This study examined early childhood preservice teachers’ perceived science teaching efficacy and its association with their teaching beliefs (constructivist and traditional beliefs). The participants included 181 preservice teachers enrolled in an early childhood teacher education program at a university in the Midwestern United States. Information was collected using the Science Teaching Efficacy Beliefs Instrument – Preservice (STEBI-B) and Teaching Beliefs Survey (TBS). The results revealed that the preservice teachers were efficacious about their science teaching, showing a negative relation with traditional teaching beliefs and no statistically significant relation with constructivist teaching beliefs. The results of hierarchical regression analyses revealed that the preservice teachers’ traditional teaching beliefs was a significant negative predictor of their personal science teaching efficacy and of their science teaching outcomes expectancy, while there was no significant effect of constructivist beliefs on them. These results suggest that when preservice teachers adhere to traditional teaching methods, it can lower their confidence and expectations about their effectiveness in teaching science. This underscores the current trend in early childhood education towards promoting innovative, student-centered teaching practices. By moving away from traditional beliefs and embracing more constructivist and inquiry-based approaches, teacher education programs can better prepare preservice teachers to create dynamic, effective, and engaging science classrooms for young children. This approach aligns with contemporary educational practices that prioritize hands-on learning and critical thinking, laying a strong foundation for students' lifelong interest and involvement in STEM subjects.
{"title":"Science Teaching Efficacy and Science Outcome Expectancy Among Early Childhood Preservice Teachers: Effects of Constructivist Beliefs vs. Traditional Beliefs","authors":"Hyunjin Kim","doi":"10.20849/jed.v8i3.1438","DOIUrl":"https://doi.org/10.20849/jed.v8i3.1438","url":null,"abstract":"This study examined early childhood preservice teachers’ perceived science teaching efficacy and its association with their teaching beliefs (constructivist and traditional beliefs). The participants included 181 preservice teachers enrolled in an early childhood teacher education program at a university in the Midwestern United States. Information was collected using the Science Teaching Efficacy Beliefs Instrument – Preservice (STEBI-B) and Teaching Beliefs Survey (TBS). The results revealed that the preservice teachers were efficacious about their science teaching, showing a negative relation with traditional teaching beliefs and no statistically significant relation with constructivist teaching beliefs. The results of hierarchical regression analyses revealed that the preservice teachers’ traditional teaching beliefs was a significant negative predictor of their personal science teaching efficacy and of their science teaching outcomes expectancy, while there was no significant effect of constructivist beliefs on them. These results suggest that when preservice teachers adhere to traditional teaching methods, it can lower their confidence and expectations about their effectiveness in teaching science. This underscores the current trend in early childhood education towards promoting innovative, student-centered teaching practices. By moving away from traditional beliefs and embracing more constructivist and inquiry-based approaches, teacher education programs can better prepare preservice teachers to create dynamic, effective, and engaging science classrooms for young children. This approach aligns with contemporary educational practices that prioritize hands-on learning and critical thinking, laying a strong foundation for students' lifelong interest and involvement in STEM subjects.","PeriodicalId":510230,"journal":{"name":"Journal of Education and Development","volume":"47 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores how schools, communities, and families in Pekon Township, Myanmar, collaborate to sustain education amidst conflict. Being confronted with challenges including violence and displacement, Pekon township has witnessed the establishment of over 80 community schools, providing education to over 12,000 students. The study explores through interviews and group discussions uncovering strategies such as flexible learning schedules, emotional well-being support, and community-led initiatives to ensure students' educational and emotional well-being. The findings highlight the importance of resilience, adaptive learning, and local leadership in overcoming educational barriers. This research contributes valuable insights into sustaining education in conflict-affected areas, emphasizing the critical role of community involvement and innovative practices in navigating adversity.
