Afghan Public University Teachers' Perceptions of Teaching through Technology in the Classroom (original) (raw)
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The role and benefits of using technology in Afghanistan schools and universities
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The study aimed to discover the perception of teachers and their students about the use of Information and Communication Technologies (ICTs) at university level. The study was phenomenology in nature; a qualitative survey method was used through semi-structured interview protocol developed by the researchers. The sample comprised of eight faculty members and sixteen prospective teachers selected through purposive sampling technique from University of the Punjab. Data were analyzed through thematic analysis technique with the help of open coding. The study findings revealed that multimedia, projectors, computers, laptops, and LEDs are used in at University level to enhance teaching-learning process. Teachers believe that ICTs can promote through training whereas prospective teachers said that every student should use these technologies in classroom. It is concluded that multimedia, projectors, and laptops are used for giving presentation during in classroom by the teachers and their students. ICTs can be promoted effectively through training of teachers as well as students by conducting seminars. It is suggested that government should take steps to enhance the usages of latest technologies in education system to compete the modern world
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Computer-based education is a type of education in which the students learn by carrying out special training programs on computer. Computer-based technology is an interactive instructional approach in which the computer, taking the place of an instructor. For some people CBT is equivalent to program that provides self-paced student instruction, tests and learning feedback with very little or no feedback of teacher. The present study was designed to analyze the perception of teachers in using the CBT(Computer-based technology) at higher education and to get opinion about the application of CBT. The study was descriptive in nature therefore survey method was selected to collect the data, questionnaire was use as research tool to collect the data. The questionnaire was administered to the 100 teachers of The Islamia University of Bahawalpur. After collecting data it was analyzed by applying percentage. Mean score was calculated for overall level of agreement/disagreement for each state...
Online technology plays a significant role in higher education especially in assisting teaching and learning. In Afghanistan, to move towards student-centered and technologydriven learning, the Ministry of Higher Education (MoHE) encourages all universities to use technology to facilitate teaching and learning. This study, therefore, attempts to measure Afghanistan university students' perceptions of online tools utilization on their learning. A survey questionnaire was distributed to 217 students, and 35 of them volunteered to be interviewed. The results generally indicated positive perceptions of online tools utilization. However, participants believed that online tools are able to assist them develop surface learning better than deep learning. This is due to a number of barriers faced by the students, and universities in providing better learning experiences through technology. The findings suggest a need for trainings and constant exposure for both teachers and students for online tools to be effectively utilized to enhance learning.
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In recent years, Information Technology has turned out to be a standout among the most essential social practices of the Iraqi society. Technology has developed in many areas in Iraq, yet the internet and computer technology is not implemented in every classroom in most of Iraqi universities. The aim of this paper is to question: Why technology is not executed in the classroom of the universities? The point of this contextual analysis is to recognize the difficulties that face university organizations from executing computer technology in every classroom with support of ministry of higher education. Another question is: How popular or effective could the application of computer communication or computer application in the classrooms of our graduate students be when it comes to education? This study wants to uncover the underlying issues and reasons for the in capabilities in using technology. To examine this, the researchers inspected cases of teaching where technologies used in the classrooms as a lived experience and as an apparatus for encouraging direction while instructing in the universities. The outcomes show that the country's current educational and telecommunications infrastructure is weak and the ministry of higher education and universities need to manufacture the framework limit of schools, and furthermore to enhance educator preparing programs at all levels.
Journal of effective teaching methods, 2024
This study comprehensively explores ICT integration in Balkh's high schools, covering infrastructure, teaching methodologies, student outcomes, integration challenges, and preparedness. Surveys were administered to 230 participants, including teachers and students. Descriptive statistics revealed a generally positive perception of ICT infrastructure and technology usage but identified areas for improvement. ANOVA results highlighted significant disparities in the impact of multimedia, interactive tools, and technology-assisted learning, providing nuanced insights. Regression analysis unveiled a unique correlation between teachers' observations of academic performance and ICT integration. Chi-square tests showed a substantive association between students' perceptions of ICT impact and learning outcomes. Addressing integration challenges, technological barriers emerged as a concern, signaling the need for targeted interventions. Positive indicators in teacher preparedness, access to technological resources, and administrative support emphasized the role of ongoing professional development. These findings offer empirically grounded insights for evidence-based decisions. While acknowledging promising strides in ICT integration, the study advocates for strategic interventions to overcome challenges. It contributes a nuanced understanding of ICT dynamics, guiding informed decision-making for educators, administrators, and policy-makers. The research emphasizes optimizing ICT integration in Balkh's high schools for effective learning through technology.
