Some Theorists Acknowledge Ict Education Essay Example

term 'computers' was replaced by 'IT' (Information Technology) in the early 1980s, signifying a shift from calculating engineering to the ability to store and retrieve information. Therefore, the term 'ICT' (information and communication technology) was introduced in 1992 (Pelgrum, W.J., Law, N., 2003). Another definition states that ICTs encompass the networks and services that impact the local and global accumulation and dissemination of public and private knowledge (Adeya, N.C.).

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According to Adeya (2002), ICTs can be defined as 'electronic means of capturing, processing, storing and disseminating information'. Additionally, Pelgrum (2002) includes multimedia, the Internet or the Web as part of ICTs, which can be utilized to enhance administration or as a substitute for other forms of media.

Law, N., 2003).

ICT in Education

The use of Information and Communication Technologies (ICT) has greatly influenced education. Numerous countries view ICT as a catalyst for transformation and progress in the education sector (Erdogan, 2009; adapted from Eurydice, 2001; Papanastasiou ; Angeli, 2008), resulting in substantial investments to incorporate ICT into schools.

To exemplify, Europe and Central Asia allocate 22% of their budget to ICT (Erdogan, 2009, adapted from World Bank, 2007). According to Pelgrum and Law (2003), ICT in education gained popularity in the early 1980s when inexpensive personal computers became available in the consumer market. These scholars also observed that with the introduction of personal computers in education during the 1980s, there was an expectation of improved effectiveness and motivation in teaching. Hepp, Hinostroza, Laval and Rehbein (2004) argued in their paper "Technology in Schools: Education, ICT and the Knowledge Society" that since the inception of ICTs in education, they have been utilized but not to their full potential. Despite computers

not being fully integrated into traditional subjects in the early 1980s, there was a generally accepted perception that the education system needed to prepare students for a knowledgeable society, which increased interest in ICTs (Pelgrum, W.J., Law, N.).

, 2003). Additionally, in their paper titled "ICT and Educational Reform in Developed and Developing States," Kozma and Anderson (2002) emphasize the importance of knowledge and instruction in the economic system. They note that schools are increasingly incorporating ICT into their instruction schemes, which has resulted in a significant and dynamic change. Likewise, Kozma and Wagner (2003) concur that ICT has the potential to enhance basic instruction and is a challenging area of development in both poor and rich countries (Wagner, D.

, Kozma, R. (2003) states that in the field of ICT in instruction, the literature on ICT for development often mentions instruction briefly.

Importance of ICT in schools

ICT can be utilized in three ways within schools: to display, support, and monitor knowledge for instructors; to enhance administrative work; and as learning content in relation to students' information literacy (Myungnghee Kang et al., 2011).

Students

In recent years, several large-scale international studies have documented the successful integration of ICT in schools (Lim & Hang, 2003, adapted from Mann, Shakeshaft, Becker & Kottkamp, 1999; Sivin-Kachala, 1998; Wenglinsky, 1998).

These research studies have indicated that ICT supports the development of advanced thinking skills by providing cognitive frameworks for students to make sense of information gathered. It also enables experts, teachers, and students to communicate their thoughts and interests in subjects and simulate real-life situations and problems for students to explore connections between concepts and ideas. In the 21st century,

children often choose to search for answers on the internet (Myungnghee Kang et al., 2011). Additionally, students who have taken ICT courses have more employment opportunities, as many jobs today require a good understanding of ICT. Research studies have demonstrated that the use of ICT, along with other instructional strategies, has allowed students to engage in higher-order thinking (Jonassen & Carr, 2000; Kearney & Treagust, 2001; Oliver & Hannafin, 2000).

According to Salomon (1993), pupils need to develop constructive thinking skills in order to prepare for the future information age. Kozma (2005) supports this by stating that ICT can be utilized to improve pupil understanding and enhance the quality of education. Furthermore, Papert (1997) highlights the benefits of ICT for students, such as increased motivation and creativity in new learning environments.

Moreover, students demonstrate a disciplined approach to assimilating information and the ability to adapt quickly when collaborating with peers, enabling them to generate knowledge. Additionally, experts recognize that ICT can assist students in acquiring knowledge, reduce direct instruction, and provide support for those with special educational needs (Iding et al., 2002; Shamatha et al., 2004; Romeo, 2006).

