ICT Literacy Integration

2018

This article looks at how librarians, who are the experts in information dissemination can collaborate with faculty to effectively teach students basic information literacy skills, integrating information literacy skills into the curriculum and how this process can make students learning experience meaningful and successful. It has become imperative for everyone, in the age of knowledge economy to be skilled in information literacy in the current dispensation of information technology. The authors believe that an effective way to achieve this goal is for faculty and librarians to collaborate and fine ways to teach these skills to students, because it is important that students acquire the required skills to evaluate, storage, organization, access, and effectively utilize information. Librarians and faculty members have equal stakes in ensuring that students acquired information literacy skills that will help them succeed not only during their years of university education, but als...

2004

Significant Learnings and Recommendations …………………….. 1. The Concept of ICT Integration …………………………... 61 2. Preparing Students to Implement ICT into Teaching ………... 62 3. Integrating ICT in the Internship …………………………. 64 4. Preparation of Faculty to Integrate ICT into University Teaching ………………………………………………. 65 5. Enhancing the Faculty Environment for Change …………… 66 6. External Support for ICT Integration in Faculties of Education .68 7. Addressing Scepticism toward ICT ………………………. 69 Principles for ICT Integration in Faculties of Education …………… 70 NEW DIRECTIONS: THE FUTURE OF iTEACHERED ……….. 72 CONCLUSION ……………………………………………………. 74 REFERENCES ……………………………………………………. 75

iiis.org

This paper compares the UGRU foundation program to similar programs used by universities in the region such as United Arab Emirates, Kingdom of Saudi Arabia, Qatar, or internationally such as Australia, New Zealand, Norway, UK, Canada, and USA. The ...

Comminfolit, 2011

Within disciplines are a set of shared values and thought processes that students must master in order to become participants of that discipline. Information literacy as defined by the ACRL is a set of standards and principles that can apply to all disciplines. In order to produce information literate undergraduates in a given discipline, information literacy standards must be integrated with the values and processes of the discipline. In this study, librarians partnered with faculty in gender studies and molecular biology to integrate information literacy with courses in those areas. Student performance and attitudes improved as a result of the collaboration. This article discusses the collaboration process, the assessment methods and results, and the long-term importance of developing best practices for information literacy integration at the campus level through a disciplinary approach. 38

Undergraduate students in Educational Departments are required to evaluate basic tools in Information Communication Technology in order to promote the learning process and outcomes. The teacher's ability to use the means of technology and adapt them in the educational process, apart from training, involves understanding the technology itself. This study addresses issues on undergraduate teachers' education, relevant to the effective use of Information Communication Technology. The aim of this study is to investigate how undergraduate students of the Department of Early Childhood Education understand and avail Information Communication Technology. Emphasis is given on the students' capabilities to evaluate and integrate educational content, retrieved from the Internet, in educational process. The current research was carried out in 2008 in the University of Ioannina in Greece. The sample consisted of 180 undergraduate students during their final year of their undergraduate studies. In that semester one of the tasks of the undergraduate students was to be trained on using Internet and Information Communication Technologies and then to carry out certain tasks regarding information retrieval from the Internet. Additionally, they attended a test performing similar activities. The results of this study were based on the evaluation of the above. The outcome of the study outlined: a. the students' deficiencies in Information Communication Technology literacy and b. the necessity for re-evaluation of the education and training of preschool teachers in using the Internet for information retrieval so as to promote more effective methods of Information Communication Technology activities' and the integration in the learning process.

