A Implantação de Instalações de TIC no Ensino e Aprendizagem no Ensino Superior: Um Estudo de Método Misto de Seu Impacto Sobre Professores e Alunos

Autores

  • Nafisat Afolake Adedokun-Shittu Institute of Education, International Islamic University Malaysia
  • Ismail Sheikh Ahmad Institute of Education, International Islamic University Malaysia
  • Joharry Othman Institute of Education, International Islamic University Malaysia
  • Tunku Badariah Tunku Ahmad Institute of Education, International Islamic University Malaysia

DOI:

https://doi.org/10.13037/ria.vol8n1.1899

Resumo

This study employed mixed method consisting qualitative and quantitative procedures to examine

the impact of ICT in teaching and learning at a University in Nigeria. The survey data were drawn

from 593 respondents (students and lecturers) and was analyzed using linear regression. For the qualitative

part, one-on-one and focus group interviews were conducted among 7students and 8lecturers to seek

their varying opinion on ICT impact on teaching and learning. Lecture-room observations were conducted

across 3classes to see how ICT is integrated. These multiple means findings were triangulated, compared

and contrasted to validate the study. Predictors of ICT impact were found to be perception, integration,

motivation and challenges. The qualitative interview and observation findings generated 4 similar themes

as the quantitative result which was conceptualized as a model that serves as a framework for researchers

on impact assessment.

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Biografia do Autor

Nafisat Afolake Adedokun-Shittu, Institute of Education, International Islamic University Malaysia

PhD candidate at the Institute of Education, International Islamic University Malaysia. Specializes in Instructional technology
and research interest includes: ICT in teaching and learning and mixed methods research.

Ismail Sheikh Ahmad, Institute of Education, International Islamic University Malaysia

Associate Professor at the Institute of Education, International Islamic University Malaysia.

His research interests include reading, literacy, qualitative and mixed methods research.

 

Joharry Othman, Institute of Education, International Islamic University Malaysia

Assistant Professor at the Institute of Education, International Islamic University Malaysia. His research interests are
assessment and measurement in education, statistics, research methods, Scale Theory including Rasch Models,
Instructional Technology in education using Electronic Portfolios.

Tunku Badariah Tunku Ahmad, Institute of Education, International Islamic University Malaysia

Assistant Professor (a senior lecturer) at the Institute of Education, International Islamic University Malaysia.

She lectures in courses pertaining to ICT in Education, Diffusion of Innovation Theories.

Her research interests include ICT uptake and utilization, innovative techniques in teaching and learning,

learning through inquiry, and science learning.

Referências

ADEDOKUN-SHITTU N.A., & Shittu A.J.K. (2011). Critical Issues in Evaluating Education TECHNOLOGY. In Al-Mutairi, M. S. & Mohammad, L. A, (eds.) (2011). Cases on ICT utilization, practice and solutions: Tools for managing day- today issues. Chapter (4), 47–58. IGI global.

ADEGUN, O.A., (2007). Managing e-learning to achieve education for all in Nigeria. A paper presented at 12th Cambridge International Conference on Open and distance Learning, London.

CRESWELL J. W., (2009), Research Design Qualitative, Quantitative and Mixed Methods Approaches (3rd ed.). Sage Publications.

HADDAD, W. D. (2003). Is instructional technology a must for learning? Retrieved, January 13, 2009, from http://www.techknowlogia.org/TKL_active_pages2/CurrentArticles/main.asp? IssueNumber=19&FileType=HT ML&ArticleID=455.

IEG (2006) Impact Evaluation Experience of the Independent Evaluation Group of the World Bank, Washington DC: World Bank

KIRKPATRICK, D. L. & KIRKPATRICK, J. D., (2007). Implementing the Four Levels: A Practical Guide for Effective Evaluation of Training Programs. Berrett Koehler Publishers Inc., San Fransisco.

KOZMA. R. B., (2005). National Policies that Connect ICT-Based Education Reform to Economic and Social Development. Volume 1 (2), October 2005, 117-156 pp. Retrieved 20th August, 2010 from http://www.humantechnology.jyu.fi/articles/volume1/2005/kozma.pdf

STUFFLEBEAM, D. L., HAROLD & MCKEE, B., (2003). The CIPP model for evaluation. Presented at the 2003 Annual Conference of the Oregon Program Evaluators Network (OPEN) Portland, Oregon. Retrieved on 13th May, 2008 from goeroendeso.files.wordpress.com/2009/01/cippmodeloregon10-031.pdf

WORLD BANK (2003). Infrastructure Services: The Building Blocks of Development. Washington, DC, World Bank.

WRIGHT, V. STANFORD, R. & BEEDLE, J., (2007). Using a blended model to improve delivery of teacher education curriculum in global settings. In L. Tomei, Integrating Information and Communications Technologies into the classroom. USA: Idea Group. Information Science Publishing. Pg 51-61

YUSUF, M. O. (2005). Information and communication technology and education. Analysing the Nigerian national policy for information technology. International Education Journal, 6 (3), 316 - 321 Retrieved 29th May, 2009 from http://iej.cjb.net.

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Publicado

2012-12-05

Como Citar

Adedokun-Shittu, N. A., Ahmad, I. S., Othman, J., & Ahmad, T. B. T. (2012). A Implantação de Instalações de TIC no Ensino e Aprendizagem no Ensino Superior: Um Estudo de Método Misto de Seu Impacto Sobre Professores e Alunos. Revista De Informática Aplicada, 8(1). https://doi.org/10.13037/ria.vol8n1.1899

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