Educators

The integration of technology in schools has brought about changes to educators' roles within the classroom. In classrooms where technology is utilized, teachers are often seen as facilitators or managers rather than lecturers (Gahala, 2001 adapted from Henriquez ; Riconscente, 1998).

The use of ICT in the classroom has proven to be highly beneficial for educators, so it is crucial for all educators to be adequately prepared in order to effectively utilize technology in their instruction. ICT serves as a pedagogical tool that enhances instruction by introducing a new model that

promotes collaborative, project-based, and self-paced learning. As students become more independent, instructors who are unfamiliar with serving as facilitators or managers may not understand how technology can be integrated into non-teacher directed activities. However, this situation offers a great opportunity for instructors to learn from their students and practice being information seekers, lifelong learners, and risk-takers.

Teachers are required to regularly use technology tools in their profession. The use of technology in education is growing, and teachers are expected to effectively combine teaching techniques with technology (adapted from Pelgrum, 2001). The success of this integration depends on teachers' willingness to incorporate technology into both teaching and learning. If teachers don't use technology as intended, the full benefits of technology for effective instruction and learning cannot be achieved. As a result, many studies have investigated the acceptance of technology among teachers and students in order to identify the factors that influence their acceptance.

These factors include personal attitudes towards computing machines (Teo 2011, adapted from Teo, 2008; Teo ; Noyes, 2011), computing machine self-efficacy (Teo 2011, adapted from Tsai, Tsai ; Hwang, 2010), technological complexness (Teo, 2011, adapted from Thong, Hong ; Tam, 2002), and easing conditions (Teo, 2011, adapted from Ngai,Poon ; Chan ,2007).

Administrators

In fact academic establishments typically lag concerns by approximately a decennary in the acceptance of new engineerings (Leidner ; Jarvenpaa ,1995 ,adapted from U.S. Congress ,1988). This is surely true in footings of the application of ICT into the learning procedure: the chalkboard and chalk remain the primary instruction engineerings in many schools even while the virtues of ICT to better communicating ,efficiency,and determination devising in organisations are recognized and inculcated by research workers.

ICT

plays a vital role as it is extensively utilized in automated systems for diverse activities. Its significance has grown in domains like research, library management, and documentation. Advancements in technology have created fresh prospects for human pursuits. According to Hepp et al. (2004), ICT should be acknowledged as an extremely valuable educational resource that benefits individuals across various levels, from classrooms to high-level administration. In schools, ICT assists in lessening administrative burdens and facilitates a more streamlined and effective exchange of information among teachers, students, and non-teaching staff.

Policies for Technology Integration in Schools

Hepp, Hinostroza, Laval, and Rehbein (2004) argue that an effective ICT policy should not be treated as a separate issue but rather as part of a larger effort to enhance the quality and equity of educational infrastructure. Similarly, Levine (1998) stresses the importance of creating a customized plan that aligns with the unique needs of each school. This ensures that the plan is practical, achievable, and impactful. The primary objective should be to integrate technology into classrooms.

According to Levine (1998), the use of ICTs in education does not have a universal truth. Hepp, Hinostroza, Laval and Rehbein (2004) have emphasized that the effectiveness of ICTs in education varies based on each country's context, priorities, long-term budgetary opportunities, and commitment.

The Master Plan on instruction in Mauritius, prepared in 1991, recognized the importance of ICT instruction for the country's economic development. According to the Master plan, ICT will play an increasingly important role in creating efficient and modern information services, which are vital for a modern industrial economy. To ensure a skilled workforce that understands the strategic importance of information, the future economic sectors in

Mauritius will require individuals who can leverage technology to enhance the competitive advantage of the country. The education system of Mauritius must address these issues (p. 75). As per the Master Plan of 1991, three long-term strategies were adopted: extending Computer Literacy to Form I and Form II students, integrating ICT throughout the curriculum, and offering Computer Studies or Information Technology as a specialized subject for those interested in developing broader technological capabilities.

