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ICT as a catalyst for teaching-learning process: A meta-analysis study
Abstract
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
... 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. ...
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). ...
The publication aims to guide policy-makers to ensure that when adopting technology, human rights should be defended; inclusion, equity and gender equality should be at the heart of solutions; and innovations should be considered as a common good. Based on these principles, the publication presents a human-centred view on the potentials of technologies ranging from low-bandwidth technologies to emerging technologies including Artificial Intelligence and Web 3.0 or “metaverse”. It advocates for national policies to protect the digital well-being of teachers and students, to reduce and neutralize the digital emission footprint, and to avoid ‘techno-solutionism’. This publication proposes policy planning frameworks and an iterative roadmap to examine the digital readiness of local education systems, assess needs of learners and teachers, and plan well-resourced national ICT in education programmes. This is followed by a deep dive into examples of national masterplans on the use of ICT in different types of education.
... 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. ...
The use of virtual education in teaching has provided a wide range of new educational opportunities; but the combination of ethical and legal risks associated with accessing and exchanging information in the form of ethical issues in the digital space has challenged this type of education. In this regard, in the present study, an attempt has been made to express the faculty members' experiences of ethics in virtual education. The research method was qualitative and based on this, 15 samples were interviewed from two groups of experts in technology and computer science and the field of social and humanities sciences. Content analysis method was used to analyze qualitative data. The results showed that faculty members' perceptions of the issue of ethics in virtual education originates from two approaches: ethical character and ethical security. Also, the results of research related to the ethical issues of using virtual education in higher education by faculty members show that these issues are raised in four dimensions of learning environmental health, cultural dimension, security dimension and identity dimension. In addition, the results show that ethical standards can be placed in three levels of civil liability to students, civil liability as a professional faculty member, and civil liability to the virtual education system. These ethical standards can include ethical issues try to solve them.
... 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. ...
Learning a language, especially a second language, is not as straightforward as it seems. In fact, it is a complex process that involves several skills, which will lead to the ultimate goal of language comprehension and output. When learning a language, pupils need to understand what they have listened or read so that teachers can evaluate their comprehension level of the subject content. In order to ensure that pupils will be engaged during the assessment process, many new and different teaching strategies and methods that incorporate ICT elements have to be applied. In this modern age where rapid advancement in the field of Information and Communication Technology (ICT) is evident, this concept is especially relevant and crucial in the 21st-century classrooms today. The question is how can we move away from the traditional method of assessing language comprehension using exercise books and worksheets? These conventional methods of assessing language comprehension have decreased in popularity and slowly losing its ability in engaging pupils in the assessment process. Hence this paper was set to investigate how the innovation, SmartForms could increase the interest and engagement of pupils in the process of completing the language assessment tasks. In context, 50 Year-3 pupils from two primary schools in Melaka Tengah, Malacca and Kota Bharu, Kelantan, Malaysia had been selected to participate in the study carried out using this innovation during English lessons. Data for this action research was collected through the use of pre and post- perception questionnaire survey after pupils participated in the intervention carried out. Research findings revealed that this innovation increased pupils’ interest and engagement during the language assessment process. SmartForms has the potential to be used as an alternative tool to evaluate pupils’ comprehension skill of other academic and non-academic subjects.
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.
This is the Arabic version of UNESCO Guidelines for ICT in Education Policies and Masterplans.
This publication affirms the human vision to the review of the implications of emerging technologies for education. It adopts the humanistic vision to guide policy-makers to ensure that when adopting technology, human rights and human dignity should be defended; inclusion, equity and gender equality should be at the heart of solutions; and innovation should be considered a common good. Based on the principle, the publication presents a human-centered view on potentials of technologies ranging from low-bandwidth technologies to emerging technologies including Artificial Intelligence and Web 3.0 or “metaverse”. It advocates that national policies should protect the digital well-being of teachers and students, reduce and neutralize the digital emission footprint, and avoid ‘techno-solutionism’.
