. For example, Korte and Hüsing (2006) conducted a survey of E-learning use of more than 10,000 head teachers and 20,000 classroom teachers in 27 European countries. This survey was compared to an earlier large-scale study, the eEurope 2002. ...
Thesis
E-learning use in Higher Education is an emerging area of research that has been gaining increasing interest and scrutiny. This is attributed to various factors including the continuing development of technologies, E-learning potential in affecting teaching and learning and expectations from Higher Education providers to implement E-learning. Lecturers’ Professional Development (PD) is widely viewed as a key component for the improvement of lecturers’ E-learning practices, which could potentially affect teaching and learning. The transition from PD to classroom practices continues to be a rich area of research where there is lack of clarity in the process through which practitioners transform knowledge to classroom practices. This thesis investigated lecturers’ E-learning PD in an Omani Higher Education Institution following an ethnographic case study approach. I spent four months in Ibri College of Technology examining day-to-day formal and informal learning practices, lecturers’ and managers’ experiences with and perceptions of E-learning PD and lecturers’ use of and perceptions of E-learning use in teaching. The study involved managers and lecturers from four academic departments: Business, Information Technology, Engineering and English, in addition to trainers from the Educational Technologies Centre and Senior Managers within the College. Multiple methods were employed in the study including interviews with managers and lecturers, focus groups, questionnaires, documentary analysis, classroom observations, observations of PD practices and a lesson planning and lesson teaching activity. The findings revealed that several factors affected lecturers’ E-learning PD practices and perceptions at Ibri College: many of them were contextual and others were individual. The contextual factors were examined using documentary analysis, questionnaires and interviews with managers. They revealed that many government and institutional policies had a negative impact on E-learning PD such as lecturers’ work contracts, lack of effective PD leave policies, lack of investment in E-learning PD, lack of academic promotions and providing general training without tailoring it to lecturers’ needs. There was also lack of E-learning PD accountability and clear disparity between policies and practices. The data indicated that there was inadequate use of College resources and lack of utilization of College lecturers’ expertise. The study showed that there were many individual factors that had an impact on E-learning PD. Investigation of lecturers’ perceptions and experiences showed that although most lecturers had positive attitudes toward E-learning, E-learning pedagogical anxiety and fear of application of technology in the classroom were common. Furthermore, there was a common feeling among lecturers that the management did not provide enough support and did not prioritise E-learning PD and E-learning use in the classroom. There was a common mistrust and miscommunication between lecturers and managers; and in some cases, among lecturers or managers themselves. Some lecturers felt that traditional teaching methods worked better or were safe options, and resisted the idea of E-learning use or professional development. Informal collaboration among lecturers was aided or restrained by lecturers’ communities; which were created based on common factors among them such as interests, nationalities, years of experience and positions.<br/
... Younger teachers perceive the ICT integration as a burden. This viewpoint is supported by some researchers who observed that despite many advantages of ICTs in teaching and learning, there is still contrasting perception among teachers regarding the benefit of using ICT (Balanskat, Blamire, & Kefala, 2006) (Korte & Hüsing, 2006). ...
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For the last few years, ICT integration in education has been the topic of discussion for researchers. Very few researches have been conducted on ICT integration in the context of higher education, especially in Bangladesh. The purpose of this study is to explore the ICT integration in higher education teaching-learning in Bangladesh. This study is qualitative in design. Data were collected from students and teachers in the University of Dhaka through semi-structured interview schedule, focused group discussion and classroom observation schedule. The major findings of this study reveal that ICT is not integrated effectively in higher education teaching-learning. Furthermore, several obstacles have been identified that impede the effective integration of ICT. The obstacles are teachers' lack of knowledge and skills, teachers' lack of time to take preparations for class, lack of adequate equipment and access to internet and inadequate technical support. It is asserted that proper teachers' training about integrating ICT in education will be able to change the scenario to a great extent. This study has, therefore, implications for policy developers, teachers and students of various departments.
... On the contrary, previous studies suggest that a small number of teachers believe that the benefits of ICT are not seen (Buabeng-Andoh 2012). The empirical survey revealed that one-fifth of European teachers thought that the use of ICT in teaching did not benefit their students' learning (Korte & Husing 2007). A survey of the United Kingdom (UK) teachers also revealed that teachers' positivity about the possible contributions of ICT was moderated as they became 'rather more ambivalent and sometimes doubtful' about 'specific, current advantages' (Becta 2008: 45). ...
