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ICT as a catalyst for teaching-learning process: A meta-analysis study

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Information and communication technologies (ICT) have become an important aspects of our daily life. In the past few decades the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavor including the education sector. The advent of the internet has pressured new productivity and service demands as well as expectations in the field of education. The world is moving rapidly into digital media and information sector, the role of ICT in Education is becoming more and more important and this importance will continue to grow and develop in the 21st century. In this paper, a detailed literature has been reviewed regarding the proper use of ICTs in the field of education highlighting the effective use of ICT in the teaching and learning process. Introduction In the past few years higher education institutions have enormously invested their time and money in information and communication technologies. ICT has a major impact in higher education, both at the teaching as well as learning process. According to UNESCO (2002) information and communication technology (ICT) is regarded as the combination of 'Informatics technology' with other related technology, specifically communication technology. The dynamic nature of ICT, emphasis the core educational purposes is inclusive in design and focuses on a broad exposure to technologies together aiming at enhancing creativity and imagination of learner. ICT as an institution helps teachers into exploring educational possibilities of technology, learning to make right choices of hardware-software interaction and growing to become a critical users of ICT. For student ICT in education sector is an initiation into creativity and problem solving, an opportunity to share carrier pursuits. The potential of each technology varies according to its use by the population. ICT in education is a medium that uses information and communication technology to support enhance and optimize the knowledge. Researches all over the world has shown that ICT can improve students learning behavior and can enhance teaching skills. National Institute of Multimedia Education in Japan reported that an increase in the use of ICT in education integrated technology to curriculum has a significant and positive impact on students' achievements. The study showed that students who are continuously being exposed to technology through education has better knowledge, presentation skills, innovative capabilities and are ready to take more effort in learning as compared to others. The effective usage of these technology on students' academic performance is one of the debating question. ICTs have good potential to motivate, enrich, accelerate and engage students in helping them to relate school experience with work practices as well as strengthening teaching learning process. In this changing

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... Herein, cognitive enhancement refers to enhancing mental / intellectual prowess leading to increased problem-solving ability or memory (The Royal Society, 2011, p.5). Bostrom and Sandberg (2009) examined methods, ethics, and regulatory challenges associated with cognitive enhancements. More recently, Musheer (2018) examined Information and Communication Technologies (ICT) as a catalyst for the teaching-learning process. In South Africa, Adaptive E-Learning (AEL) systems (see background for definition), a variant of e-learning, has been receiving noticeable attention, primarily in how to enhance learning and cognition (Bharuthram and Kies, 2012;Murphy et al., 2001;Njenga and Fourie, 2010;Palloff and Pratt, 2010;Pollock and Cornford, 2000). ...
... For two decades, concepts such as AEL systems, adaptive educational hypermedia, and the adaptive web have prominently featured in research (e.g., Akbulut and Cardak, 2012;Brusilovsky and Maybury, 2002;Ford and Chen, 2000;Froschl, 2005;Graf et al., 2009;Hung et al., 2009;Wu et al., 2018). Many studies have recounted the effectiveness of AEL on students' academic learning, motivation, and lifelong learning (e.g., Mumtaz, 2000;Musheer, 2018;Safdar et al., 2011;The Royal Society, 2011). Others have investigated the use of AEL and ICT in the context of abstract topics such as computer science and mathematics, in which students perennially struggle with both understanding and communicating about the disciplines (e.g., Kallai and Tzelgov, 2009;Meert et al., 2009;Muzheve and Capraro, 2012;Opfer and DeVries, 2008;Schneider and Siegler, 2010). ...
... ICT use in teach ing and learning received strong positive feedback from all 14 educators with over 90 % agreeing with ICT use. This finding corroborates the work of [59] who posits that ICT is a catalyst for teaching and learning processes (Table 6). Table 6 showed that all 34 learners responded positively on the two items, namely whether learners were motivated by ICT use in teaching and learning and whether there was a marked improvement in learners' academic performance as a result of the usage of ICT in learning. ...
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Information and Communications Technology (ICT) is crucial to teaching and learning as it has effect on such exercises in schools. However, ICT is limited in rural based compared to urban schools. In this study, the effect of the incorporation of ICT on the academic performance of rural secondary school students was investigated. Quantitative method was adopted for the study. The sample of the study comprised 34 matric learners and 14 tea chers from three selected secondary schools in the rural Cofimvaba District of the Eastern Cape Province), South Africa. Questionnaire was used as the instrument for data collection. Excel was the software used to analyze the results. The findings showed that ICT use can indeed have a positive impact on learners' academic perfor mance. Some teachers, however, suggested that certain measures be put in place through using ICT to encourage positive behaviour. The study recommends that all rural and urban secondary schools should have access to the relevant ICT and ICT device, as these aid teaching and learning.
... For the last few decades, the use of ICT to improve students' learning outcomes has achieved conflicting results. It has been long considered to be a catalyst (Musheer, 2018) or a lever that will bring change and innovation in the classroom and thereby improve learning outcomes. However, international studies show that the use of ICT in classroom settings is still limited in frequency and variety (Fraillon et al., 2014;Law et al., 2008). ...
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... On the other hand, in the last few decades, educational systems in many countries of the world have changed significantly due to information technology (IT) (Vrana, 2011). IT has become a powerful tool in the field of education; in such a way that educational systems try to integrate IT in education (Musheer, 2018). This has led the learning environment to virtualization. ...
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... In support, Yunus et.al. (2009) and Musheer (2018) assert that working with ICT enhances learners' motivation to learn and accomplish tasks because they are allowed to break free from the traditional method of learning. In other words, if ICT is used effectively, it will bring about a positive impact in the teaching and learning process in the language classrooms, and on students' academic performance at large. ...
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چکیده هدف پژوهش حاضر شناسایی نقاط قوت، ضعف، فرصت‌ها و تهدیدات فناوری واقعیت افزوده برای برنامه درسی آموزش عالی است. این پژوهش از نوع کیفی بوده که در آن از رویکرد پدیدارشناسی استفاده شده است. در این پژوهش با استفاده از روش نمونه‌گیری هدفمند و ابزار مصاحبه نیمه ساختاریافته با 14 شرکت کننده از سه گروه (متخصصان فناوری، متخصصان برنامه درسی و مدیران باتجربه) که در مطالعه شرکت کرده بودند، مصاحبه صورت گرفت. برای تحلیل داده ها از روش تحلیل مضمون استفاده شد. نتایج نشان داد که مهم‌ترین قوت‌ها شامل غوطه ور شدن و شبیه سازی در محیط یادگیری، تنوع و انعطاف در برنامه درسی و تجسم پدیده ها و رویدادهای آموزشی؛ مهم‌ترین ضعف‌ها شامل نادیده گرفتن تعاملات بین فردی، ناتوانی در دستکاری تعاملی محیط طراحی شده و عدم نظارت و کنترل بر فعالیت های یادگیری؛ مهم‌ترین فرصت‌ها شامل نوآوری و ابتکار در حوزه برنامه درسی، کاربست حوزه‌های عملی دانش برنامه درسی و تقویت دانش علمی در حوزه برنامه درسی و مهم‌ترین تهدیدها شامل وابستگی به فناوری، خطرات خارجی و کمرنگ شدن رسالت مدرسان است.
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