The implementation of ICT in learning and acquisition has not yet been integrated, with Computer Studies remaining a subject managed by the University of Cambridge International Examinations. The number of PCs in schools has increased from a few hundred to almost 4,800. However, Computer Studies still attracts less interest compared to other subjects in secondary school. Around 26% of School Certificate students and 10% of Higher School Certificate students choose Computer Studies (Digest of Educational Statistics 2006, 2008). In 2004, the Task Force on E-Education and E-Training recommended providing free Internet access to all schools, which has mainly been implemented in secondary schools.

Sidelining of ICT in primary schools

There is more emphasis on promoting ICT among the working population and the general public than in primary schools. The National Strategic Plan (2006-2010) only dedicates a few lines to ICT in schools, despite the growing demand for improving connectivity in primary schools. There is no mention of the specific strategy the government will follow to enhance ICT infrastructure in schools.

The National ICT Policy 2007-2011 emphasizes the need to use ICT in education, but does not provide enough information on how this will be implemented and how progress will be measured. The Draft Education and Human

Resources Plan (2008-2020) outlines specific goals for incorporating ICT in different levels of education. In pre-primary schools, the plan includes embedding engineering in the system, exposing young learners to modern technology, equipping schools with IT installations by 2009, and training teachers in ICT. The plan also encourages pre-schools to use ICT as a tool in the teaching and learning process. For secondary schools, the plan calls for integrating support technology, introducing ICT in all schools for use by all instructors, developing an ICT Plan for secondary schools by 2010, and implementing system-wide ICT usage by 2015. The plan also aims to provide ICT installations to ensure that all teachers regularly use them for teaching and learning purposes, expand the use of online materials and the Knowledge Channel, and equip all students leaving secondary school with ICT skills for future independent learning needs. Despite having a comprehensive policy and careful planning, integrating ICT in education remains a complex process.Various studies have identified four primary stages of ICT adoption and utilization in education. During the initial stage, known as the emerging phase of ICT development, teachers and students explore ICT tools along with their general functions and applications. The focus primarily lies on developing ICT literacy and basic skills.

The second phase involves learning how to use ICT tools and starting to make use of them in different subjects. This includes the use of both general and specific applications of ICT and is connected to the applying phase in the ICT development model. In the third phase, there is an understanding of how and when to use ICT tools to achieve a specific purpose, such as completing a

given task. This phase implies the ability to recognize situations where ICT will be helpful, selecting the most appropriate tools for a particular task, and using these tools in combination to solve real problems. This is linked to the infusing phase in the ICT development model. The fourth phase is when the learning situation is transformed through the use of ICT.

This is a new approach to education and learning situations using specialized ICT tools, which is connected to the changing phase in the ICT development model. Advancement through the stages is time-consuming. Furthermore, the transformation of teaching practices requires more than just training teachers in ICT skills. Unfortunately, often the strategy used to train teachers in ICT integration is a one-time crash course on computer literacy.

This attack does not allow teachers to integrate ICT in their daily activities and master the use of ICT as an effective tool for learning and acquisition.

Gender Issues of Research on Teachers' and Students' Use of ICT

Gender differences have been found to influence the level of integration of ICT at schools. Male teachers are more active in using ICT than female teachers and feel more confident and less nervous when using computers in their teaching-learning process, as well as being more proficient in ICT capabilities (Guoyuan et al., 2009). Similarly, male students have significantly more positive perceptions than female students regarding e-learning, which is an advanced use of ICT in the education field. For example, males had more positive attitudes than females towards the use of a digital library (Terzis ; Economides, 2011, adapted from Koohang, 2004) and towards the use of web-based instruction at an open university (Terzis ;

Economides, 2011, adapted from Enoch ; Soker, 2006).

The purpose of the current survey is to measure the integration of ICT in secondary schools in Mauritius. The survey will assess the use of ICT in everyday school activities by students, teachers, and staff. Additionally, this coursework aims to test hypotheses related to gender issues in the use of ICT by teachers and students. These hypotheses are based on factors that are known to influence the level of ICT integration in schools. The survey will determine whether these hypotheses are applicable in the Mauritanian context.

Research Methodology

The aim of this research is to assess the extent to which ICT is integrated in secondary schools in Mauritius. The survey also seeks to identify the policies that affect the incorporation of ICT in schools. The research employs both qualitative and quantitative methods, with initial emphasis on qualitative analysis.