{"title":"From Conflict to Classroom: Understanding School-Community-Family Partnerships in Conflict-affect Myanmar","authors":"Lugyi No","doi":"10.20849/jed.v8i3.1432","DOIUrl":"https://doi.org/10.20849/jed.v8i3.1432","url":null,"abstract":"This study explores how schools, communities, and families in Pekon Township, Myanmar, collaborate to sustain education amidst conflict. Being confronted with challenges including violence and displacement, Pekon township has witnessed the establishment of over 80 community schools, providing education to over 12,000 students. The study explores through interviews and group discussions uncovering strategies such as flexible learning schedules, emotional well-being support, and community-led initiatives to ensure students' educational and emotional well-being. The findings highlight the importance of resilience, adaptive learning, and local leadership in overcoming educational barriers. This research contributes valuable insights into sustaining education in conflict-affected areas, emphasizing the critical role of community involvement and innovative practices in navigating adversity.","PeriodicalId":510230,"journal":{"name":"Journal of Education and Development","volume":" 66","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reviews the finalities and the methodology of a multidisciplinary educational course designed for students at the high school level. The course can be included in the conventional curricula of public or private schools or used for educational conferences by municipalities. The course is not based on conventional disciplines but rather on socio-economic indicators, which have been recently considered for a classification of the development of various countries. In particular, the course focuses on two indicators “social harmony” and “well-being” that are regarded as the most relevant indices of the quality of life. A brief assessment of cognitive science, relevant to the definition of the indicators, is included.The introduction of elements of real life into educational curricula was pioneered by early educators. The lack of a balance between economic well-being and social harmony appears a primary factor in the conflicts prevailing in the world. It is expected that the introduction elements of real life in current curricula might promote a more balanced society, and also stimulate the development of an interdisciplinary socio-economic discipline.
{"title":"Balancing Well-being and Social Harmony. An Interdisciplinary Educational Approach","authors":"Alberto Ciferri, Cinzia Bongianni","doi":"10.20849/jed.v8i3.1437","DOIUrl":"https://doi.org/10.20849/jed.v8i3.1437","url":null,"abstract":"This article reviews the finalities and the methodology of a multidisciplinary educational course designed for students at the high school level. The course can be included in the conventional curricula of public or private schools or used for educational conferences by municipalities. The course is not based on conventional disciplines but rather on socio-economic indicators, which have been recently considered for a classification of the development of various countries. In particular, the course focuses on two indicators “social harmony” and “well-being” that are regarded as the most relevant indices of the quality of life. A brief assessment of cognitive science, relevant to the definition of the indicators, is included.The introduction of elements of real life into educational curricula was pioneered by early educators. The lack of a balance between economic well-being and social harmony appears a primary factor in the conflicts prevailing in the world. It is expected that the introduction elements of real life in current curricula might promote a more balanced society, and also stimulate the development of an interdisciplinary socio-economic discipline.","PeriodicalId":510230,"journal":{"name":"Journal of Education and Development","volume":" 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The cultivation of students’ core competencies is a worldwide issue. Transforming the learning environment to promote innovative pedagogy has become a trend. As a critical role in students’ cultivation, teachers’ perception of learning space has the direct effect on learning outcomes. This study aims to investigate the teachers’ perception of the new learning space. A teacher’s perception of future school learning space scale is developed to collect the data, which includes 8 subscales and 35 items, 355 teachers participated in the study. Result of Descriptive statistics and Independent-samples t-tests indicated that: (a) Future School Learning Space Scale is reliable and effective; (b) teachers’ perception of Comfortability of learning space, Constructive Learning, Differentiation Learning are relative higher, Cloud Technology and Connectivity are both lower; (c) Teachers in different group, such as gender, teaching experience and type of school have significant difference in their perception of future learning space. Implications for Chinese future learning space design and construction have discussed.
