Secondary School Teachers’ Level of Knowledge and Use of ICT in Classroom (original) (raw)
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Modern Applied Science
Pakistan, in the last 10 years, has witnessed a fast and deep penetration of computers, internet, and android cell phones in the everyday lives of the teachers. The education process has yet to enjoy the full benefits of this technology despite the implementation of 3g/4g technologies and a surge of android cell phones. Therefore, teachers being an integral and vital part of the education process need to be well aware of the importance and should be trained at incorporating ICT in their daily teaching processes. This survey-based descriptive study gauged the familiarity of High School Teachers with ICT and its level of incorporation in the teaching process at the secondary level. The population of this study was 617 (N=617) High School Teachers belonging to 61 secondary schools of the district. About 245 teachers who participated in this study were randomly selected from 24 secondary schools. A self-developed questionnaire was distributed to these teachers. All the questionnaires we...
The purpose of the study is to evaluate abilities of secondary school teachers to use Information and Communication Technology (ICT), and its availability in school. Questionnaires are used for data collection. Total 100 questionnaires were distributed to secondary school teachers, in which all of them were completed and returned. Collected data was analyzed and presented in percentage and also in tabular form for better understanding. Result was deduced and conclusion was interpreted after the analysis of data. The study reports that use of computer and internet exist between the teachers of different age groups and various backgrounds. The overall finding of the study reports that teachers are quite aware of ICT tools but are moderately using ICT for professional purposes. The study also revealed some challenges facing ICT in secondary schools as: irregular power supply: inadequate computer literate teachers; high cost of purchasing computers in schools; inadequate facilities to support full application of the ICT and lack of fund.
Knowledge of ICTS among Teachers of Secondary School Education
ICT is changing processes of teaching and learning by adding elements of vitality to learning environments including virtual environments for the purpose. ICT can enhance the quality of education in several ways, by increasing learner motivation and engagement, by facilitating the acquisition of basic skills, and by enhancing teacher training. ICT provide-motivation to learn. ICT such as videos, television and multimedia computer software that combine text, sound, and colourful moving images can be used to provide challenging and authentic content that will engage the student in the learning process. The study was conducted in urban areas of Lucknow city of Uttar Pradesh, in the year 2016. A total of 150 samples which include students and their teachers of secondary level classes selected randomly by government and private schools. Data collected by self made questionnaire which is standardized by specific subject experts. For data analysis t-test was used in research. The result revealed that significance differences shown in use of ICT as an educational tool in secondary school education on the basis of teacher's age. The hypothesis was rejected. ICT in school management system will assist schools to plan for the effective use of digital technologies in their everyday practices to prepare students for the demands of an ever-changing world, to achieve powerful learning and teaching, and improve learning, teaching and administration. ICT as any object which allows students and teachers to get information through to electronic communication. (Singh & Mishra, 2016) ICT have demonstrated potential to increase the options, access, participation, and achievement for all students. The potentials of information and communication technology (ICT) to facilitate students' learning, improve teaching and enhance institutional administration had been established in literature. Teachers generate meaningful and engaging learning experiences for their students, strategically using ICT to enhance learning. ICT in secondary schools provide lots of opportunities to teachers to transform their practices by providing the learners with improved educational content and more effective teaching and learning methods. (
An Evaluative Study on ICT Knowledge of Teachers in Schools of SC and ST Areas of Rajasthan
isara solutions, 2020
This article comprises the process of education and its multi-dimensional benefits. It reflects that education is not only a panacea for all evils but also it is the key to solve divergent problems and inspire to reach on wonderful destination. In this context, teachers habitually play a great role not only to teach the students in classrooms but also inspire them to reach on their desirable goal. This article consists of the profile of teachers who participated in training programme and achieved knowledge in different areas of ICT. Most of the teachers of the sample schools were undergone ICT related basic level of training programmes with having duration of three months. Status of teachers in the context of ICT knowledge particularly in word processing, database management, spread sheet software, audio-video editing software, website creation, blog, Wikipedia, social networking, Google groups and e-mail, online video chat, online text chat, video conferencing, streaming media, PDF files archiving, etc and its uses in teaching-learning are also found to include in this article.
A Study On The Usage Of ICT By Secondary School Teachers In Kurnool District
In recent days most of the secondary schools in government and private sector are equipped with computers and projectors in Kurnool district. i.e.) these are integral part of ICT and are used by teachers. 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. ICT generally has a positive impact on teaching and learning situations. The adoption and use of ICTs in education have a positive impact on teaching, learning and performance of students. The purpose of this study is to analyze what is happening at schools regarding the integration and use of information and communication technologies (ICT) by teachers and to examine teacher's perceptions about what teaching and learning processes can be improved through the use of ICT. In this present study we want to bring out the variation among teachers in using ICT based on the variables like management, locality, medium of instruction, age, qualification, experience, and subject of teaching. The findings of this study revealed that all the teachers are having the same capability of using ICT.
Use of ICT in the teaching and learning in Primary Schools
Use of ICT in teaching and learning at Primary School level, 2017
This study sought to establish the use of ICT tools in a primary school classroom with reference to primary schools in High-Glen District. Relevant literature to the study was reviewed. The study utilised the descriptive survey design. The population for the study comprised of forty five teachers and five heads of primary schools. A purposive sample of primary schools located in High-Glen District were selected. From these primary schools, teachers and students were are also selected using the stratified random sampling technique. Questionnaires were used to collect data from primary school heads and teachers. Structured interviews were used to collect data from primary school students. Data collected through questionnaires and structured interviews were quantitatively analysed through calculating statistical measures such as percentages. The following major findings emerged from the data analysis. Firstly, ICT tools are being used for the purpose of enhancing teaching and learning in the classroom. Secondly, there is no ICT maturity in terms of experience and appreciation in the use of ICT tools. The other finding was that there high levels in shortage of ICT tools resulting in low tools to pupil ratio. Given the above findings and conclusions, therefore this study recommends that ICT tools be used for the purpose of enhancing learning and teaching in classroom through learner involvement. Secondly, the government should also aid in the provision of ICT tools in primary schools so that teachers and students get to practically use them. The other recommendation is that teachers need to be trained in using ICT for the benefit of learning and teaching processes.
