Information and Communications Technology In-service Training for Teachers: Cyprus in perspective

Charalambous, Kyriacos; Karagiorgi, Yiasemina

doi:10.1080/14759390200200132

Cited by 9 publications

(4 citation statements)

References 18 publications

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“…The findings designated that after seminars demonstration lessons that help teachers to develop basic, intermediate and advanced ICT skills are not often organized. This finding is in congruence with Charalambous and Karagiorgi (2002) whose study indicate that the majority of teachers are shown to lack an ICT training background while the approach to training appears piecemeal, focused mostly on off-site training and oriented towards the acquisition of basic computer skills. However, teachers report that they prefer school-based courses, as well as courses that focus on the pedagogical dimension of ICT integration.…”

Section: Discussion Of Findingssupporting

confidence: 88%

Teachers’ Level of Training on ICT and the Implementation of ICT Curriculum in Some Public Primary Schools in Mezam Division, North West Region of Cameroon

Kibinkiri¹,

Colette²

2023

JETM

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Purpose: This paper buttress the importance of training teachers on use of Information and Communication Technology (ICT) as one of the major boosters the government could support implementation of ICT curriculum in Cameroon public primary schools. This study examined teachers’ level of training on ICT and implementation of ICT curriculum in some public primary schools in Mezam Division. Methodology: The study employed a mixed method research design consisting of a cross sectional survey and an interpretive phenomenology. The sample was made up of 375 teachers and 72 head teachers who were teaching in public primary schools in Mezam Division. Data was collected using questionnaires and interview guide. Data obtained was analyzed using descriptive statistical tools and thematic analysis approach. Findings: The study found that teachers’ level of training on ICT has a positive and significant influence on implementation of ICT curriculum. In order to become confident users in the classrooms, teachers require extensive, on-going exposure to ICTs to be able to develop their ICT competences, evlauate and select the most appropriate resources. Not only does training aid teachers in the development of ICT competence, it equally helps teachers to recognise ICT as an essential teaching and an enabler of other teaching and learning practices. Conclusion: This study conclude that teachers’ level of training influences the implementation of ICT curriculum. Recommendations: The study recommend that teacher training colleges should ensure that the period given for practical implementation of ICT curriculum is proportionate to the period spent in class to acquire theory on the implementation of ICT curriculum. The study also recommend Ministry of Education as well as the Regional Pedagogic Inspectors for ICT to organize regular and practical in-service training with demonstration lessons that help teachers develop basic, intermediate and advanced ICT skills.

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Section: Discussion Of Findingssupporting

confidence: 88%

Teachers’ Level of Training on ICT and the Implementation of ICT Curriculum in Some Public Primary Schools in Mezam Division, North West Region of Cameroon

Kibinkiri¹,

Colette²

2023

JETM

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“…MOEC followed a centralized approach to introduce ICT in primary schools in the early 1990s (Charalambous & Karagiorgi, 2002). Although the innovation was top-down, "the strategy for ICT integration involved a combination of centralized initiative and largely decentralized implementation policy" (Karagiorgi & Charalambous, 2004, p. 22).…”

Section: Brief History Of Ict Implementation In the Primary Schools Imentioning

confidence: 99%

Principals’ Attitudes towards ICT and Their Perceptions about the Factors That Facilitate or Inhibit ICT Integration in Primary Schools of Cyprus

Papaioannou¹,

Charalambous

2011

JITE:Research

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“…Effectiveness and training problems identified, include insufficient training of Cypriot primary and secondary education to integrate ICT use, new student-centred teaching methods and ways of assessing teacher performance. Besides, the development of internal evaluation mechanisms for school units and educational programs despite its importance for securing European funding is not yet visualized (Charalambous & Karagiorgi, 2006).…”

Section: Roadmap To Future Tqm Implementationmentioning

confidence: 99%

Planning and Implementing Total Quality Management in Education: The Case of Cyprus

Karageorgos

Kriemadis

Travlos

et al. 2021

Int. J. Educ. Manag. Innov.

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The transition of TQM from the business field in education started in 1994 to strengthen the humanistic nature of education and improve quality service with the full participation of all involved. Cyprus recognized as a country with highly developed education services and qualitative characteristics that are easily identifiable. However, no studies are published yet concerning the implementation of TQM in Cyprus. The purpose is to examine the design and implementation of TQM at primary and secondary school settings in Cyprus and create a reference point of collecting all partial findings of TQM implementation in Cypriot education. A systematic recording of research included the design and implementation of TQM in education settings using ten electronic databases and keywords including education, TQM and the six factors determining the quality of TQM services. The research included peer-reviewed articles, doctoral theses, and conference abstracts during the last 20 years, leading to future TQM implementation conclusions. Cyprus nowadays focuses on the overall evaluation and implementation of TQM through innovation and quality improvement in education, differentiated and virtual teaching, adapted learning and inclusion of students with disabilities, and hiring new teaching staff that will implement a holistic approach of promoting TQM within school settings.

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Information and Communications Technology In-service Training for Teachers: Cyprus in perspective

Cited by 9 publications

References 18 publications

Teachers’ Level of Training on ICT and the Implementation of ICT Curriculum in Some Public Primary Schools in Mezam Division, North West Region of Cameroon

Teachers’ Level of Training on ICT and the Implementation of ICT Curriculum in Some Public Primary Schools in Mezam Division, North West Region of Cameroon

Principals’ Attitudes towards ICT and Their Perceptions about the Factors That Facilitate or Inhibit ICT Integration in Primary Schools of Cyprus

Planning and Implementing Total Quality Management in Education: The Case of Cyprus

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