{"title":"Survey of Teachers’ Perception of Future School Learning Space","authors":"Baoping Li, Jieya Huang, Qiaochu Yang, Yuhan Feng","doi":"10.20849/jed.v8i2.1411","DOIUrl":"https://doi.org/10.20849/jed.v8i2.1411","url":null,"abstract":"The cultivation of students’ core competencies is a worldwide issue. Transforming the learning environment to promote innovative pedagogy has become a trend. As a critical role in students’ cultivation, teachers’ perception of learning space has the direct effect on learning outcomes. This study aims to investigate the teachers’ perception of the new learning space. A teacher’s perception of future school learning space scale is developed to collect the data, which includes 8 subscales and 35 items, 355 teachers participated in the study. Result of Descriptive statistics and Independent-samples t-tests indicated that: (a) Future School Learning Space Scale is reliable and effective; (b) teachers’ perception of Comfortability of learning space, Constructive Learning, Differentiation Learning are relative higher, Cloud Technology and Connectivity are both lower; (c) Teachers in different group, such as gender, teaching experience and type of school have significant difference in their perception of future learning space. Implications for Chinese future learning space design and construction have discussed.","PeriodicalId":510230,"journal":{"name":"Journal of Education and Development","volume":"298 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141012580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Guoqing Zhao, Beibei Fan, Yaxuan Wang, Murad Aliyev, Xingyan Sun
Teaching thinking has been the focus of the new round of key competencies-oriented K-12 education reform in China. Based on the Concerns-Based Adoption Model (CBAM), this study investigated Chinese in-service teachers’ concerns about teaching thinking and how demographic variables affected their concerns. A questionnaire modified from the Stages of Concerns (SoC-TT) was used to collect the data. Altogether, 382 in-service teachers from 28 cities in China participated in this study by filling out the online questionnaire voluntarily and anonymously. The results showed that: (1) The modified seven-stage SoC-TT instrument showed satisfactory reliability and validity in the context of teaching thinking in China. (2) Teachers showed higher self-concerns (Informational and Personal) and impact concerns (Consequence, Collaboration, and Refocusing) while their task concerns (Management) about teaching thinking were relatively low. (3) Except for the Consequence stage, their demographic variables significantly influenced teachers’ concerns at other stages. Implications for professional development for teaching thinking were discussed.
{"title":"Investigating Chinese In-service Teachers’ Concerns About Teaching Thinking Using the Concern-Based Adoption Model (CBAM)","authors":"Guoqing Zhao, Beibei Fan, Yaxuan Wang, Murad Aliyev, Xingyan Sun","doi":"10.20849/jed.v8i2.1426","DOIUrl":"https://doi.org/10.20849/jed.v8i2.1426","url":null,"abstract":"Teaching thinking has been the focus of the new round of key competencies-oriented K-12 education reform in China. Based on the Concerns-Based Adoption Model (CBAM), this study investigated Chinese in-service teachers’ concerns about teaching thinking and how demographic variables affected their concerns. A questionnaire modified from the Stages of Concerns (SoC-TT) was used to collect the data. Altogether, 382 in-service teachers from 28 cities in China participated in this study by filling out the online questionnaire voluntarily and anonymously. The results showed that: (1) The modified seven-stage SoC-TT instrument showed satisfactory reliability and validity in the context of teaching thinking in China. (2) Teachers showed higher self-concerns (Informational and Personal) and impact concerns (Consequence, Collaboration, and Refocusing) while their task concerns (Management) about teaching thinking were relatively low. (3) Except for the Consequence stage, their demographic variables significantly influenced teachers’ concerns at other stages. Implications for professional development for teaching thinking were discussed.","PeriodicalId":510230,"journal":{"name":"Journal of Education and Development","volume":"15 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140672318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study introduces a novel approach to assess the quality of doctoral dissertations using a mixed methods design, specifically the convergent parallel model. Initially, the research focuses on qualitative data obtained from the context, research problem statement, and study purpose within a doctoral dissertation. As an example of quantitative data, the study examines self-confidence in creating a database based on years of experience using a questionnaire. The qualitative analysis employs semantic and thematic analysis techniques, revealing a clear alignment between the identified themes and the quantitative evidence. These findings underscore the effectiveness of the mixed methods approach in comprehensively evaluating the quality of doctoral dissertations.
{"title":"Mapping the Problem Statement and Study Purposes to the Quantitative Analysis: Insights From Mixed Methods Perspectives","authors":"Zhidong Zhang, Blanca Ibarra","doi":"10.20849/jed.v8i1.1408","DOIUrl":"https://doi.org/10.20849/jed.v8i1.1408","url":null,"abstract":"This study introduces a novel approach to assess the quality of doctoral dissertations using a mixed methods design, specifically the convergent parallel model. Initially, the research focuses on qualitative data obtained from the context, research problem statement, and study purpose within a doctoral dissertation. As an example of quantitative data, the study examines self-confidence in creating a database based on years of experience using a questionnaire. The qualitative analysis employs semantic and thematic analysis techniques, revealing a clear alignment between the identified themes and the quantitative evidence. These findings underscore the effectiveness of the mixed methods approach in comprehensively evaluating the quality of doctoral dissertations.","PeriodicalId":510230,"journal":{"name":"Journal of Education and Development","volume":"67 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140486488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This literature review compared faculty use of Moodle Learning Management System in the Caribbean with global practices to determine the impact of the pandemic on LMS adoption. The findings reveal that while there were similarities regarding access to devices and reliable internet, students at universities in the Caribbean and the developing world were at a greater disadvantage. In the developed world, there were also significant disparities in rural versus urban areas. The pandemic provided an impetus for using educational technology at universities; however, the digital divide and lack of devices, reliable internet, and electricity hampered the full use of LMSs.
