In the debut portion the writer foremost states that it is inevitable to implement the technological inventions into the course of study in order to develop twenty-first century ‘s coevals. Next the writer gives some information about engineering planning and presents some information about the research scene. The current survey is an explanatory assorted methods research design with a participant group of 105 instructors, 25 administrative staff, and 376 pupils. In order to mensurate current ICT usage of instructors, administrative staff and pupils, the research worker employed a questionnaire. In add-on, the qualitative informations were gathered through unstructured interviews carried out with administrative staff and instructors. The research consequences showed that instructors ‘ and administrator staff ‘s competence degree is sufficient. The consequences besides indicated that if there were clear guidelines, they would be more successful in ICT integrating. However, harmonizing to the pupils, ICT integrating into category is non at a sufficient degree. As a consequence of the findings, the research worker suggests an ICT policy program for a school.
Current use of ICT in Turkish basic instruction schools: A reappraisal of instructor ‘s ICT usage and barriers to integrating
YA±ldA±rA±m, S. ( 2007 ) . Current use of ICT in Turkish basic instruction schools: A reappraisal of instructor ‘s ICT usage and barriers to integrating. International Journal of Instructional Media, 34 ( 2 ) , 171-185
In the debut portion, the writer explains how ICT has become an of import constituent of the new educational paradigm. Then the research worker gives some information about the Basic Education Project ( BEP ) in Turkey. The writer employs an explanatory assorted method design in order to look into instructor ‘s usage of ICT in Turkish primary schools and place barriers that hinder effecAtive ICT integrating. The quantitative informations were collected from 402 primary school instructors. The qualitative informations were gathered through administrating a follow up questionnaire to a voluntary group of 72 instructors from the sample.The quantitative consequences showed that most of the take parting instructors often use ICT to fix press releases and trials instead than utilizing it integratedly with the course of study countries as portion of acquisition and learning procedure. The qualitative consequences indicated that overcrowded categories, inadeAquate inservice preparation, deficiency of timely proficient and pedagogical support, inflexible school course of study, deficiency of inducements, deficiency of strong leading, and deficiency of coaction among instructors were the factors that hinder effectual integrating of ICT into learning and acquisition.
ICT integrating in the schoolroom: Challenging the potency of a school policy
Tondeur, J. , new wave Keer, H. , new wave Braak, J. , & A ; Valcke, M. ( 2008 ) . ICT integrating in the schoolroom: Challenging the potency of a school policy. Computers & A ; Education, 51 ( 1 ) , 212-223. doi:10.1016/j.compedu.2007.05.003
In the debut portion the writers argue that most of the research look intoing what factors have an consequence on successful ICT into instruction steps category ( micro ) degree variables. It it is of import that ICT integrating should be dealt with a broader position and national ( macro ) degree and local ( meso ) degree variables should besides be explored. The research survey employs an explorative assorted methods design in order to look into instructors ‘ and principals ‘ perceptual experience of ICT integrating from a school betterment point of view. The relationship between school policies and the existent usage of ICT in the schoolroom was besides examined. The qualitative informations were collected through interviews with principals from 53 primary schools. In add-on, the quantitative informations were collected via a questionnaire administered to take parting 574 instructors from the same 53 schools. The qualitative consequences showed that school policies are non at a fulfilling degree and used expeditiously. In add-on, the quantitative consequences indicated that school-related policies, such as an ICT program, ICT support and ICT preparation are important forecasters of category usage of ICT.
ICT policy planning in a context of course of study reform: Unsnarling of ICT policy spheres and artefacts
Vanderlinde, R. , new wave Braak, J. , & A ; Dexter, S. ( 2012 ) . ICT policy planning in a context of course of study reform: Unsnarling of ICT policy spheres and artefacts. Computers & A ; Education, 58 ( 4 ) , 1339-1350. doi:10.1016/j.compedu.2011.12.007
In the debut portion, the writers explain factors back uping ICT integrating and see ICT policy planning as a leading pattern from a distributed leading position. In order to place what leading patterns are related with ICT policy planning and what school degree conditions have an consequence on ICT policy planning, a convergent analogue assorted methods design was carried out using a multiple instance survey scheme in three Flemish primary schools. The qualitative informations were collected through interviews with principals and ICT coordinators, focal point group interviews with instructors and school policy papers analysis. The quantitative informations were collected through a questionnaire administered to instructors in these schools. The research consequences showed that ICT policy planning in schools is a multi-dimensional construct and related to the school civilization and clime. Therefore, ICT vision development, fiscal ICT policy, ICT infrastructural policy, ICT go oning professional development policy, and ICT course of study policy are the policy countries should be addressed for a successful shool-based ICT policy planning.