This publication then proposes a policy planning frameworks and an iterative roadmap for policy-makers to examine the digital readiness of the local education systems, assess needs of local learners and teachers, and plan well-resourced national programmes that ICT can complement, enrich and transform the way to implement. This is followed by a deep dive into examples of national masterplans on the use of ICT in typical thematic areas or in different types of education including primary and secondary schools, higher education, technical and vocational education and training (TVET), and non-formal education; as well as the integration of ICT into curricula and assessments, the provision of digital learning resources, and the development of educational management information systems (EMIS).
Background and Objectives: The nature of higher education is evolving due to the advancement of ICT while these technologies have had a significant impact on the mission of universities in education and research directions. ICT is a mdeiator that enables the expression of a wide range of information, ideas, concepts and messages. This phenomenon, with all its features and applications, is the collection, organization, storage and dissemination of information, including audio, video, text or number, using computer and telecommunications tools. ICT as a new approach is complementary to education, not its alternative, and its the purpose of development is to improve and make education resources more efficient in general and human resources in particular. Numerous studies in the past have shown the positive effects of ICT in teaching. The development of information technology and the use of new tools and concepts provide the basis for the expansion of information and easy and low-cost access for learners, including school and unviersity students and teachers in the online way and enable the rapid exchange of information and cultural interactions. Higher education institutions are increasingly planning to use ICT as a tool for teaching-learning, scientific collaboration, scientific communication, development, and faculty empowerment, and in practice, are trying to use ICT to achieve goals. In facing the global need, ICT use help educators replace traditional teaching methods with technology-based teaching and learning tools and facilities. But today this is much more important for education than in the past, because new tools and the use of ICT are effective in instructional methods. ICT seems to have a tremendous impact on the learning process in higher education by providing new and exciting opportunities for faculty and students. The present study aims to Meta-analyze the previous studies on the effect of ICT on the faculty members' educational and research performance to show the real value 0f ICT. Methods: The research sample consists of all previous studies done on the effect of ICT till 2018 in Iran. The purposeful sampling was done for selection of 6 studies on the effect of ICT on the faculty members' educational performance and 5 appropriate studies regarding the impact of ICT on their research performance to enter the meta-analysis. The isntrument for data gathering includes a checklist of choosing studies technically and methodologically. The meta-analysis method consists of the mixed approach of Hunter and Smith and Cohen for interpretation of results. Findings: The findings confirmed that ICT has a significant effect on faculty members' educational and research performance. The effect size was of ICT on the faculty members' educational performance was 0.413. Also, the effect size of ICT on the faculty members' research performance was 0.315. Conclusion: Vsing ICT has significant effect on educationl and research per formance of faculty members. Considering the obtained results and the quantity and quality of existing research studies, it is suggested that the researches of these two fields be carried out at a higher level in terms of quality and observance of the rules of academic paper writing and conducting research. Also, to achieve a reliable result in the first stage, use parametric statistics in their design and use strong statistical methods with appropriate sample and appropriate sampling methods in accordance with the population.
Purpose
The purpose of this paper is to make a strong case for investing in information and communication technologies (ICT) for building up of quality human resource capital for economic upliftment of India. An attempt has been made to explore the possibilities of online learning (OL)/e‐learning towards building up of quality human resources in higher education for a developing nation like India. A comprehensive environmental scanning of various e‐learning experiments, tools, projects to facilitate e‐learning or various institutional level efforts has been carried out. The paper also seeks to highlight the options available with traditional institutes for deploying ICT and for implementing e‐learning.
Design/methodology/approach
The paper is a descriptive account of the contemporary situation in India with regard to education especially e‐learning and draws on a variety of secondary sources both published and unpublished.
