School-level predictors for the use of ICT in schools and students’ CIL in international comparison

Gerick, Julia; Eickelmann, Birgit; Bos, Wilfried

doi:10.1186/s40536-017-0037-7

Cited by 59 publications

(58 citation statements)

References 10 publications

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“…In the same vein, these results are good news to developing countries with limited resources to consider using computers to teach science regardless of the high learner to computer ratio. Also, our results are in agreement to Gerick, Eickelmann & Bos (2017) who contend that the higher the learner-computer ratio the lower the achievement. Currently, it is not clear as to what the results would be if the learner-computer ratio was lower than 17:1 used in this study and the effect of the delayed testing on learners' achievement and these need further studies.…”

Section: Eurasia J Math Sci and Tech Edsupporting

confidence: 92%

Grade 10 Learners’ Science Conceptual Development Using Computer Simulations

Kibirige

Tsamago

2019

EURASIA J MATH SCI T

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This study explored Grade 10 learners' science conceptual development when conducting practical work using Computer Simulations (CS) and compared achievements with those from Traditional-Chalk-and-Talk (TCT). A pre-and post-quasiexperimental research design was used. 53 learners were assigned to the Experimental Group (EG) and 52 to the Control Group (CG). The EG was taught using CS, while CG used TCT. Interviews were used to identify learners' experiences after interventions. The overall results show that learners in EG enjoyed science and developed conceptual understanding better than those in the CG (T-test, p < 0.05), (ANCOVA, p < 0.01). The achievements of girls (M=54.60, SD=10.93) and boys (M=54.39, SD=7.90) in EG after intervention were not significantly different t (51) =-0.08, (p < 0.05). Despite the high learner-to-computer ratio environment, these results compare well with those of low learner-to-computer ratio and this is good news to developing countries where there are limited resources.

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Section: Eurasia J Math Sci and Tech Edsupporting

confidence: 92%

Grade 10 Learners’ Science Conceptual Development Using Computer Simulations

Kibirige

Tsamago

2019

EURASIA J MATH SCI T

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“…Institutional leadership and attitudes have a direct bearing on student learning, as well as on teacher attitudes towards using educational technology (Cheng and Weng, 2017). This includes institutional policies on teacher professional development and the expectation of technology use within teaching and learning (Gerick, Eickelmann and Bos, 2017), policies about staffing of classes (Hill and Tyson, 2009), which may impede the development of effective relationships between educators, students and their families, as well as policies on student technology use, such as Bring Your Own Device (BYOD) programs (Adhikari, Mathrani and Scogings, 2016). It is particularly important to remain cognisant of potential digital divide issues (Adams Becker et al 2018), including student ownership and use of devices that are incompatible with institutional devices, as this can impact participation and engagement (Bond, 2019).…”

Section: Exosystemmentioning

confidence: 99%

Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework

Bond¹,

Bedenlier

2019

Journal of Interactive Media in Education

211

152

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The concept of student engagement has become somewhat of an enigma for educators and researchers, with ongoing discussions about its nature and complexity, and criticism about the depth and breadth of theorising and operationalisation within empirical research. This equally applies to research conducted in the field of educational technology and its application in schools and higher education. Recognising the inherent role that technology now plays in education, and the potential it has to engage students, this paper draws on a range of student engagement literature and conceptualises a provisional bioecological framework of student engagement that explicitly includes technology as one influential factor. This paper first proposes a definition of student engagement and provides an exploration of positive student engagement indicators. It then presents a bioecological framework, and the microsystemic facets of technology, teacher and curriculum are further explored in their relation to fostering student engagement. Based on this framework, implications for further theory-based research into student engagement and its relation to educational technology are discussed and recommendations for educators are given.

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“…Teachers' use of ICT in class: Perceptions of school resources for ICT use both the way in which teachers use ICT for teaching and learning, and students' ICT-related learning (Fraillon et al 2014;Gerick et al 2017;Lawrence and Tar 2018). In this section, we will use data collected from teachers, school principals, and ICT coordinators to review perceptions of ICT learning environments at schools in participating ICILS 2018 countries.…”

Section: Associations Of Teachers' Use Of Digital Technologies With Tmentioning

confidence: 99%

“…However, results from cross-national studies have repeatedly illustrated that there are considerable differences across countries, across different subject areas, and across schools within countries, as well as between different subgroups of teachers, in particular related to age (Fraillon et al 2014;Kozma 2003;Law et al 2008). Research has also emphasized the importance of system and school factors in supporting teachers' pedagogical use of ICT (Eickelmann 2011;Gerick et al 2017).…”

mentioning

confidence: 99%

Teaching with and about information and communications technologies

Fraillon¹,

Ainley²,

Schulz³

et al. 2020

Preparing for Life in a Digital World

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On average across countries, most teachers tended to have experience and familiarity with information and communications technology (ICT). use of ICT during lessons or with their preparation. (Table 6.1) • While ICT use was quite widespread among teachers in general, more frequent use when teaching was only reported by less than half of the teachers, with considerable variation across participating countries. (Table 6.1) about using this technology. of online discussions, online collaboration, and the use of learning management systems.

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School-level predictors for the use of ICT in schools and students’ CIL in international comparison

Cited by 59 publications

References 10 publications

Grade 10 Learners’ Science Conceptual Development Using Computer Simulations

Grade 10 Learners’ Science Conceptual Development Using Computer Simulations

Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework

Teaching with and about information and communications technologies

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