2008

This paper is based on a study conducted with a group of university lecturers in Sri Lanka. The objective was to examine how faculty-library collaboration can be used for linking Information Literacy (IL) to their teaching process. The study was initiated because the use of linked-IL in teaching could eventually break down barriers to acceptance of IL by students, if IL components are used and modeled effectively in teaching with the support of the librarian. Developing information skills among university students will help to make them effective users of information. Information literacy cannot be introduced in isolation. Linking of IL in teaching is needed in connection to the teaching in the classroom. Hence, collaboration becomes a key concept. The study group consisted of a librarian and 26 lecturers from various disciplines who had from 1 to 19 years of teaching experience. This study group engaged in four 30 minutes sessions from January to March 2005 with the librarian, discussing the importance of IL in the university system, how to link IL to the curriculum, how to link IL with student assessment, the role of the lecturer and the university librarian in adopting and implementing IL in their work, and how to implement IL programs in collaboration with librarians. After the discussion sessions, the lecturers were interviewed. Before the discussion sessions, the number of lecturers who linked IL to their teaching was 8, and this number increased to 26 after the completion of the discussion sessions. The feedback of the participating lecturers showed that all 100% of them were interested to collaborate with librarians in the area of linking information literacy in teaching. These preliminary findings will be discussed to emphasize the continuation of these programs to foster an information literacy culture in the Sri Lankan university system in view of producing information literate output which will support the development of the country.

Contemporary Research: An Interdisciplinary Academic Journal, 2025

Information and Communication Technology (ICT) has become a pivotal aspect of modern education. However, it has offered opportunities and posed challenges in education. This study explores university-level English teachers' (ULETs') experiences, opportunities, challenges, and aspirations in integrating ICT into education. Using an interpretative paradigm, qualitative approach, and phenomenological design, data were collected through semi-structured interviews and reflection notes from ten English teachers across five campuses of Tribhuvan and Mid-West universities. The findings revealed that ICT significantly contributed to student motivation and empowerment, facilitated autonomous exploration of learning materials, fostered peer and mentor support, enabled asynchronous and synchronous collaboration, and enhanced teacher professional development (TPD). The study also identified challenges, including frequent power outages, inadequate resources and skills, and infrastructure maintenance and use issues. The study suggests that stakeholders prioritize enforcing better ICT policies in education, allocate sufficient budgets for infrastructure development, and provide extensive teacher training. Regular monitoring and follow-up are essential to ensure the effective use of ICT in education. Additionally, further research is recommended to explore the experiences of students and other educational stakeholders at various levels.

ICT integration can be realized at various levels: It can be at a state level (central government); at an institutional level (Higher Education Councils); at an organizational level (universities and schools); at a faculty level; at a department level, or at an individual level. Thus, ICT integration can be studied at macro level as a system, or it can be studied at micro level or can be studied together. In this study, ICT integration is studied at macro level which covers the ICT integration both at administrative and instructional levels. Although each level is interrelated with each other, the aim of this study is to investigate how ICT is integrated at the faculty level in an institution.

Science Journal of Education, 2013

This study aimed at exploring the extent of Information and Communication Technology (ICT) utilization by Classroom Teacher program at the faculty of education at Isra University during the practicum. The sample of the study consisted of 77 student teachers who had made been enrolled and participated in field visits as part of the practicum as well as the five supervisors at Isra University. The findings of the study illustrated weaknesses in both student teachers' preparation courses on how to use ICT effectively across the curriculum, and ill execution of the practicum.

2005

It is well understood that university graduates, regardless of discipline, must have appropriate information and communication technology (ICT) competencies to function and be employable in the modern world. Universities have been encouraged to develop action plans for ICT literacy and to introduce means of auditing ICT literacy levels of students. In addition, education graduates have had additional responsibility to develop ICT competencies to support student learning. The extent to which this is actually being achieved is less well understood. This paper reports on one aspect of a project designed to inform the integration of ICTs within undergraduate programs for the preparation of primary and secondary teachers at an Australian university. Initially survey data were collected that explored the students' competence with ICT applications and their confidence with ICT integration in their teaching pedagogy. This paper reports on interviews with students to provide in-depth understanding of their ICT experiences as undergraduates. It supports survey findings that considerable difference exists between individual experiences within and between programs depending on course selection, study plans and personal inclination. It also raises serious questions about the capacity of many graduates to undertake ICT aspects of their profession without extensive and immediate further professional development. The paper concludes by exploring how some of this variance can be addressed to ensure that graduates are more ICT capable.