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The concept of digital and information communication technology (ICT) literacy is receiving renewed empirical attention. This focus is attributed to the changing nature of society and the move towards the ideals of the knowledge-based economy. Further, universities in South Africa and internationally are encouraging the fusion of technology in how students read and write. This research gives focus to the lecturer, particularly those lecturers who were once resistant to the use of technology as part of teaching instruction. The aim here was to track how these lecturers over a one-year period develop digital and ICT literacies to assist their career development. The study adopted an interpretivist philosophy, relying on the qualitative research approach and a series of three interviews over a year period with 20 lecturers at a selected South African university. Data were analysed using thematic analysis to generate three central themes. Firstly, the source of resistance in using technology as part of teaching and learning emanated from two main subthemes as perceptions: (1) technology viewed as a fad with little or no impact on actual learning and (2) challenges concerning institutional technology support as a limitation in integrating technology into teaching and learning. Secondly, the change of attitude (rather reluctantly) in using technology as part of teaching and learning was because of factors such as peers, the technology ‘tech-savvy’ student community and also a consideration for future career prospects as digital and ICT literacies are becoming a critical skills acumen for career progression. Finally, in developing digital and ICT literacies, the lecturers relied on: (1) participation in training programmes that encourage digital scholarship, (2) personal investment of time and effort to learn about how to develop digital and ICT literacies and lastly, (3) developing a career and identity management strategy that incorporates digital and ICT literacies. Implications for teaching and learning practice are made based on these findings. Further, the impact on individual career development (as far as lecturers are concerned) is also suggested.
... Yet no claim is made about the real influence of emotions like anxiety, efficacy or enthusiasm on the actual use of ICT in teaching. It is clear from other studies that negative attitudes indeed seem to play a key role in dampening the adoption of new technology (Bingimlas 2009;Korte and Hüsing 2007;Richards 2005). ...
Chapter
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The impact of emotions on professional identity development in the field of second language teacher education has become a focus of research quite recently. In many French teacher-training contexts the construction of a mainly rational professional identity has been thought relevant, emotions such as fear, anger or sadness being very often considered as a nuisance. Paradoxically, pre-service teachers continue to stress the emotional aspects of their work without really being heard by the educational authorities who keep emphasizing linguistic and didactic proficiency. This chapter addresses both the negative and positive impacts of emotions on the construction of second language teachers’ professional identity at the start of their career and proposes concrete ideas for pre-service and in-service training. After presenting a theoretical and conceptual framework (Plutchik in Emotion a psycho-evolutionary synthesis. Harper, New York, 1980; Psychological Review, 99(3), Jul 1992, 550–555, 1992; Belzung in Biologie des émotions. de Boeck, Louvain-la-Neuve, 2007; Jonczyk in Affect-language interactions in native and non-native English speakers. Springer, 2016) and a literature review about emotions, the authors analyse logs kept by seven pre-service teachers over a school term and comment on the results of a survey they conducted on four groups of teachers at different stages of their teaching career. They conclude by suggesting some concrete ways to empower language teachers as they build a well-balanced professional identity.
... Secondly, although only a small percentage of teachers plan a Web 2.0-based lesson frequently, most respondents state that they know how to select a Web 2.0 tool, how to prepare authentic/real-life tasks and how to plan a Web 2.0-based lesson. A logical explanation could be that teachers do not feel confident enough to implement Web 2.0based lessons due to lack of both training and technological infrastructure, as both school advisors and several scholars strongly affirm (Gomes, 2005;Korte & Hüsing, 2007;Pelgrum, 2001). ...
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The purpose of this study is to survey the integration of Web 2.0 technologies into EFL learning in the Greek state-school context including both primary and secondary schools. It explores state EFL teachers’ awareness of Web 2.0 technologies, the use of Web 2.0 tools on the basis of underlying pedagogical theories and teaching methods, teachers’ digital literacy and training needs as well as state-school barriers and possible solutions. To this end, a mixed-method research was selected to gather and process data. The research tools were a questionnaire addressed to 149 in-service state EFL teachers regarding the quantitative analysis and an e-mail interview addressed to 7 in-service school advisors for the qualitative research. Merging of quantitative and qualitative findings yielded valuable implications and suggestions for Web 2.0 implementation in the Greek state school. The present study reveals state EFL teachers’ positive attitude towards Web 2.0 technologies, the need for a pedagogical ‘link’ between technology and teaching methodology as well as the state-school barriers against Web 2.0 integration. It also provides suggestions for further research and for future action towards Web 2.0 pedagogy sustaining policies.