Using an on-line tool to back up school-based ICT policy planning in primary instruction
Vanderlinde, R. , new wave Braak, J. , & A ; Tondeur, J. ( 2010 ) . Using an on-line tool to back up school-based ICT policy planning in primary instruction. Journal of Computer Assisted Learning, 26 ( 5 ) , 434-447. doi:10.1111/j.1365-2729.2010.00358.x
In the debut portion, the writers list the variables set uping the usage of ICT in instruction described in the old research and focuse on one of them: ICT policy planning. Then the writers give comprehensive information about the research context and present Planning for ICT in Schools ( pICTos ) , which is an on-line tool developed by the writers. In order to look into the procedure of developing a school-based ICT policy program and analyze the moderating function of pICTos during the procedure, a convergent analogue assorted methods design was carried out using a multiple instance survey scheme in three Flemish primary schools. The qualitative informations were collected through interviews with principals and ICT coordinators and school policy papers analysis. The quantitative informations were collected through a instructors ‘ questionnaire. The consequences revealed that pICTos provides utile informations for structuring the school ‘s ICT policy program and besides provides for instructors a better apprehension of ICT school vision.
The Impact of a curricular invention on prospective EFL instructors ‘ attitudes towards ICT integrating into linguistic communication direction
HiAYmanoAYlu, M. ( 2012 ) . The Impact of a Curricular Invention on Prospective EFL Teachers ‘ Attitudes towards ICT Integration into Language Instruction. International Journal of Instruction, 5 ( 1 ) , 183-202.
In the debut portion, the writer explains how ICT has become an built-in portion of the acquisition and learning procedure and has enhanced the quality of instruction and acquisition. Then the writer draws attending to the important function of instructor preparation instituitions in fiting and fixing instructors for the schoolroom usage of ICT. Then the writer gives some specific information about the historical background, socio-political and bi-communal construction of the Cyprus and the European University of Lefke ( EUL ) , where the research was conducted. In order to look into whether the new EFL instructor preparation course of study provides an efficient ICT preparation or non, the writer employs an explanatory assorted methods research design by administrating a questionnaire developed by the writer to acquire the quantitative information and an interview to acquire the qualitative information. The paticipants included 124 prospective EFL instructors at EUL. The research findings demonstrated that there was a statistically important difference between prospective EFL instructors ‘ ICT attitudes before and after ICTinterwoven preparation and including more ICT-related classs in the instructor preparation course of study is significantly of import for prospective instructors ‘ positive attitudes towards ICT integrating.
Main barriers and possible enablers of ICTs integrating into pre-service instructor instruction plans
GoktaAY , Y. , YA±ldA±rA±m, S. , & A ; YA±ldA±rA±m, Z. ( 2009 ) . Chief barriers and possible enablers of ICTs integrating into pre-service instructor instruction plans. Educational Technology & A ; Society, 12 ( 1 ) , 193-204.
In the debut portion of the research the writers explain how of import the ICT integrating in pre-service instructors ‘ instruction plans and present some barriers and enablers on ICT integrating in research literature. In order the barriers and enablers of ICT integrating in pre-service instructors ‘ instruction plan, an explanatory assorted method resrach design was employed by administrating a questionnaire to 53 deans in instructor preparation schools, 111 instructor pedagogues, and 1,330 prospective instructors. In add-on, the qualitative informations were gathered through interviews with six instructor pedagogues and six prospective instructors. The consequences showed that deficiency of in-service preparation, deficiency of appropriate package and stuffs, and deficiency of hardware are the chief barriers for incorporating ICTs in pre-service instructor instruction plans. However, the strongest one of the ICT integrating enablers is ‘having engineering programs ‘ .