Findings
Argues that the development of e‐learning has been limited and reasons out why. The challenges of traditional face‐to‐face education vis‐à‐vis e‐learning in India are enlisted and suggestions for management of the e‐learning process by institutes which intend to venture into e‐learning are enumerated. The paper advocates the urgency for the traditional institutions to put an impetus on investment in ICT for providing e‐instruction for delivery of knowledge by riding the information super highway.
Research limitations/implications
Presents a review of literature developed from secondary sources.
Practical implications
Models of e‐learning that exclude any face‐to‐face contact may have limited prospects, but blended learning offers significant potential both on and off campus and should be pursued if the benefits of e‐learning are to be fully realized.
Originality/value
This paper provides a useful overview of a scenario of OL/e‐learning in India's higher education; and, from this summary of the present situation, goes on to suggest possible ways to transform the “digital divide” into “digital opportunities”.
In this article I list eight guiding principles to help web‐based instructional designers in their work. While the designing for web‐based instruction is more like designing for any other delivery system than not, still there are areas of differential emphasis. The corollary to that rule is that designers and teachers should not try to duplicate on‐line what they do in place‐based, face‐to‐face classrooms and instruction. Similarly, the designer should keep in mind that if face‐to‐face meetings are a possibility, there needs to be a conscious decision with the stakeholders to determine if a mixed mode of on‐line and face‐to‐face classroom meetings would enhance the overall learning experience.
Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation's efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries.
The use of tablet PCs in teaching is a relatively new phenomenon. A cross between a notebook computer and a personal digital assistant (PDA), the tablet PC has all of the features of a notebook with the additional capability that the screen can also be used for input. Tablet PCs are usually equipped with a stylus that allows the user to write on the screen. Handwriting recognition software converts this input into text for use with software such as internet browsers and email programs. As an educational tool, two of the most important features of the tablet PC are annotation and wireless communication. The annotation feature allows the user to write on almost any document much as one would annotate a printout of the same document. The wireless communication feature allows tablet PCs to share information with one another. The advantages of these features and their impact on the Murray State University (MSU) classroom will be discussed in the evaluation section.
This paper presents an analysis of the Nigerian National Policy for Information Technology. The analysis reveals that the policy is inadequate to impact positively on the Nigerian education system, and that the philosophical frame of reference is market driven. The policy places little emphasis on the integration and infusion of ICT in the country's education system. Policy implications and suggestions are offered to ensure maximum use of ICT potentials in the Nigerian school system.
Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an interactional co-constructive process at various levels is considered. The diagnostic, instructional, management, and system aspects of the learning process can be stimulated and maximized. Second, differentiation of learning procedures and materials, design of integrating ICT support, and improvement of development and learning progress are recommended as contextual conditions to optimize the learning process. The combination of the learning aspects with these contextual conditions provides theoretical guidelines for the transition from a nondifferentiating system of education to a differentiating, ICT-based system of instructional management for all students. Information is given about the realization of two of the differentiation guidelines and all ICT design guidelines. The first products were used in kindergarten, to start the improvement of educational practice. This occurred in co-development with kindergarten teachers of three Dutch kindergartens. Information is given about the process and outcomes of this first transformation step in practice. Finally, next co-development steps are discussed.
This paper describes the potential benefits that technology-driven solutions can realize in schools in developing countries. It examines some of the larger challenges faced by governments in developing countries when attempting to provide adequate quality education for their societies. It then shows potential scenarios for the introduction of technology to aid in achieving this. Lastly, it explores how one such technology platform Eduvision employs in its implementations in Africa.
This paper represents a review of the second edition of Distance Education: A Systems View by Michael Moore and Greg Kearsley (Thomas/Wadsworth, 2005). This second edition reflects a view of current applications of distance education, based on the vantage of instructional systems design. The strengths of the book are reflected in the uniqueness of its consideration of online courses, in particular from the point of view of systematic development and management.
