TEACHERS' SKILLS FOR ICT INTEGRATION IN TEACHING AND LEARNING BIOLOGY IN SECONDARY SCHOOLS IN THE SOUTHERN REGION, ERITREA
Abstract views: 854
PDF downloads: 803
Keywords:
Teachers' Skills, ICT Integration, Teaching and LearningAbstract
Purpose: The purpose of this study was to ascertain teachers' skills for ICT integration in teaching and learning of Biology.
Methods: The study was carried out in secondary schools of the southern region, Eritrea. A descriptive survey research design was adopted. The study targeted 27 public secondary schools in the region. Stratified random sampling technique was used to get a sample of 12 secondary schools from 12 sub-regions. The sample of respondents of the study was drawn from these 12 secondary schools of 12 sub-regions. The respondents were 12 school directors, 34 Biology teachers and 175 grade eleven students. Questionnaires, interview and observation schedules were used as instruments for data collection. Questionnaire for Biology teachers and students, Interview Schedule for school Directors, were employed. Piloting and consultation were conducted to establish validity and reliability before the instruments were used for the actual data collection. The data collected included both qualitative and quantitative data. The quantitative data were analyzed using Statistical Package for Social Sciences (SPSS). The qualitative data obtained from the open-ended questions were analyzed thematically based on research objectives.
Results: The study found that majority of Biology teachers had received inadequate training on computer literacy. Although they have attended computer training, they did not have sufficient computer skills. Majority of the teachers did not receive any formal training on how to integrate ICT in teaching and learning practices. Hence, there was low integration of ICT in teaching and learning Biology.
Unique Contribution to Theory, Practice and Policy: The study recommended that Teacher training college should incorporate computer education and training on how to integrate ICT in education in the curriculum so that pre-service teachers leave the college being well prepared with ICT competency uniformly
Downloads
Download data is not yet available.
References
Abdullahi, H. (2014). The role of ICT in teaching science education in schools. International Letters of Social and Humanities Sciences, 19, 217–223.
Adegbenro, J. B., Gumbo, M. T., & Olakanmi, E. E. (2017). In-Service Secondary School Teachers’ Technology Integration Needs in an ICT-Enhanced Classroom. Turkish Online Journal of Educational Technology-TOJET, 16(3), 79–87.
Agyei, D. D. (2013). Analysis of Technology Integration in Teacher Education in Ghana. Journal of Global Initiatives: Policy, Pedagogy, Perspective, 8(1), 5.
Alazam, A.-O., Bakar, A. R., Hamzah, R., & Asmiran, S. (2012). Teachers’ ICT Skills and ICT Integration in the Classroom: The Case of Vocational and Technical Teachers in Malaysia. Creative Education, 03(08), 70–76. https://doi.org/10.4236/ce.2012.38B016
Alemu, B. M. (2015). Integrating ICT into Teaching-Learning Practices: Promise, Challenges and Future Directions of Higher Educational Institutes. Universal Journal of Educational Research, 3(3), 170–189.
Alzahrani, M. G. (2017). The Developments of ICT and the Need for Blended Learning in Saudi Arabia. Journal of Education and Practice, 8(9), 79–87.
Al-Zu’be, A. F. M. (2013). The difference between the learner-centered approach and the teacher-centered approach in teaching English as a foreign language. Educational Research International, 2(2), 24–31.
Amuko, S. (2015). Opportunities and Challenges: Integration of ICT in Teaching and Learning Mathematics in Secondary Schools, Nairobi, Kenya. Journal of Education and Practice, 6(24), 1–6.
An, Y.-J., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54–62.
Ankara University, Semerci, A., Yildiz Technical University, & Aydın, M. K. (2018). Examining High School Teachers’ Attitudes towards ICT Use in Education. International Journal of Progressive Education, 14(2), 93–105.
Ary, D., Jacons, L., & Razaviel, A. (1972). Introduction to Research in Education. New York: Holt Rinehart and Winson.
Asiyai, R. I. (2014). Assessment of Information and Communication Technology Integration in Teaching and Learning in Institutions of Higher Learning. International Education Studies, 7(2), 25–36.
Bairagi, A. K., Rajon, S. A., & Roy, T. (2011). Status and role of ICT in educational institution to build digital society in Bangladesh: Perspective of a divisional city, Khulna. International Journal of Advances in Engineering & Technology, 1(4), 374–383.
Brun, M., & Hinostroza, J. E. (2014). Learning to become a teacher in the 21st century: ICT integration in Initial Teacher Education in Chile. Journal of Educational Technology & Society, 17(3), 222.
Daher, W., Baya’a, N., & Anabousy, R. (2018). In-Service Mathematics Teachers’ Integration of ICT as Innovative Practice. International Journal of Research in Education and Science, 534–543. https://doi.org/10.21890/ijres.428945
Ghavifekr, S. (2015). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2), 175–191.
Hare, H. (2007). ICT in Education in Eritrea: SURVEY OF ICT AND EDUCATION IN AFRICA: Eritrea Country Report Eritrea. Www.infodev.org
Hong, J. E. (2016). Social studies teachers’ views of ICT integration. Review of International Geographical Education Online (RIGEO), 6(1), 32.
Kamau, G. (2012). Constraints in the use of ICT in teaching-learning processes in secondary schools in Nyandarua South District, Nyandarua county, Kenya. http://etd-library.ku.ac.ke/bitstream/handle/123456789/5285.
