Usage of ICT by Science Teachers in Underdeveloped Regions: Accessibility, Competency and Attitude

Abstract

The integration of computer and internet technology into learning activities in the classroom becomes a necessity in today's digital era. Teachers need to have the ability to use and utilize computers and the internet to develop their professional abilities, especially learning activities, which are now increasingly directed to independent online learning. More careful research is needed to determine the mastery of computers and the internet of science teachers. Research has been conducted to learn the use and ability of ICT by science teachers in underdeveloped areas. This study aims to obtain valid data on ICT knowledge and skills of science teachers; determine the extent of knowledge and skills of teachers to implement ICT in the classroom; identify factors faced by teachers in implementing ICT in learning, and determine support and strategies for developing effective ICT to be applied to teachers. Research method using quantitative and the sampling method using purposive with population teacher and withe review the ability of teachers, level of education, location, and science teachers in Southeast Sulawesi Province in Indonesia. The results statistical analysis shows that only about 2% of teachers stated that ICT had a small effect on learning in the classroom and that training on how to do it had the most positive impact on teachers. It can be concluded that ICT training professionals need to effectively and sustainably provided; continue to improve ICT infrastructure in schools will have a positive impact on the use of ICT by teachers; attitude overall very positive teachers to develop themselves.

Engineering Trainee-Teachers’ Attitudes Toward Technology Use in Pedagogical Practices: Extending Computer Attitude Scale (CAS)

“…They discovered a positive correlation between teachers’ perceived ease of use and actual use of mobile learning, as well as a positive correlation between teachers’ disposition and perceived ease of use, which forms the foundation of human attitude and behavior (Shodipe & Ohanu, 2021). In addition, Saefuddin et al (2019), reported an overall positive attitude toward technology by science teachers surveyed in the southeast province of Indonesia. However, the study identified a small percentage of the teachers who do not agree that technology is an efficient communication and presentation tool for effective teaching and learning activities.…”

Insights into the interaction and discourse in the senior phase natural sciences classroom

“…According to Mortimer & Scott (2003), Interaction and discourse in the science classroom between the teacher and students is fundamental to learning because it is central to the meaning making process. This discourse is favoured since it enables the teacher to evaluate the learners in order to check learner understanding and know where the learners still need to be assisted in terms of understanding the content (Saefuddin et al, 2019). However, Ms J did use IRE to convey information together with sequencing ideas.…”

“…heating ice for learners to see it change to liquid form. According to Saefuddin et al, (2019), for effective science teaching textbooks, revision books, laboratory chemicals and equipment must be readily available. Mr C's lesson presentation did not enable learners to develop process skills like doing investigation, observation, communication or raising questions as time was limited for learners to interact among themselves and the content.…”