An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada and Australia

Luu, King; Freeman, John

doi:10.1016/j.compedu.2010.11.008

Cited by 155 publications

(115 citation statements)

References 37 publications

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“…That ICT provides acquiring advanced inquiry skills and increasing the success of students can, also, be concluded. Luu (2009), similarly, states that integration of ICT in education not only enhance the quality and effectiveness of the learning process but also provide acquiring advanced inquiry skills such as analysis and synthesis. Also on this, a study by Mikre (2011) revealed that ICT-enhanced learning environment facilitates active, collaborative, creative, integrative, and evaluative learning as an advantage over the traditional methods.…”

Section: Discussionmentioning

confidence: 99%

The Role of Information and Communication Technologies in Schools: Perspectives of Teachers

Şahin¹

2014

IJARPED

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The aim of the study is to question the current state of ICT and to determine the role of it in schools via teachers' perspectives. The study is a qualitative study and was designed as a phenomenological research. A semi-structured interview form was used to collect the data. The participants were selected in accordance with the criterion and convenience sampling. 16 teachers have participated the study. Content analysis and descriptive analysis were used in data analysis. According to the participants, ICT is an effective and indispensable tool in schools. It has a positive role in schools. Perceptions of participants regarding the contributions of ICT in schools were, generally, positive. They think that ICT eases their profession and managerial tasks, enhances learning and motivates students. In addition, making learning process efficient, contributing to design e-materials, motivating students, enhancing academic success of students, easing measurement and evaluation, and fostering professional and personal development of teachers were found as the other contributions of ICT use in schools. However, they have some fears that undesired use of ICT may cause undesired results such as waste of time, decreasing success and making people anti-social.

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Section: Discussionmentioning

confidence: 99%

The Role of Information and Communication Technologies in Schools: Perspectives of Teachers

Şahin¹

2014

IJARPED

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“…However, in order to get the most advantages from this technology to develop the culture of citizens and increase their abilities to produce scientific knowledge, education institutions should comply with the correct methodology of using ICT in learning processes through constructive learning strategies within social contexts to perform real tasks (Arntzen, Krug & Wen, 2008;Luu & Freeman, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…However, as it turns out the nature of this relation depends on the way of using ICT in learning and the level of skill to use it as well as the nature of learning tasks entrusted to the students (Luu & Freeman, 2011).…”

Section: Teacher Cmentioning

confidence: 99%

“…The modern studies shows that the methodology of using ICT in teaching has strong impacts on scientific literacy level of the students (Luu & Freeman, 2011). Undoubtedly, using effective educational strategies encourages creativity and innovation and builds trends of inquiry and investigation to build distinct scientific literacy for the students (Marks & Eilks, 2009), unlike the common traditional teaching pattern which does not exceed the methods that just concentrate on retention of information by the students where teaching processes lack strategies and techniques that establish for distinct scientific literacy.…”

Section: Wwwccsenetorg/iesmentioning

confidence: 99%

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Promoting Scientific Literacy by Using ICT in Science Teaching

Al-rsa’i¹

2013

IES

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This study aims to identify the way upon which ICT can be employed in science teaching to develop scientific literacy level.The study has conclude to design a triple learning model (PEA) based on ICT and constructive learning strategy in teaching science through a context which cares for building positive trends of searching for knowledge and increasing scientific literacy level of the students at schools and universities. The PEA model depends on the use of ICT in the teaching of science through the following three requirements:1. Using ICT in a way that is consistent with the tendencies of the students and their attitudes.2. Constructing educational content based on the constructivist theory of learning. Providing social learning environment.Thus, the study recommends the bodies in charge of the educational process to necessarily adopt the project of rebuilding scientific literacy through supplying classrooms and laboratories with ICT supplies as well as training teachers and faculty members in universities on science teaching skills by using ICT based on the Constructivist Theory.

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“…Research suggests that it is important for researchers in HE to understand the inter-relationships between ICT use, learning and development, and learning conditions (Canchu & Louisa, 2009). However, little is known in the literature about students' ICT literacy capacity and its relationship to other forms of engagement as well as learning outcomes (Luu & Freeman, 2011), particularly in the developing countries context (Alemu, 2015;Tibebu, Bandyopadhyay, & Negash, 2010).…”

Section: Introductionmentioning

confidence: 99%

Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

Tadesse

Gillies

2018

AJET

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The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate students' integrated information and communication technology (ICT) literacy capacity that involves 12 items generated from the modified version of the Australasian Survey of Student Engagement (AUSSE) questionnaire (Coates, 2010); second, to illustrate the construct validity and internal consistency of the model as implemented in a sample of undergraduate students (n = 536) enrolled in two colleges within a large Ethiopian university; and third, to further demonstrate the criterion validity of the model by examining predictive validity of the identified ICT literacy factors on student learning outcomes. A multi-method approach is used, which comprises correlation analysis, multiple regression analysis and structural equation modelling (SEM) techniques. The main finding is the support found for the 4-factor model consisting of ICT use, cognitive process, reading task and writing task. Results of the multi-method approach provide specific guidelines to higher education (HE) institutions using this approach to evaluate ICT literacy capacity and the resultant learning outcomes among their undergraduate students. The paper provides a conceptual model and supporting tools that can be used by other HE institutions to assist in the evaluation of students' ICT literacy capacities.

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An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada and Australia

Cited by 155 publications

References 37 publications

The Role of Information and Communication Technologies in Schools: Perspectives of Teachers

The Role of Information and Communication Technologies in Schools: Perspectives of Teachers

Promoting Scientific Literacy by Using ICT in Science Teaching

Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

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