Kihoza, P., Zlotnikova, I., Bada, J., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models. International Journal of Education and Development Using Information and Communication Technology, 12(1), 107.
Koehler, M., & Mishra, P. (2009a). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Koehler, M., & Mishra, P. (2009b). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938
Makanda, J. L. (2015). Use of ICT in teaching physics: A case of secondary schools in Kimilili District, Bungoma County, Kenya [Thesis]. http://ir-library.ku.ac.ke/handle/123456789/13431.
Manu, M. (2014). Integration of information communication technology resources in distance learning: A case of national open university, Bauchi study center, Nigeria. http://ir-library.ku.ac.ke/handle/123456789/11348
Mathevula, M. D., & Uwizeyimana, D. E. (2014). The Challenges Facing the Integration of ICT in Teaching and Learning Activities in South African Rural Secondary Schools. Mediterranean Journal of Social Sciences. https://doi.org/10.5901/mjss.2014.v5n20p1087
Mavellas, S., Wellington, M., & Samuel, F. (2015). Assessment Of The Availability And Utilization Of Icts For Teaching And Learning In Secondary Schools-Case Of A High School In Kwekwe, Zimbabwe. International Journal of Scientific & Technology Research, 4(8), 282–288.
Michael, F. M., Maithya, R., & Cheloti, S. K. (2016). Influence of Teacher Competency on Integration of ICT in Teaching and Learning in Public Secondary Schools in Machakos. Journal of Education and E-Learning Research, 3(4), 143–149. https://doi.org/10.20448/journal.509/2016.3.4/509.4.143.149
MOLUAYONGE, G. E., & Innwoo, P. (2017). Teachers’ Use of Information and Communications Technology in Education: Cameroon Secondary Schools Perspectives. TOJET: The Turkish Online Journal of Educational Technology, 16(3).
Msila, V. (2015). Teacher Readiness and Information and Communications Technology (ICT) Use in Classrooms: A South African Case Study. Creative Education, https://doi.org/10.4236/ce.2015.618202.
Mugambi, K. P. (2015). Factors hindering implementation of ICT syllabus in secondary schools in Imenti Sub-County, Kenya [Thesis]. http://ir-library.ku.ac.ke/handle/123456789/13470
Mugo, B. C. (2013). Assistive Technology and Access to Quality Instruction for Blind and Visually Impaired Students: A Comparative Study of Kenyatta University, Kenya and Syracuse University, USA [Thesis]. http://ir-library.ku.ac.ke/handle/123456789/9009
Muslem, A., Yusuf, Y. Q., & Juliana, R. (2018). Perceptions and Barriers to ICT Use among English Teachers in Indonesia. Teaching English with Technology, 18(1), 3–23.
Mwanaszumbah, A. R. (2015). Assessing Integration of Information and Communication Technology in Classroom Instruction by Physics Teachers in Nairobi County, Kenya [Thesis, Kenyatta University]. http://ir-library.ku.ac.ke/handle/123456789/11898
Mykrä, T. (2015). Learner-centered Teaching Methods–A Toolkit for Secondary Education Teachers. https://www.fulbrightteacherexchange.
Ndibalema, P. (2014). Teachers’ attitudes towards the use of information communication technology (ICT) as a pedagogical tool in secondary schools in Tanzania: The Case of Kondoa District. International Journal of Education and Research, 2(2), 1–16.
Nirmala, M., Tesfazghi, T., Appalabatla, S., & Karthikeyan, K. (2013). ‘Education for ICT’to ‘ICT for Education’A Case Study of North East African Schools. International Journal of Scientific & Engineering Research, 4(5). http://www.ijser.org/researchpaper.
Nyaga, J. S. (2016). Influence of utilization and design of curriculum digital content on biology instructional process among secondary schools in Nairobi county, kenya. 257.
Onwuagboke, B. B. C., Singh, T. K. R., & Onwuagboke, J. N. (2014). Availability, gender and teaching experience: Determinants of ICT utilization in teaching in rural secondary schools in south eastern Nigeria. The International Journal of Science and Technoledge, 2(5), 410.
Ottestad, G. (2013). School Leadership for ICT and Teachers’ Use of Digital Tools. Nordic Journal of Digital Literacy, 8(01–02), 107–125.
Pereira, J. A., Pleguezuelos, E., Merí, A., Molina-Ros, A., Molina-Tomás, M. C., & Masdeu, C. (2007). Effectiveness of using blended learning strategies for teaching and learning human anatomy. Medical Education, 41(2), 189–195. https://doi.org/10.1111/j.1365-2929.2006.02672.
Player-Koro, C. (2012). Factors Influencing Teachers’ Use of ICT in Education. Education Inquiry, 3(1), 93–108. https://doi.org/10.3402/edui.v3i1.22015
Rabah, J. (2015a). Benefits and challenges of information and communication technologies (ICT) integration in Québec English schools. TOJET: The Turkish Online Journal of Educational Technology, 14(2). http://search.proquest.com.
Rabah, J. (2015b). Benefits and Challenges of Information and Communication Technologies (ICT) Integration in Québec English Schools. Turkish Online Journal of Educational Technology - TOJET, 14(2), 24–31.
Samuel, R. J., & Zaitun, A. B. (2007). Do teachers have adequate ICT resources and the right ICT skills in integrating ICT tools in the teaching and learning of english language in malaysian schools? The Electronic Journal of Information Systems in Developing Countries, 29(1), 1–15.
Sipilä, K. (2014). Educational use of information and communications technology: Teachers’ perspective. Technology, