Educational Technology Quarterly
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120 research outputs found
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Applying the UNESCO ICT competency framework to evaluate digital competencies among undergraduate students in teacher education in Tanzania
Full text linkThe study employed the UNESCO ICT Competency Framework for Teachers (ICT CFT) to assess undergraduate student-teachers' digital competencies in an educational context. Within the quantitative approach, the study adopted a descriptive cross-sectional research design. The data was collected from a sample of 549 student-teachers through the self-developed questionnaire. Data analysis involved both descriptive and inferential analysis. The study found that student-teachers' digital competencies at both knowledge acquisition and knowledge deepening levels were moderate. However, their digital competencies were moderately higher at the knowledge acquisition level, which signifies confidence in basic digital skills. In addition, it was found that gender and age had statistical significance on perceived digital competencies, particularly at the knowledge acquisition level. Based on the findings, it is recommended that while considering the varying levels of comfort with technology across the gender and age groups, a tiered teacher training programme should be put in place where student-teachers can progress from the basic level to the advanced level of digital competencies
Exploring structural equations modelling on the use of modified UTAUT model for evaluating online learning
Full text linkThe sudden shift from traditional face-to-face classes to online learning during the COVID-19 pandemic has created a need to understand how well online learning is crucial and being accepted, particularly in developing countries. The Internet has enabled international communication and interaction, removing distance and space barriers between Lecturers and students. In some higher education institutions, technology has been gradually integrated into their teaching methods, utilising Learning Management Systems (LMS). This study aims to assess the factors that influence students' intention and use behaviour of online resources using the Unified Theory of Acceptance and Use of Technology (UTAUT). The results show that effort expectancy positively influences students’ behavioural intention to use online learning platforms such as Moodle, but facilitating conditions, performance expectancy, and social influence do not. Finally, results in this study also show that students’ behavioural intention positively influences students’ user behaviour to use the online learning platform. This study suggests that decision-makers should recommend and implement policies to address the challenges students learning from home might face during pandemics to ensure they can continue their education without unnecessary obstacles. This is particularly important in countries like Eswatini, where the cost of internet connectivity is high
Teachers' technological literacy for ICT integration to implement competence-based curriculum in public secondary schools in Tanzania
Full text linkThis study investigated teachers’ understanding of ICT integration in implementing a competence-based curriculum (CBC) among public secondary schools. Interviews and focus group discussions were used to collect the data from 139 teachers, academic teachers and the head teachers. Simple random and purposive sampling was used to obtain participants. The thematic analysis covers the whole process of data analysis. The study findings revealed that most teachers are aware of the Education and Training Policy and ICT Policy. However, they could not link their teaching practices in the classroom to meet policy goals, 85% of teachers did not integrate ICT as a pedagogical tool in their teaching and learning process, most teachers did not use online assessment, and the most used ICT devices were smartphones, computers and laptops. The study found that most teachers understand the benefit of ICT in implementing a competence-based curriculum. The study recommends aligning our policies and practices, especially in real school environments
Implementing communication technologies to enhance learning efficiency at a technical vocational education and training college in Cape Town
Full text linkThis paper explores the impact of extending instructional time at technical vocational education and training (TVET) colleges using WhatsApp's mobile social network (MSN) application. In South Africa, there is relatively little discussion on extending instructional time within the TVET sector, yet instructional time loss is consistently mentioned as one of the most significant challenges. During the study, the subject of Computer Programming was examined in light of poor learner performance. This study employed mixed-methods research following a pragmatic paradigm to formulate educational policies potentially dealing with TVET instructional time losses in South Africa. Data were collected from two TVET centres (FB1 and FB2) involving two lecturers and 48 students in Cape Town. Despite the study's mixed results, qualitative data reflected the need to extend instructional time and improve the efficiency of applications like WhatsApp. Quantitative data reflected an overall percentage pass rate of 56% and 100% for FB2 and FB1, respectively. The messaging application, however, has challenges, such as disrupting conversations. By participating in learner WhatsApp groups, the paper believes lecturers can reap positive benefits from these initiatives. This study adds voice to mixed-method practices. To maximise pedagogical efficiency, this study recommends that educators provide practical guidance on using MSN applications to increase instruction time
Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools
Full text linkInformation and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective
Understanding stakeholders' perception on integrating ICT in teaching and learning science subjects: Experiences from Tanzanian secondary schools
Full text linkThis study investigated stakeholders’ perceptions of the integration of ICT in teaching and learning science subjects in secondary schools. A cross-sectional survey design, using a mixed approach, guided the study. Survey questionnaires and interviews were used for data collection. A total of 221 respondents, including students, teachers, heads of schools and district education officers, were sampled. The SPSS version 24 was used for quantitative data analysis. The qualitative data from the interviews were subjected to thematic analysis. Results indicate that stakeholders had positive perceptions of the benefits of integrating ICT in teaching science subjects. However, their positive perception was hampered by the accessibility of ICT materials, insufficient pedagogical knowledge and limited support from school management. Therefore, it affects the integration of ICT in teaching and learning science subjects. The study recommends government and management support to ensure sufficient ICT materials. Further, teachers should be equipped with sufficient pedagogical knowledge for ICT integration in teaching and learning science subjects
Personalised learning and artificial intelligence in science education: current state and future perspectives
Full text linkThis paper presents a comprehensive examination of the integration of artificial intelligence (AI) in science education and its impact on personalised learning. The research explores current applications, challenges, and future perspectives of AI technologies in educational settings. Through a systematic literature review, we identify the advantages of AI, such as enhanced individualised instruction, data-informed insights, and increased student engagement. The study combines quantitative and qualitative analyses, case studies, expert interviews, and technology assessments to offer a multidimensional understanding of AI's role in personalising science education. Despite the potential benefits, the research highlights barriers, including financial costs, infrastructure requirements, data privacy, and the need for teacher training. The future of AI in education suggests a trajectory towards advanced personalisation capabilities through adaptable learning systems, virtual tutors, and immersive learning environments. We underscore the importance of addressing the identified challenges to fully realise the transformative power of AI in science education. The findings illustrate that, with thoughtful implementation, AI holds promise for tailoring science learning experiences, making them more effective, inclusive, and engaging for students of varied needs and abilities
Assessment of lecturers' awareness of artificial intelligence for education in a Nigerian university
Full text linkArtificial intelligence (AI) plays a significant role in the educational sector, offering lecturers and students innovative ways of teaching and learning, assessment, acquiring skills, communicating, sharing, creating, grading and interacting with learning materials. Unfortunately, Nigerian universities are yet to fully explore AI in their educational activities, which may be due to inadequate awareness, lecturers' attitudes, lack of self-efficacy, opposition to change, and lack of adequate preparedness to utilise AI. Hence, this study assessed lecturers' awareness of artificial intelligence for education in a Nigerian university. The study adopted a descriptive survey research design. A sample of 271 lecturers was selected using a proportionate stratified random sampling technique. The study was guided by two research questions and a corresponding research hypothesis. A researcher-designed structured questionnaire was used for data collection, which four experts validated. The questionnaire was pilot-tested, and the data obtained were subjected to statistical analysis using the Cronbach alpha correlation formula, and a reliability coefficient of 0.87 was obtained. Descriptive statistics of mean and standard deviation were used to answer the research questions. The findings of the study revealed that lecturers are aware of AI, with a grand mean of 2.57. Independent samples t-test analysis showed that t = 1.047, p > 0.05, indicating no significant difference in the mean response of male and female university lecturers' level of awareness of artificial intelligence for education. In light of the findings, it was recommended that conferences, seminars and workshops should be organised for lectures to increase their level of awareness of the numerous opportunities that AI can provide in augmenting their educational activities, enabling an environment with adequate facilities that will enable lecturers to acquire adequate knowledge on the use of AI should be provided by education stakeholders
A meta-analysis of the most influential factors of the virtual reality in education for the health and efficiency of students' activity
Full text linkLearning focused on assimilation of facts, availability of information, free access to knowledge bases and convenient navigation in local and global networks is not a sufficient condition for the formation of an educated personality, active cognitive activity of the student. In the article, the authors the analysis of virtual reality factors influencing the effectiveness of educational activities and the preservation of the health of students. It is noted that learning in a synthetic environment causes the need to solve new, specific tasks, in particular, the teacher mastering the new role of a facilitator and understanding psychological and psychophysiological problems for health and the effectiveness of learning in a synthetic learning environment, the specificity of cyber-diseases. VR factors have been identified contributing to physiological differences in users: system factors, application and user interaction factors, individual and various factors of perception. Based on the results of research in the field of ergonomics, recommendations have been made, the consideration of which will contribute to reducing the risk of cyber-diseases
Enhancing descriptive writing of secondary school students through digital lesson contents in Zanzibar
Full text linkThis study aimed to find out whether there was a significant difference in descriptive writing enhancement among secondary school students who were taught through digital lesson contents (DLCs) or not. A quasi-experimental pre-test and post-test through single group design was used for the study. One hundred twenty (120) students from three selected secondary schools were drawn using a purposive sampling technique. First, they were given a pre-test, and then teachers used DLCs for teaching descriptive writing within one month. After that, students were given post-tests to determine the variation of the two test scores. A mixed method approach was applied to focus group discussions and student achievement tests. The data of students’ tests were analysed by inferential statistics using a t-test with the help of SPSS program version 25. However, data from focus group discussions were analysed thematically. The findings revealed that the performance of the students improved after the use of DLCs for teaching and learning descriptive writing. There is a decrease in the proportion of students with low marks (<2) from the pre-test to the post-test, while there is an increase in the proportion of students with high marks (2--5) from the pre-test to the post-test. The findings from participants revealed that DLCs had an impact on raising the students’ interest and motivation as well as improving students’ descriptive writing ability. The study concludes that using DLCs for teaching and learning is a catalyst because it supports and motivates students to achieve sufficient ability in descriptive writing. Based on the findings, the study recommends that effective availability of instructional materials such as computers, projectors and smart TVs should be highly considered for secondary schools to improve the quality of education