Basic School Teachers' ICT Knowledge and Skills in Integrating Technology into Teaching and Learning
Bernard Wiafe Akaadom, 2023
Information and communication technology (ICT) has become an indispensable tool in the hands of the modernday teacher for diverse reasons which ranges from teaching to information resource. The study looked basic in-service teachers' ICT knowledge and skills in integrating technology into teaching and learning in some selected Ghanaian basic schools across two regions of the country. The study adopted a descriptive approach sampling 134 purposively selected teachers from four basic schools; two of which were private and the other two from government schools. The study revealed that teachers in the selected schools found it difficult to use ICT to make their own teaching and learning materials, and rated their knowledge on computers and their functions as modest. Again, they hardly used drill and practice as a medium of instruction. Conversely, they affirmed encouraging pupils in class to search for relevant information on the Internet as well as asking students to undertake tasks or follow up class work at home on the computer. It was good to see a positive relationship between teachers' level of computer knowledge, skills and ICT integration in the teaching and learning process in classroom in this study. Thus, schools should make all efforts to encourage autonomy and teamwork to enhance ICT use among the teaching staff and give flexibility for teachers to adapt ICT integration in the classroom.
USE OF ICT SKILLS IN TEACHING-LEARNING PROCESS BY SCHOOL TEACHERS FROM AMGAON BLOCK, MAHARASHTRA
UPA National Peer Reviewed e-Journal, 2018
This paper is an attempt to present the important issues that must be addressed by teacher's professional development programs, if schools and educational institutions are to fully exploit the potential of computers and the internet as educational tools.The quantitative and qualitative data was collected by taking interviews of 50 teachers selected by random sample method from some schools of Amgaon block in Gondia district, Maharashtra State. Teachers using ICT skills from Amgaon block of Maharashtra State for all subjects are 62%. The percentage of interested teachers wants to use ICT skills from Amgaon block of Maharashtra State is 78%. But due to lack of ICT facilities and lack of ICT trainings, the teachers do not aware about the use of ICT skills in teaching-learning process. Teachers have potential and knowledge of ICT and they are interested to use in teaching-learning process; but there is need of the training and support from educational institutions to the teachers.
International Journal of Management & Entrepreneurship Research, 2020
The study aimed at examining the challenges the basic school teachers in Ajumako Township face in incorporating ICT into teaching and learning as well as the support systems available to them. The descriptive survey design was employed for this study. The researcher used questionnaire as the main instruments for data collection. The target population for the study was all the basic school teachers in Ajumako of the Central Region of Ghana. In all, 40 teachers were used for the study. Simple random sampling strategy under the probability sampling technique was employed to select respondents for the study. Percentages were used for the analysis of the response. It emerged from the study that availability of ICT resources, students’ readiness to embrace technology, teachers’ readiness to embrace technology, availability of technical support, stable power supply and intention to facilitate teaching and learning are the factors that influence the teachers’ usage of ICT resources in teaching and learning in basic schools in Ajumako. The study also found out that providing effective pedagogical strategies for effective ICT introduction, offering opportunity to observe teachers who use technology virtually or in real practice, augmenting curriculum with technology-enhance instructions, providing freedom for teachers in selecting and using curriculum and provision of effective, timely and continuous training to improve ICT skills and manage a technology-rich classroom are the support systems available for the teachers to incorporate ICT into teaching and learning. Based on the findings, it was recommended that ICT basic resources like computers, laptops and infrastructures should be provided to basic schools in Ajumako of the Central Region of Ghana for effective use of ICT in teaching and learning since it is the basic stage of equipping the youth with the necessary skills and knowledge for national development. Teachers should also be given the necessary training in ICT usage so that they become familiar with modern pedagogy of imparting knowledge and skills, and possibly become part of curriculum structure for their professional training.
Journal of emerging technologies and innovative research, 2021
Today, ICT applications are becoming indispensable parts of contemporary culture, spreading across the globe through traditional and vocational education. Usage of ICT is one of the way by which India's large population base can be effectively reached. In Indian scenario, ICT can be utilized for better teaching learning process and improving quality of education. Realising this, the Government of India has announced 2010-2020 as decade of innovation as such programme like National Programme of Technology Enhanced Learning (NPTEL) and Multimedia Educational Resource for Learning and Online Teaching (MERLOT) which create quality digital content for different levels of Education has been introduced. Given this fact, the present study attempts to find out the usage of ICT among 200 male secondary school teachers of B.Ed Alumni IGNOU, IASE in relation to their locality. The study reveals that the male teachers from urban areas are more personally equipped with using ICT in education than their rural counterparts in terms of hardware as well as skills. However, it is also evident from the study that a high percentage of the teachers from both rural and urban areas not use ICT in the classroom due to various factors like absence or limited supply of facilities in the school, absence of internet connection, lack of skills, lack of proper training etc. It is surprising to find that in the present digital world where education needs ICT for effective teaching-learning, still, there are some male secondary school teachers in both rural and urban areas who are not bothered about the use of ICT. The study also clearly depicts that even though every teacher owns a mobile phone and use it for different personal purposes like making voice calls, video calls, social networking, looking up the weather, news, online shopping, for travelling service, for educational purposes etc., some find it very difficult and problematic to use ICT in the classroom even if the equipments are available and also just within their reach. This shows that as much as the use of ICT is needed for every