Influence of Information Communication Technology on Child Education
DOI:
https://doi.org/10.47941/jts.551Keywords:
Information Communication Technology, Child EducationAbstract
Purpose: The potential benefits of ICT integration in learning in schools have been extensively discussed in the academic literature worldwide. In recent years globally, there has been rapid expansion in integration of ICT in primary school education. Countries has further put in place many initiatives to enhance the same. Integration of Information and Communication Technology (ICT) is a critical factor in ensuring improved quality education. Despite the many benefits that are known to be brought by integrating ICT in teaching and learning, studies have shown that integration remains low especially in primary schools. The general objective of the study was to establish the influence of information communication technology on child education
Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
Findings: The study found out that the influence of ICTs in learning cannot be dealt with in isolation. For technology to be effective, it must be availed to learners at the right time and place. There is need to be effective, it must be availed to learner's proximity; that is in classrooms or supposed learning environment
Recommendations: The study recommends that leaders need to adopt transformative leadership to achieve organizational performance. Organization should embrace transformational leadership and sound policies that will strengthen their position as a fundamental sector in generating human capital for the country's developmental and economic needs as well as the development of training programs in leadership skills and competences in transformational leadership for the leaders of enterprises
Keywords: Information communication technology, child education
Downloads
References
Abanikannda, M. (2018). Effect of Technology tools on students' interest in Biology. A survey of Osun State High schools in Nigeria
Al-Jenaid, S., Chiu, A. S. F., Dahl, A., Fleischmann, K., Garcia, K., Graham, M., ... & Fletcher, J. (2014). Global Environment Outlook Small Island Developing States Outlook.
Al-Wadi, H. (2020). Bahrain's Secondary EFL Teachers' Beliefs of English Language National Examination:'How It Made Teaching Different?'. International Journal of Instruction, 13(1), 197-214.
Asoma, A. (2018). Using in-service training to improve teachers’skills towards the use of ict to teach at st peter’s jhs, tamale (Doctoral dissertation).
Bandura, A., & Adams, N. E. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive therapy and research, 1(4), 287-310.
Bitok, E.B. (2014). Teachers' Preparedness in Integrating Information and Communication Technologyin Biology Classrooms in Uasin Gishu County, Kenya. Journal of research and Methods in Education: Vol. 4, 45-53
Criado, J. I., Rojas-Martín, F., & Gil-García, J. R. (2017). Enacting social media success in local public administrations: An empirical analysis of organizational, institutional, and contextual factors. International journal of public sector management.
De Wet, W., Koekemoer, E., & Nel, J. A. (2016). Exploring the impact of information and communication technology on employees' work and personal lives. SA Journal of Industrial Psychology, 42(1), 1-11.
Flores, V.C. (2014, October 7). Biology tools and simulations for teachers and parents. Retrieved from BioDigital Human: http://www.cloudetal.com
Gaitho, A. M. (2014). Factors influencing use of ICT in teaching and learning among primary school pupils in Kandara sub-county, Muranga county, Kenya (Doctoral dissertation, University of Nairobi).
Gakime, R. (2016). Factors influencing integration of digital resources in science teaching and learning in secondary schools of Murang'a County, Kenya.
Johansson, W., & Söderlund, A. (2018). Teachers’ Views on Digital Tools in the English as a Second Language Classroom.
Kaga, J. K. (2013). Factors influencing integration of information communication technology in primary school science education in Molo district, Nakuru county, Kenya (Doctoral dissertation).
Kjällander, S., Åkerfeldt, A., Mannila, L., & Parnes, P. (2018). Makerspaces across settings: Didactic design for programming in formal and informal teacher education in the Nordic countries. Journal of Digital Learning in Teacher Education, 34(1), 18-30.
Lindqvist, M. H., & Pettersson, F. (2019). Digitalization and school leadership: on the complexity of leading for digitalization in school. The international journal of information and learning technology.
Mertala, P. (2019). Two worlds collide? Mapping the third space of ICT integration in early childhood education.
Miller, R. L. (2015). Rogers' innovation diffusion theory (1962, 1995). In Information seeking behavior and technology adoption: Theories and trends (pp. 261-274). IGI Global.
Muleya, G., Kaumba, M., Mphahlele, R., & Simui, F. (2021). Disablers and enablers in the uptake of information communication technologies in rural primary schools of Mwinilunga District, Zambia.
Peas, J. S. (2019). Positive and Negative Influences of Technology in Early Childhood Classrooms: A Qualitative Study (Doctoral dissertation, Northcentral University).
Sakr, M. (2019). Digital Play in Early Childhood: What′ s the Problem?. Sage.
Sargent, A. R. (2017). Urban Preschool Teachers' Instructional Technology Integration Perceptions and Practices. Hampton University.
Sheninger, E. C. (2017). Learning transformed: 8 keys to designing tomorrow’s schools, today. ASCD.
Titus, B. K. (2015). Factors influencing pedagogical integration of information communication and technology in Teaching and learning in public secondary schools: A case of Keiyo sub county, Elgeiyo Marakwet county, Kenya (Doctoral dissertation, University of Nairobi).
World Bank. (2016). World development report 2016: Digital dividends.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Dr. James Kimani
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