The paper presents a research perspective on a Secondary school‐based project,, Art on the Net , which explored the interaction between practising artists, students and teachers using digital technologies in the visual and performance arts in school settings. The study illustrated the role that art education plays not only in providing an authentic context for the use of digital technologies, but also in offering insights into conceptualising the nature of ICT capability.
The analysis for this paper highlights key themes arising for participants engaged in such intervention projects and illustrates the interaction between professional knowledge and pedagogy in Art and ICT.
Art educators, like those in other areas of the curriculum, are under pressure from various directions to use digital technology in the classroom. Whilst some of this pressure is politically motivated I believe there are also what could be described as more legitimate educational reasons for using computers; what is lacking at this stage is a coherent body of knowledge amongst art educators as to what happens when we do use them. This article focuses on a development project which took place last year in a secondary school involving a Year 10 class in the use of multimedia software. The project was collaborative in nature and was carried out by Miles Jefcoate, an art teacher at Beacon Community College in East Sussex, a group of Year 10 students at Beacon and myself as a member of the teaching team on the Art and Design PGCE course at the University of Brighton. Supported by research funding from the University, the school was provided with multimedia software which was installed into its computer network. The design and delivery of the students' project was undertaken by Miles whilst I evaluated the impact of the digital technology on the learning taking place, with an emphasis on how Miles and the students experienced and evaluated their activities.
The advances in ICTs have decisively changed the library and learning environment. On the one hand, ICTs have enhanced the variety and accessibility to library collections and services to break the barriers of location and time. On the other, the e-Learning has emerged as an additional medium for imparting education in many disciplines to overcome the constraint of physical capacity associated with the traditional classroom methods. For a vast developing country like India, this provides an immense opportunity to provide even higher education to remote places besides extending the library services through networking. Thanks to the recent initiatives by the public and private institutions in this direction, a few web-based instruction courses are now running in the country. This paper reviews different aspects of e-Learning and emerging learning landscapes. It further presents the library scene and new opportunities for its participation in the e-Learning process. How these ICTs driven advances can contribute to the comprehensive learning process in India is highlighted.
Purpose – This study is designed to investigate the patterns of internet use by the faculty including purposes for use, its impact on teaching and research, internet resources that they use, and the problems faced while using the internet. Design/methodology/approach – A questionnaire, expert-reviewed and pilot-tested, was used to collect data from the faculty coming from four colleges of Kuwait University, i.e. Arts, Social Sciences, Sciences, and Engineering. Half of the 491 potential participants were selected as the sample, with a response rate of 62.6 percent. Findings – A large majority have been using the computer and internet for more than five years. They use the internet mostly for, and give importance to, e-mail, search engines, and WWW resources mainly for communication, research, and publication. It has helped them to save time, find up to date information, and cooperate with their colleagues. Slow speed, lack of time, and lack of access from home are the major problems. Most of them are interested in improving the internet use skills through formal training. Practical implications – Kuwait University needs to improve its IT infrastructure, including providing distance access, and to provide formal training in the use of internet resources. Originality/value – This is the first comprehensive study of the use of the internet by the Kuwait University faculty. Its findings should help Kuwait University in its plans and programmes related to e-learning and strengthen pertinent resources and services of its libraries.
There are many methods and techniques for delivering instruction through the Web. Academic and industrial courses (taught in a traditional classroom) can be enhanced with links to resources on the Web, or the courses can be delivered virtually—completely via the Web. Instructional content can be delivered through email “correspondence-type” courses, via Web pages written in HTML, or with very complex interactions developed with Java, JavaScript, Shockwave, ActiveX, or other tools. In this article, a range of Web-based instructional options is outlined, general guidelines for designing Web-delivered instruction are provided, and two case studies are discussed. In addition, links to example Web-based training (WBT) sites are included.
This article was originally published on the ITForum, an international listserv that is subscribed to by over 1000 professors, graduate students, and practitioners in Instructional Technology. General reactions to the article (that were posted on the ITForum), and responses from the author are included as postscripts to this article.
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