Tablet PCs, academic consequences and educational inequalities
Ferrer, F. , Belvis, E. & A ; Pamies, J. ( 2011 ) . Tablet PCs, academic consequences and educational inequalities. Computers & A ; Education, 56, 280-288.
In this article the research workers intend to look into the execution of the Digital Whiteboard Program in public schools in the part of Aragon, in Spain, in 2008-2009 academic twelvemonth. In order to look into academic accomplishment of 5th and 6th grade pupils who use Interactive White Boards and Tablet PC in the lesson for more than 2 old ages and to analyze whether tablet PCs contribute to cut downing bing inequalities a assorted methods research design was employed with participants including 5th and 6th grade caput instructors, instructors, pupils and households. The research consequences showed that there are important differences between rural and urban countries. Boys had higher classs thanks to tablet PCs more than misss, whereas both male childs and misss reported greater engagement due to the tablet PCs. Students describing the greatest academic betterment in relation to tablet Personal computers were those with the lowest record of academic public presentation. Immigrant pupils reported increased classs, engagement and larning in response to tablet Personal computer usage. Students whose female parents had a lower degree of instruction ( primary or no instruction ) benefitted the most from the usage of tablet Personal computers, with no relationship for male parent ‘s educational degree.
Teachers ‘ perceptual experiences of engineering integrating in the United Arab Emirates school schoolrooms
Almekhlafi, A. G. , & A ; Almeqdadi, F. A. ( 2010 ) . Teachers ‘ perceptual experiences of engineering integrating in the United Arab Emirates school schoolrooms. Educational Technology & A ; Society, 13 ( 1 ) , 165-175.
In the debut portion, the writers briefly presents some information about the importance of ICT integrating, and so categorise the literature as ICT integrating and its impacts on pupils and instructors ; factors set uping ICT integrating ; instructors ‘ perceptual experiences of ICT integrating and ICT integrating barriers. The participants included 100 instructors from 2 theoretical account schools in Al-Ain educational zone, Abu Dhabi, United Arab Emirates. In order to mensurate instructors perceptual experiences of ICT integrating, an explanatory assorted methods research design was employed. The quantitative informations were gathered through a questionnaire developed by the research workers. The qualitative informations were gathered through focal point group interviews conducted with 20 instructors from the sample. The consequences indicated that instructors ‘ ICT competence degree is fulfilling and they use ICT in their schoolroom often. However, female instructors use ICT more often in their categories than male instructors do.
Elementary Teachers ‘ Percepts towards ICT Integration in Teaching and Learning Process: An Explanatory Mixed Method
Gulsoy, V. G. B. ( 2011 ) . Elementary Teachers ‘ Perceptions Towards ICT Integration in Teaching and Learning Process: An Explanatory Mixed Method ( Unpublished Doctoral Thesis ) . METU, Ankara.
In the debut portion of the thesis, the research worker gives profound information about the history of ICT integrating into instruction. Then the research worker reviews the literature about the factors set uping ICT integrating. The thesis survey was conducted using an explanatory assorted methods research design in order to look into the simple instructors ‘ perceptual experiences towards ICT integrating in instruction and acquisition. The research worker developed a questionnaire and pilot tested it with a take parting group of 282 instructors. The chief survey was carried out with 1055 schoolroom instructors from 90 schools in Ankara. The quantitative consequences indicated that instructors ‘ pedagogical beliefs is the strongest important forecaster on instructors ‘ perceptual experiences towards ICT integrating. Consequently, harmonizing to their pedagogical beliefs, the research worker grouped instructors as constructivists and behaviourists. The research worker interviewed with 10 instructors from each group in order to look into if there are any differences on instructors ‘ positions on ICT integrating. The qualitative consequences showed that simple instructors ‘ pedagogical beliefs has an consequence on their perceptual experiences on ICT integrating in instruction and acquisition procedure.