... Tabelle 5). Ähnliche Ergebnisse berichteten bereitsKorte und Hüsing (2007) in einer Studie, in der Lehrereinstellungen zu digitalen Medien vergleichend auf europäischer Ebene untersucht wurden. Auch die Forsa-Lehrerbefragung 2014 findet, dass nur eine Minderheit von Lehrern explizite Vorteile in der Nutzung digitaler Medien im Unterricht sieht. ...
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Die vorliegende Studie verfolgt das Ziel, den aktuellen Forschungsstand zu Chancen und Risiken digitaler Medien in der Schule übersichtlich darzustellen. Der Fokus liegt dabei auf der Lehrer- und Schülerebene sowie der Unterrichtsebene. Chancen und Risiken auf der Ebene der Schule und Herausforderungen einer medienbezogenen Schulentwicklung werden in dieser Expertise lediglich im Abschlussteil angerissen. Diese werden in den Expertisen von Breiter (2015) sowie Heinen und Kerres (2015) ausführlich thematisiert. Die Grundlage der Studie bildet eine umfassende Recherche thematisch relevanter empirischer Untersuchungen sowie empirisch begründeter Theorien und Modelle der letzten 15 Jahre, wobei aktuellen Untersuchungen der Vorzug vor älteren Studien gegeben wird. Punktuell werden, insbesondere im Bereich von Grundlagentheorien, auch ältere Publikationen einbezogen. Der Fokus der Recherche liegt auf Untersuchungen aus Deutschland bzw. dem deutschsprachigen Raum. Es werden aber auch internationale (auf Englisch publizierte) Forschungsergebnisse gesichtet insbesondere in Bereichen, wo im deutschsprachigen Raum noch wenig Forschungstätigkeit zu ver- zeichnen ist.
... Gusten o disgusten las TIC, hoy es imposible concebir escenarios de formación sin ellas. Un problema que ha aparecido con las tecnologías es que no ha ido parejo su aumento de presencia con la mejora del rendimiento académico de los estudiantes, como han puesto de manifiesto diferentes investigaciones (Korte y Hüsing, 2006;Barrera-Osorio y Linden, 2009;European Commission, 2008) y ello se debe a una serie de aspectos, por una parte el que hubo un tiempo, y que desgraciadamente para ciertos sectores continúa, que se pensó que la simple incorporación de la tecnología en el aula implicaba su uso por docentes y discentes, y además que ello supondrá la transformación y mejora del proceso de enseñanza-aprendizaje. Ese "solucionismo tecnológico", como diría Morozov (2015), no ha aportado grandes cosas, y es más, muchas veces la incorporación de la TIC lo que ha supuesto es un verdadero refuerzo de pedagogías tradicionales y nada innovadoras, como ha ocurrido con la incorporación del power-point, que más que servir como un elemento de guía y acompañamiento, se ha convertido en un organizador del proceso de enseñanza-aprendizaje, reforzando el papel del docente como transmisor de información, y del discente como recolector de la misma. ...