{"title":"Faculty Use of a Learning Management System During and After the COVID-19 Pandemic","authors":"Gentian Miller","doi":"10.20849/jed.v8i1.1409","DOIUrl":"https://doi.org/10.20849/jed.v8i1.1409","url":null,"abstract":"This literature review compared faculty use of Moodle Learning Management System in the Caribbean with global practices to determine the impact of the pandemic on LMS adoption. The findings reveal that while there were similarities regarding access to devices and reliable internet, students at universities in the Caribbean and the developing world were at a greater disadvantage. In the developed world, there were also significant disparities in rural versus urban areas. The pandemic provided an impetus for using educational technology at universities; however, the digital divide and lack of devices, reliable internet, and electricity hampered the full use of LMSs.","PeriodicalId":510230,"journal":{"name":"Journal of Education and Development","volume":"38 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the implications of integrating ChatGPT into educational paradigms, mainly focusing on critical thinking. With the advent of ChatGPT and its rapid evolution, educators face a dual-edged sword: an innovative tool for enhancing learning and a potential crutch that could hinder the development of critical thinking and analytical skills. This research delves into the historical context of art appreciation education, emphasizing the importance of critical thinking skills. It discusses the challenges and opportunities presented by ChatGPT in fostering an environment that encourages deep, reflective thought and intellectual engagement. By examining various methodologies in art appreciation, the paper highlights the transformative potential of incorporating AI into educational strategies while also addressing the crucial need for pedagogical adaptability and integrity in the ChatGPT era. Finally, the paper outlines the limitations and offers a nuanced perspective on the future of education, advocating for a balanced approach that leverages AI’s capabilities without compromising the development of independent, critical thought in students.
{"title":"Critical Thinking Pedagogics Design in an Era of ChatGPT and Other AI Tools — Shifting From Teaching “What” to Teaching “Why” and “How”","authors":"Yi Wu","doi":"10.20849/jed.v8i1.1404","DOIUrl":"https://doi.org/10.20849/jed.v8i1.1404","url":null,"abstract":"This paper explores the implications of integrating ChatGPT into educational paradigms, mainly focusing on critical thinking. With the advent of ChatGPT and its rapid evolution, educators face a dual-edged sword: an innovative tool for enhancing learning and a potential crutch that could hinder the development of critical thinking and analytical skills. This research delves into the historical context of art appreciation education, emphasizing the importance of critical thinking skills. It discusses the challenges and opportunities presented by ChatGPT in fostering an environment that encourages deep, reflective thought and intellectual engagement. By examining various methodologies in art appreciation, the paper highlights the transformative potential of incorporating AI into educational strategies while also addressing the crucial need for pedagogical adaptability and integrity in the ChatGPT era. Finally, the paper outlines the limitations and offers a nuanced perspective on the future of education, advocating for a balanced approach that leverages AI’s capabilities without compromising the development of independent, critical thought in students.","PeriodicalId":510230,"journal":{"name":"Journal of Education and Development","volume":"28 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140489456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Improving the understanding of the 3D perception spatial ability for children is an important issue for research in the areas of cognitive and developmental psychology, particularly in virtual environments where perceptive behaviors could differ from real environment. The aim of this research is to evaluate if children from 6 to 10 years old are able to perceive usual 3D shapes displayed in virtual environment like in 3D world.In an experimentation, children (N =218) are split in groups faced with different modalities of representation of 3D shapes they are allowed to manipulate or only observe: virtual representations on touchpad or real representation with 3D models. They have to solve recognition task of usual 3D shapes (cube, cylinder, triangular prism, etc.). If results indicate that majority of children adequately perceived virtual usual 3D shapes, this ability is not acquired for everyone and is more problematic than perception of 3D models. Some shapes, like the triangular prism, were less adequately perceived. Results call for prudence regarding the use of virtual 3D shapes with children for example during 3D geometry learning.