The questionnaires utilized in this study were developed based on a qualitative pilot survey and a literature review, as previously mentioned. These questionnaires included inquiries that examined individuals' perceptions of ICT usage in schools, as well as the characteristics and habits of users and their experiences with ICT. Additionally, basic background information was gathered. Prior to distributing the questionnaires to students and teachers in four secondary schools in Mauritius, a pre-testing was conducted. Originally, personal interviews were conducted with individuals from the administration. However, unfortunately, no substantial responses were received, resulting in the exclusion of the administrative perspectives. The convenience sampling method was employed for this survey.

The fieldwork was conducted in October 2011 using the Raosoft website. The survey for pedagogues had a sample size of around 200, with a 5%

margin of error, 50% response distribution, 90% confidence level, and a population size of 2000. The survey for pupils had a sample size of around 400, with a 5% margin of error, 50% response distribution, 95% confidence level, and a population size of 20000. Out of the 200 pedagogue questionnaires, 184 were cooperative and showed enthusiasm, while 16 were rejected due to missing information and respondent incompatibility. For the pupil questionnaires, 388 provided good feedback, while 12 were rejected due to missing information. The data collected was analyzed using the Statistical Package for Social Sciences (SPSS)14.0 for Windows. However, this survey has some limitations.

One limitation is the sample size. Out of 200 questionnaires for pedagogues, only 92% responded. Of those, 16 questionnaires had to be disregarded. For the pupils' questionnaires, 97% were accepted and the rest were rejected. Due to the limited response, the results may not be representative of the population being studied. In addition, some pedagogues declined to participate due to time constraints or reluctance to provide information. If there were no time and budget restrictions, a larger sample size could have been used.

Analysis and Interpretations

Input and Coding

SPSS (Version 14.0) was used to input the data from the questionnaires.

The variables were defined in the Variable View and the information was entered as Numberss in the Data View.

Educators ' Questionnaire

1. 94.6% of the respondents have a computer at home. This reflects the Mauritanian government's mission to ensure every household in Mauritius owns a computer. Our study also found that educators are comfortable using computers and their applications (referring to frequency tables in the Appendix Section).
2. Respondents who reported
   

having access to technological support at their schools find the quality of the service to be good (also referring to the crosstabulation in the Appendix subdivision).

The sample mean of 0.0598 falls within the acceptance region, leading to the acceptance of H0 and the rejection of H1, indicating that ICT has indeed been integrated in secondary schools.

Students' Questionnaire

1. According to the survey conducted with students, it was observed that the primary function of a computer at school is to search for resources on the internet and some students also use PowerPoint for lectures (see Figure 7). This demonstrates the innovative teaching and learning approach facilitated by technology.
2. Additionally, it was found that all schools have computer labs and offer computer as a subject of study. Furthermore, most of these computer labs cater to every student
   

in the school, providing access to computers (see Figure 8).The research also indicates that teachers encourage the extensive use of ICT in the teaching and learning process, and students now heavily rely on ICT for their learning, obtaining most resources from the internet (see Figure 9). Furthermore, according to Figure 10, a majority of students have access to computers at home, making them proficient in using various computer tools both at home and school. Thus, we can conclude that students today are computer literate. Similarly, Figure 11 reveals that, like teachers, male students are more inclined to utilize computers for their learning purposes compared to female students. In conclusion, the effective integration of ICT in an educational setting depends on its placement within the wider societal and cultural context.

According to Lim ; Hang (2003), as ICT becomes part of the school's sociocultural scene, it becomes integrated in more ways than originally anticipated. The context of ICT experiences includes activities outside of the actual ICT interaction. Our survey provides insight into how pupils and teachers in Mauritania perceive the level of ICT integration. The findings indicate that successful integration depends on factors such as teacher beliefs, teacher efficacy, teacher attitudes, student engagement, student involvement, and the use of ICT as an educational tool.

This survey examines the influence of gender on the integration of ICT in secondary schools. Referring to our objective of measuring the extent of ICT integration in secondary schools in Mauritius, we can conclude that ICT has been successfully and efficiently integrated in these schools. However, there are improvements that need to be made to ensure the proper functioning of the technology tools in

the education sector in order to enhance the teaching and learning process.