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Resumen: La sociedad del conocimiento requiere formar a ciudadanos de manera diferente a como se realizaba la sociedad postindustrial, entre otros motivos porque el conocimiento se ha hecho dinámico e inestable. Ello requiere educar al estudiante en escenarios formativos diferentes, y en este sentido las tecnologías de la información y la comunicación (TIC) nos aportan verdaderas posibilidades para crear ambientes enriquecidos por ellas que se acerquen a las nuevas modalidades de aprendizaje que se están produciendo en la sociedad del conocimiento. Para ello, se necesita, por una parte, apoyarnos en diferentes teorías de aprendizaje, y por otra, en transformar las ideas que tradicionalmente hemos empleado sobre las TIC, y pasarnos a entenderlas como TAC (tecnologías de aprendizaje y conocimiento) y TEP (tecnologías de empoderamiento y participación). Pero, para ello, se deberá resolver una serie de obstáculos, que van desde la formación del profesorado
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The present research attempts to examine and give prominence to the views and the practices of Secondary Education teachers who have been trained in ICT, according to their effectiveness on issues related to their educational utilization and the sustainable incorporation of ICT in education. An additional goal is the search for significant factors in the effectiveness of the training programme for teachers of Primary and Secondary education organized by the Ministry of Education under the title: “Teacher in-service Training in the Use and Utilization of Information and Communications Technology (ICT) in the Educational Procedure” (Level B’), which took place from 2008 until 2016. Specifically, the basic question of the study is formed as follows: Is it possible to spot and name the connection between, on the one hand, the way in which the teachers of Modern and Ancient Greek Language, Mathematics, Physics and Information Technology are trained and further educated at Level B’ of ICT and, on the other hand, the degree of utilization of ICT in everyday educational practices? More specifically, there has been a concrete attempt to record the views and practices of teachers (in a sample of 1515 subjects), regarding the ways and extent of applying knowledge, skills and attitudes they have acquired during training in ICT in the everyday educational procedure. This thesis also attempts to point out the factors which influence the occasional application of the knowledge and skills acquired during training, either positively or negatively. At the same time, it delinea- tes the profile of the teacher who attended the training course and makes a conscious effort to educationally “exploit” the digital media in the classroom. Finally, it endeavors to form the appropriate context for questioning and stimulating the re-examination the importance of using digital media in educational settings, based not on technological level but on sociotechno- logical, through authentic activities which support exploration, discovery, experimentation, combination and which are, ultimately, truly meaningful for the student, and for the teacher himself, taking into consideration his needs and the environment where he lives and works. According to the results of this study, it is imperative to make strategic decisions and materialize practices in all levels, adjusted to the particularities of the Greek educational system. The diffusion of practices with the utilization of digital media should be multi-leveled and connect the state, responsible for marking out an educational policy with the school unit, which is responsible for the smooth operation and accurate management of the resources available and, last but not least, the protagonists of education themselves, namely the teachers and the students.
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This paper analyses the attitudes of teachers to using information and communication technology in teaching. The study was conducted on a sample of 269 teachers in the Republic of Serbia. The purpose of this research is to look at the intensity of ICT use in teaching, as well as to identify the benefits and obstacles that teachers face when using this technology. The study was based on a descriptive research methodology. Surveying and scaling techniques were used to measure the attitudes of teachers. It was concluded that teachers often use ICT in teaching. The greatest advantage of ICT use, as seen by teachers, is improved quality of teaching, a possibility to deliver interesting lessons and quick and easy access to information. The greatest obstacles emphasized by teachers were underdeveloped competencies of teachers, limited access to ICT in schools and insufficient trust in the use of new technologies.
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Business English teaching is the intersection of economic disciplines and foreign language teaching. Its main goal is building specialized communicative competence and its integration into students’ general professional competence based on the correct use of terminological economic vocabulary both in the foreign language and the mother tongue. Hence the necessity of a combination of traditional and innovative approaches to increasing the efficiency of its teaching and acquisition through the use of information and communication technologies, which also contribute to the compilation of the term bank.
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Cette étude a examiné les problèmes rencontrés par les étudiants qui ont étudié le français langue étrangère à travers les TIC dans une Université au Ghana. L'étude a adopté une approche d'enquête quantitative en administrant un questionnaire en ligne aux étudiants de premier cycle de l'université et en analysant les données à l'aide de statistiques descriptives. 550 étudiants ont participé à l'étude. Les résultats ont montré que la majorité des étudiants estiment que l'utilisation des TIC dans l'apprentissage du français langue étrangère est liée à de nombreux problèmes. Selon les étudiants, les problèmes liés à l'utilisation des TIC sont: la mauvaise connexion d'internet (46%), l'inaccessibilité à l'internet (17%), la panne régulière de courant (16%), les apprenants manquent de compétences technologiques (11%), pas de fourniture d'électricité (5%) et certains instructeurs n'ont aucune connaissance technologique, (5%). Sur la base des résultats de cette étude, certaines mesures pédagogiques pratiques telles que l'autonomisation de chaque foyer sur le plan technologique, et l'amélioration de l'accessibilité à l'internet dans tout le pays ont été proposées. Abstract This study investigated the problems that students who studied French language encountered during their participation in using ICT to learn French language in a university in Ghana. The study adopted a quantitative survey approach by administering online questionnaire to undergraduate students at the university and analysing the data using descriptive statistics. 550 students participated in the study. The results indicate that majority of the students say that using ICT to learn French language is associated with numerous problems. The problems associated with the use of ICT according to learners are poor internet connectivity (46%), inaccessibility of the internet (17%), regular power outage (16%), learners lacking technological skills (11%), no electricity supply (5%) and some instructors lacking technological skills, (5%). Based on the results of this study, some practical pedagogical measures such as empowering each household technologically and improving internet accessibility throughout the country were proposed.
