Innovative Uses of ICT in Educational Research.
Research Papers in Education, 2003, 18 (2), 141-165. Abstract: This study explores pupils’ views of the use of information and communication technology (ICT) within subject teaching and learning. Members of three year cohorts (Years 8, 10 and 12) in six English secondary schools took part in focus group interviews during the first half of.
The Role and Status of National Research and Education Networks in Africa. Events. The World Bank co-founded the long-running Global Symposium on ICT use in Education (GSIE), which annually brings senior policymakers and practitioners to Korea to share emerging insights related to the use of new technologies in education around the world.
International Journal of Research in Education and Science (IJRES) In addition, teachers’ readiness and skills in using ICT are playing essential role in the use of ICT in education. Teachers need sufficient ICT skills to implement the technology and to have high confident level to use it in a classroom setting.
The analytical survey was prepared within the framework of the project Information and Communication Technologies in Technical and Vocational Education and Training launched by the UNESCO Institute for Information Technologies in Education in 2002.
Bridging practice and research into teaching and learning with technology (2007-2010) Grant holder: Sara Hennessy Funded by ESRC grant: RES-063-27-0081. This research set out to synthesise and disseminate the T-MEDIA project and prior work, aiming to consolidate and develop a distinctive line of empirical enquiry while theorising about the critical role of the secondary teacher in purposefully.
ICT in Arts and Humanities Research Leading the development of the use of ICT in research. Information and Communications Technology plays a vital and growing role in research. In its simplest form it is used to gather, collate and disseminate information from advertising funding opportunities through to publishing conclusions.
Figure 1 describes our research model, based on literature and experience in integration of ICT in education in Vietnam. Use of ICT in teaching practice is the dependent variable. Non-manipulative factors are gender, age and subject teaching. Influencing first-order manipulative factors are access to ICT, intensity of use, confidence and skills.