{"title":"Children Perception of 3D Usual Shapes in Virtual Environments","authors":"Romain Beauset, Natacha Durosin","doi":"10.20849/jed.v7i4.1388","DOIUrl":"https://doi.org/10.20849/jed.v7i4.1388","url":null,"abstract":"Improving the understanding of the 3D perception spatial ability for children is an important issue for research in the areas of cognitive and developmental psychology, particularly in virtual environments where perceptive behaviors could differ from real environment. The aim of this research is to evaluate if children from 6 to 10 years old are able to perceive usual 3D shapes displayed in virtual environment like in 3D world.In an experimentation, children (N =218) are split in groups faced with different modalities of representation of 3D shapes they are allowed to manipulate or only observe: virtual representations on touchpad or real representation with 3D models. They have to solve recognition task of usual 3D shapes (cube, cylinder, triangular prism, etc.). If results indicate that majority of children adequately perceived virtual usual 3D shapes, this ability is not acquired for everyone and is more problematic than perception of 3D models. Some shapes, like the triangular prism, were less adequately perceived. Results call for prudence regarding the use of virtual 3D shapes with children for example during 3D geometry learning.","PeriodicalId":510230,"journal":{"name":"Journal of Education and Development","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With English as a universal language and a central player in a globalized digital world, the need for an acceptable level of teacher ICT application skills, competence among teachers of English is necessary. The Government of Kenya (GoK) has put in concerted efforts to propel Kenya towards vision 2030 by investing in ICT integration in curriculum implementation, to equip a professional teacher with ICT skills for quality classroom practices and satisfactory learner performance in national examinations. Despite the efforts by the GoK to equip teachers with ICT skills for good results in English, Kenya National Examinations Council (2022) contends, overall performance in English for the past 5 years falls short of the average mean of 50% and relentless effort from teachers is still required. The purpose of this study was to investigate the influence of teacher level of ICT application skills on implementation of English curriculum in public secondary schools in Kakamega North Sub-County, Kenya. The study used descriptive research design. A sample of 44 principals, 88 teachers of English and 345 form three students across the 50 public secondary schools in Kakamega North Sub-County, Kenya, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that there were teachers who neither participated in ICT workshops (67.1%) nor attended conferences on choice of teaching and learning materials (47.1%), a gap pointing on teachers. Interviews and FGD results show, teacher level of ICT application skills is crucial if quality results are to be realized. The study found a significant association between teacher level of ICT application skills and implementation of English curriculum in school. The study concluded, teacher level of ICT skills in teaching of English is a major concern.
{"title":"Teachers’ Information and Communication Technology Application Skills Influencing English Curriculum Implementation in Schools in Kenya","authors":"Josiah Mwachi Waiti, R. Imonje, Mercy Mugambi","doi":"10.20849/jed.v7i4.1379","DOIUrl":"https://doi.org/10.20849/jed.v7i4.1379","url":null,"abstract":"With English as a universal language and a central player in a globalized digital world, the need for an acceptable level of teacher ICT application skills, competence among teachers of English is necessary. The Government of Kenya (GoK) has put in concerted efforts to propel Kenya towards vision 2030 by investing in ICT integration in curriculum implementation, to equip a professional teacher with ICT skills for quality classroom practices and satisfactory learner performance in national examinations. Despite the efforts by the GoK to equip teachers with ICT skills for good results in English, Kenya National Examinations Council (2022) contends, overall performance in English for the past 5 years falls short of the average mean of 50% and relentless effort from teachers is still required. The purpose of this study was to investigate the influence of teacher level of ICT application skills on implementation of English curriculum in public secondary schools in Kakamega North Sub-County, Kenya. The study used descriptive research design. A sample of 44 principals, 88 teachers of English and 345 form three students across the 50 public secondary schools in Kakamega North Sub-County, Kenya, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that there were teachers who neither participated in ICT workshops (67.1%) nor attended conferences on choice of teaching and learning materials (47.1%), a gap pointing on teachers. Interviews and FGD results show, teacher level of ICT application skills is crucial if quality results are to be realized. The study found a significant association between teacher level of ICT application skills and implementation of English curriculum in school. The study concluded, teacher level of ICT skills in teaching of English is a major concern.","PeriodicalId":510230,"journal":{"name":"Journal of Education and Development","volume":"251 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139227823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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