Article
هدفت الدراسة الحالية إلى التعرف على درجة وعي معلمي التربية الخاصة باستخدام تكنولوجيا التعليم في تدريس طلبة ذوي الحاجات الخاصة في محافظة العاصمة عمان بالأردن في ضوء متغير المؤهل العلمي (بكالوريوس، دراسات عليا)، باستخدام المنهج الوصفي المسحي. وتكونت عينة الدراسة من (112) معلم ومعلمة من معلمي التربية الخاصة، تم اختيارهم بالطريقة العشوائية في الفصل الدراسي الثاني للعام 2020/ 2021. ولتحقيق أهداف الدراسة، تم تطوير أداة الدراسة والتحقق من دلالات الصدق والثبات. وأشارت نتائج الدراسة إلى أن درجة الوعي لدى معلمي التربية الخاصة في عمان جاءت "مرتفعة"، إضافة إلى وجود فروق ذات دلالة إحصائية تعزى لمتغير المؤهل العلمي (بكالوريوس، دراسات عليا) لصالح الدراسات العليا.
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In this 21st century, educational institutions the world over are faced with increasing demand from society to transform from analogue practices to digital systems using technology. This study investigated the challenges experienced by teacher education college lecturers in their quest to integrate ICT in teacher training practices. The study was qualitative, using focus group discussions, interview and observation with 10 college lecturers from each of the 4 colleges and 4 Principals, one from each college. Snowball purposive sampling strategy was used to draw the participants. The findings revealed a host of challenges, despite a high level of appreciation among college lecturers on the importance of ICT integration into classroom instructional practices. Several debilitating factors evolved including, lack of experience and skills in using ICT, lack of ICT curriculum for the teachers' colleges, lack of clear government policy on the teaching of ICT in the teachers' college curriculum, inadequate ICT resources, obsolete ICT hardware and soft wares, intensive teaching programs due to examination pressures, overcrowded classrooms, lack of time, heavy workload, slow internet connectivity, intermittent electricity supply and, attitudinal barriers from the relatively older lecturers with technophobia. The researchers therefore, recommended government intervention with a clear policy on ICT inclusion in the curriculum, equipping the colleges with adequate and up-to-date equipment, regular training opportunities for the lecturers, provision of alternative and affordable source of power, recruiting more human resource in the colleges to reduce the workload for the lecturers and government subsidizing on the cost of internet connectivity.
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This quasi-experimental research was conceptualised to test the efficacy of the Academy’s Learning Management System as a learning delivery instrument in place of traditional teaching methodologies. Participants were selected using non-probability sampling, based on grouped average academic standings of MAAP BSMT Class 2022 as of the 1st Semester School Year 2018- 2019, as well as from the pre-test results, administered to potential participants. Two groups were selected and were assigned as the Control and Experimental group. The Control group underwent four consecutive weeks of traditional teaching methodologies, while the Experimental group underwent four consecutive weeks of controlled administration of the Learning Management System, wherein, access to the system was scheduled on prescribed intervals. The experimental group classroom strategy was strictly self-directed learning; wherein the instructor’s intervention was limited to technical or system administrative support. Results gathered from the Pre-test and Post-test of the control and experimental group were compared. The teacher factor was eliminated by employing a single Instructor to facilitate the classroom instruction to both Control and Experimental groups. The Instructor administered the same course and course content during the research period. Electronic devices utilized during the conduct of the research were provided by the participants.
Conference Paper
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: A inovação nas escolas passou a ser uma tendência nos discursos sobre a melhoria educativa, associada à mudança necessária das práticas para assegurar essa melhoria que, por sua vez, são exigidas pelo desafio de preparar estudantes para um futuro imprevisível. A relação do conceito de inovação às tecnologias da informação é óbvia e naturalizada. Não é, por isso, estranho que aos professores veteranos também se associe uma maior dificuldade de acesso às tecnologias da informação que assim contribuiriam para obstaculizar a inovação necessária, ao mesmo tempo que aos estudantes, habituados desde o berço a deslizar os dedos pelos ecrãs dos telemóveis e I-pads, se associa uma competência digital quase "inata". Todavia, esse "digital gap" dos professores veteranos, tal como a proficiência "inata" dos estudantes parecem ser crenças infundadas. Esta comunicação, que se inclui no âmbito do projeto Migrações digitais e inovação curricular: ressignificar a experiência e (re)encantar a profissão docente depois dos 50 (REKINDLE+50), é uma revisão de literatura sobre o uso das tecnologias pelos professores veteranos, realizada com o objetivo de contribuir para o debate que tem vindo a realizar-se em torno do digital gap.
