Teachers’ opinion survey on the use of ICT tools to support attendance-based teaching

Sánchez, José Juan Castro; Alemán, Elena Chirino

doi:10.1016/j.compedu.2010.11.005

Cited by 91 publications

(50 citation statements)

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“…A number of studies have shown that appropriate use of ICT can raise the educational quality in higher educational institutes (Sánchez & Alemán, 2011;Sosin, Blecha, Agarwal, Bartlett, & Daniel, 2004). In the study by Sosin et al (2004), it was found there were some positive impacts on student performance due to ICT usage.…”

Section: Introductionmentioning

confidence: 98%

“…In the study by Sosin et al (2004), it was found there were some positive impacts on student performance due to ICT usage. Sánchez and Alemán (2011) also suggested that ICT can assist in transforming a teaching environment into a learner-centred one in a higher educational institute setting, and to achieve successful integration of ICT in class, it requires efforts from teachers, students and school administrators. The successful use of ICT in teaching and learning will depend largely on the attitudes of the teachers and students towards the use of ICT.…”

Section: Introductionmentioning

confidence: 99%

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A study of students’ attitudes towards using ICT in a social constructivist environment

Silin

Kwok

2016

AJET

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This study aims to examine the factors that support or hinder students’ attitudes towards using information and communication technology (ICT) in problem-based learning (PBL) using the technology acceptance model (TAM) (Davis, 1989) among polytechnic students. A total of 737 first-year polytechnic students in Singapore participated in the cross-sectional survey study by completing a questionnaire (The assessment of attitude and intention to use ICT tools among polytechnic students), which gathered both quantitative and qualitative data. Based on the analysis of the quantitative data, perceived usefulness and perceived ease of use are found to be significantly and positively correlated with attitudes towards using ICT. Results from the analysis of the qualitative data suggest five major themes (engagement, communication, information gathering, collaboration and efficiency) on what students enjoyed most about using ICT. On the other hand, Internet connectivity, usability, technical issues and ICT competency are the four other themes that categorised the difficulties students faced using ICT. An important implication is to develop polytechnic lecturers’ competency in the use of ICT-enabled learning tools as a priority to enable them to successfully integrate ICT in their PBL lessons.

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

A study of students’ attitudes towards using ICT in a social constructivist environment

Silin

Kwok

2016

AJET

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“…The technological developments have introduced an information revolution which has innovated the life and living of the people (Pachler, 2001, p. 15). The integration of ICT has transformed the teaching environment into learner-centered (Castro Sánchez & Alemán, 2011).…”

Section: Introductionmentioning

confidence: 99%

ICT in EFL Teaching and Learning: A Systematic Literature Review

Sabiri

2019

CONT ED TECHNOLOGY

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This literature review focuses the research conducted on Information and Communication Technology in English as a Foreign Language Teaching and Learning. It reviews various aspects of ICT integration, ICT tools, barriers and challenges to ICT integration, teachers' perceptions and views about ICT and advantages and benefits of ICT integration in education. The factors effecting pre-service and in-service teachers and student teachers' perceptions, views and confidence about ICT integration are also discussed and analyzed. This review further discusses the gaps in the studies and establishes a theoretical background for further studies specifically in Oman. 178university. Various areas of teaching and learning are discussed in these studies like curriculum, teacher training and subject-related studies.The review covers the studies at three levels: global, regional and local. Barriers and challenges to integrating ICT in Omani education system have been discussed by most of the researchers. The main areas of ICT integration are EFL and teacher-training. Learners' motivation is another highly important factor that contributes positively towards ICT integration. All these studies cover major areas of ICT integration yet there are certain gaps. The paper concludes suggesting various recommendations. METHODOLOGY FOR THE LITERATURE REVIEWLiterature review is conducted for various purposes by researchers. It helps researcher identify various potential areas for relevant research and various gaps that ask for further research. In a thorough literature review, the reviewer compares previous findings to understand the methodologies employed. An effective review is the base for advancing research and knowledge. It helps in developing theoretical study of the research area.A structured approach suggested by Webster and Watson has been adopted to search, select, scan, read and analyze the texts related to ICT integration.The samples of this study are searched using the following search sites; https://doaj.org/ https://zenodo.org/ https://www.omicsonline.org/free-journals.php

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“…this integration is both a long-term and complex process. The main factor for the successful integration of ICT in education is the teacher themselves (Dagdilelis and Satratzemi, 2004;Donnelly et al, 2011;Prestridge, 2012;Sánchez and Alemán, 2011).…”

Section: Introductionmentioning

confidence: 98%

Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education

Kaklauskas

Daniūnas

Amaratunga

et al. 2012

International Journal of Strategic Property Management

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There is not a single definition/explanation about market-orientation education. Two opposite definitions/explanations of pure market-oriented education (Cato, 2010) and social-market-oriented education (Amaratunga, 2009) are provided in the paper. Integrated multiple criteria analysis at the micro-, meso-and macro-levels are needed to increase efficiency of the market-oriented higher education reforms. Market-oriented higher education reforms management involves numerous aspects that should be considered in addition to making educational, pedagogical, didactical, economic, political and legal/regulatory decisions. these must include social, culture, ethical, psychological, environmental, technological, technical, organizational and managerial aspects. This article presents a Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education (developed during BELL-CURVE (Built Environment Lifelong Learning Challenging University Responses to Vocational Education) project's activities) for such considerations and discusses certain composite parts of it. To demonstrate the application of this research, two Case Studies from Lithuania are submitted for consideration.

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Teachers’ opinion survey on the use of ICT tools to support attendance-based teaching

Cited by 91 publications

References 1 publication

A study of students’ attitudes towards using ICT in a social constructivist environment

A study of students’ attitudes towards using ICT in a social constructivist environment

ICT in EFL Teaching and Learning: A Systematic Literature Review

Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education

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