PERCEPTIONS OF AFGHANISTAN STUDENTS ON THE USE OF ONLINE TOOLS FOR LEARNING
Online technology plays a significant role in higher education especially in assisting teaching and learning. In Afghanistan, to move towards student-centered and technology-driven learning, the Ministry of Higher Education (MoHE) encourages all universities to use technology to facilitate teaching and learning. This study, therefore, attempts to measure Afghanistan university students' perceptions of online tools utilization on their learning. A survey questionnaire was distributed to 217 students, and 35 of them volunteered to be interviewed. The results generally indicated positive perceptions of online tools utilization. However, participants believed that online tools are able to assist them develop surface learning better than deep learning. This is due to a number of barriers faced by the students, and universities in providing better learning experiences through technology. The findings suggest a need for trainings and constant exposure for both teachers and students for online tools to be effectively utilized to enhance learning.
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Over the last few decades, technology has invaded various fields including education. The use of ICT has become a norm in the teaching and learning context; however, in the Moroccan university in general, and in the Faculty of Arts and Humanities in particular, it is not the case. Teaching through ICT has been noticed to be scarce and to move in a slow cadence. This might be due to teachers’ attitudes towards and perceptions of technology or to some constraints related to the institution’s administration and infrastructure. To this end, the present study aims, on the one hand, to explore the factors behind the slow advancement of ICT, and on the other hand, to study the extent to which teachers use it in their classes. Teachers from three faculties, namely Meknes, Fes Sais and Beni Mellal, were concerned by this study. It has been found that teachers have a positive attitude towards ICT and that there is no significant effect of gender on their attitudes. The use of the Internet out...
Impact of Technology in the Learning system among the Student’s Community in Saudi Arabia
Technology is becoming more and more prevalent in academic settings, as seen by the rapid development of the field and the expanding practice of employing innovative technology to support teachers' education and learning. Furthermore, professional development for teachers has a major impact on improving the quality of instruction, particularly the caliber of in-class learning activities. The study aimed to understand the role of technology among the student's community in their classroom. A sample of 100 students was chosen for study in Saudi Arabia. Online Questionnaire was prepared and circulated among the students for data collection. The study found that students are satisfied with the current technology and also felt the improvement in the same. The Results also showed that students also are interested in further advancements in technology that supports their learning and education activities.
Examining the factors affecting the use of ICT in teaching in Yemeni schools
Journal of Public Affairs, 2020
Owing to the speedy advances in technology, keeping up with such developments and introducing the latest technology in all areas of life are important. In education, many governments have invested in information and communication technology (ICT) to enhance education. However, Yemen remains behind because of many challenges in introducing ICT in education. Thus, this study aims to examine the factors affecting the use of ICT in teaching from the perspective of Yemeni teaching. This study also proposes a model that considers crucial factors that may affect technology use in education. The researchers use the questionnaire to collect primary data and analyse the collected data by using SmartPLS software. A total of 120 teachers from two public and two private schools from Yemen participated in this study. Findings show that easy access to the ICT infrastructure, availability of support from technical support team, time availability, and training for technology use are important factors that impacted on teachers' technology use in Yemen. This study adds to the existing literature by identifying factors accurately on the basis of the tested model. The model proposed in this study may assist the government in determining the factors influencing ICT usage and in exerting efforts into reducing or overcoming the challenges in technology use in teaching amongst school and university teachers. Studies on the most important factors for the successful ICT usage in education sector in the Yemeni context are few. Nonetheless, this study identifies the important factors for the successful application of ICT in education in the Yemen. 1 | INTRODUCTION In all aspects of information and communication technology (ICT), ICT use changed the activities and procedures of each type of business dramatically over the last 20 years. Education is a social activity, with high-quality education historically associated with highly personal communication teachers. ICT use in training paves the way for substantial educational opportunities for students. However, as the world moved rapidly to digital media and information, IT's role in education is becoming increasingly important and will continue to grow and develop in the 21st century (Noor-Ul-Amin, 2013). According to Buabeng-Andoh (2012) many governments started a global investment in ICT to improve teaching and learning in schools. Despite all these investments in ICT infrastructure, equipment, and professional development to improve education in many countries, the adoption and integration of ICTs in teaching and learning became limited. Many reasons discourage teachers from using ICT, such as the absence of ICT expertise for teachers; a lack of confidence in teachers; a lack of education for teachers; a lack of adequate services for educators; limited access to ICTs; a rigid traditional education framework. According to Balash, Yong, and Bin Abu (2011), teaching technical resources cannot be limited exclusively to internal factors, including traditions, behaviors or opinions of lecturers. The adoption process is directly informed by certain factors, such as departmental policies and programmes, new and updated infrastructure, mentoring, training, incentives, compensation, and quality assurance systems. Such external and internal variables can be useful and helpful to follow-up lectures in their classroom practices using techniques. The teachers' real