Book
В монографии представлены материалы, связанные с применением инновационных методов обучения в высшей школе. Монография ориентирована на широкую педагогическую и психологическую аудиторию, принимающую участие в психолого-педагогической подготовке преподавателей высшей школы, повышении их педагогической и психологической компетентности. Данная монография рассматривает, в том числе, вопросы применения информационно-коммуникационных технологий, эффективной организации практик в деятельности педагога, что составляет несомненный интерес для сотрудников учебных, методических- отделов и отделов образовательных программ. Многие вопросы, обсуждаемые в монографии, будут полезны студентам магистратуры и аспирантам при изучении психолого-педагогических проблем, возникающих в современных практиках обучения в высшей школе. Ключевые слова: образовательные технологии, инновационные методы обучения, кейс-стади, проблемно-ситуационный анализ, технологии инициации смыслообразования, интерактивные методы обучения, совместная мыслительная деятельность, Интернет в образовании, рефлексивная практика.
Research
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The research aimed at exploring the use of Information and Communication Technologies (ICT) in teaching Business Management in the Senior High Schools in the Cape Coast Metropolis. The study employed a descriptive survey design using a purposive sampling method for selection of the samples. The sample size for the study were 80 participants who were all business management teachers in the Cape Coast Metropolis. Questionnaires were administered and answered sincerely by the respondents in their various institutions. The data gathered from the questionnaires were analyzed with statistical tools using means and standard deviations due to the quantitative nature of the study. The result from the study indicated that in terms of the level of knowledge in the use ICT in teaching Business Management, teachers have adequate skills and confident knowledge in new technologies which had help them in teaching topics that reflect the societal needs. Thus, they make use of ICT tools that facilitate them in preparing lesson note. However, some of the business management teachers were incompetent to handle and use ICT tools in school due to inadequate training and support from the school. Lastly, the study showed that ICT resources such as well fashioned ICT laboratory with computers for both teachers and students are unavailable in schools and therefore had made teaching of Business Management a difficult task. It was recommended that Business Management teachers should be enlightened on the effect of ICT on their teaching so that they could become aware of the new ICT tools which can aid them in preparing lesson note, making class interactive and providing them with tools that could help them in explaining concepts very well which is applicable in solving societal problems.
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O objetivo do presente artigo é discutir o desenvolvimento de objetosde aprendizagem sob outra perspectiva, a da acessibilidade, permitindo queseu conteúdo e formato seja acessível para todas as pessoas com necessidadesespeciais ou não. Parte-se então da construção de uma metodologia dedesenvolvimento de software orientado a objetos seguindo o método fusionque facilita o desenvolvimento de objetos de aprendizagem. No decorrer dotexto apresentamos as etapas de desenvolvimento do OA acessível assim comoas considerações finais do trabalho.
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The main purpose of the study was to evaluate the information and communication technology (ICT) sector in the teaching process based on teachers’ attitudes and the strategic collaboration between universities and industry. The most common issue faced by the graduated students is to find a desired job at the end of the course of study. The main obstacle in finding a desired job is not enough ICT knowledge, which is not adequately learned at universities. On the other hand, the ICT teaching process at universities could be slow because many teachers do not have the right attitude toward ICT application in the learning process. In this study, a survey was performed among ICT working students and ICT teachers as well to reveal the relationship between the skills required for a job and the skills being taught at universities; whether the employability skills of fresh graduates increase hiring opportunities. The sample of examinees for this study consisted of the ICT sector in the European Union as well as ICT teachers based on the World Bank database. The proposed model was analyzed using structural equation modeling. It was found that the relationship between the academic program and job market along with ICT skills affected the employability factor. Hence the relationship between the academic program and job market significantly affects the employability factor. In effect, more focus on designing the academic curriculum is needed.
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Information and communication technologies (ICT) have changed the pedagogy in education offering more student-centered learning incidents. The purpose of this study was to evaluate the use of ICT by the biology teachers in teaching-learning process of secondary schools in Bangladesh. A total of 50 biology teachers from several secondary schools of Bangladesh participated in the study. It was found that teachers have better access to computer than the average populace of Bangladesh. They have working knowledge on Microsoft Office Word, Excel, Power Point, and different web browsers. A good number of the teachers use computer for preparing their lectures, use internet for accessing educational materials, takes classes with multimedia with the support of ICT. However, about 17% to 25% were found to be not using these ICT means. Many teachers opined that they have less number of computers in the school to prepare for class work. They also assessed that hardware troubleshooting, software malfunction and unexpected power failure as challenges for using ICT. This paper recommends to provide continuous in-servicing training on ICT, interest free loan to teachers for purchasing laptop computer and to ensure technical support to overcome software and hardware problems in the schools.
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This study examined the factors that influenced Iranian teachers’ use of computer-assisted pronunciation teaching (CAPT) in teaching English pronunciation. Iranian teachers have serious problems in teaching pronunciation such as lack of enough time, knowledge, experience, training, and suitable pronunciation materials. In this study, the researchers examined how the use of CAPT helped teachers to overcome these problems and improve their pronunciation instruction. Pronunciation Power 2 (PP2) was used for this purpose. First, a qualitative method was used. 15 Iranian teachers were chosen voluntarily from the Azad Universities of Guilan Province, Iran. Semi-structured interview questions were used as the instrument of qualitative method. The researchers collected data and analyzed them. The qualitative data analysis was done through the process of examining, organizing, listing, and identifying themes. The findings of qualitative method showed that Iranian teachers used PP2 well in teaching pronunciation through financial support, enough computers, the presence of computer experts in language lab, training, and enough time. The findings also indicated that teachers showed tremendous support and much enthusiasm for using the software in teaching pronunciation. Second, a quantitative method was followed in which two groups of Iranian learners (one experimental and one control) participated in this study. They were exposed to the treatment of a CAPT teacher and a non-CAPT teacher. A post-test of English pronunciation was administered to both groups. The data were analyzed via running a One-Way ANCOVA. The findings of quantitative study showed that learners in the experimental group outperformed the control group and indicated significant improvement in their pronunciation learning.
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Los participantes compartirán ideas valiosas acerca de rediseñar la educación para promover innovación sustentable y conectarla con personas que están logrando que estos cambios ocurran. Mediante el desarrollo de: 1) un el libro colaborativo impreso, 2) un libro electrónico, y 3) un repositorio de ideas innovadoras en www.aprendizajeinvisible.com, buscamos: • Compartir experiencias y perspectivas innovadoras, orientadas a repensar estrategias y enfoques innovadores para aprender y desaprender continuamente. • Promover el pensamiento crítico frente al papel de la educación formal, informal y no formal en todos los niveles educativos. • Contribuir a la creación de un proceso de aprendizaje sostenible (y continuo) , innovando y diseñando nuevas culturas para una sociedad global. Este proyecto tiene como objetivo facilitar la creación de una comunidad distribuida a nivel mundial de pensadores interesados en la creación de un nuevo futuro para la educación. Innovación sostenible, aprendizaje invisible (aprendizaje informal y no formal) y el desarrollo de habilidades del siglo 21 son algunos de los temas centrales que serán analizados en este proyecto.
Chapter
Although several studies examine students’ emotions with respect to technology in language learning (Attuquayefio and Addo 2014), less is known about teachers’ emotions (Butz et al. 2015). Language teachers generally show positive attitudes toward ICT, with a gap between their use of technology outside and inside school, because of inadequate knowledge, difficulties in maintaining class discipline, or lacking preparation time. Emotionally, most seem happy with ICT, although negative emotions like anxiety, dispiritedness, insecurity, anger, helplessness and sadness may surface. The negative emotions often result from unexpected glitches, student performance, or the technological equipment (Mei-jung 2014). This study analyses the factors associated with Italian primary school teachers’ emotions towards the use of technology in foreign language teaching, according to an adaptation of the UTAUT model of technology acceptance (Venkatesh et al. 2003). A questionnaire (based on Mei-jung 2014) and semi-structured interviews show that 32 Italian primary school English teachers have a positive attitude and feel positive emotions towards technology, although their repertoire of applications is rather limited. Implications are discussed for technology acceptance by trainee teachers and suggestions for future research in this area are also outlined. © Springer International Publishing AG 2018. All rights reserved.
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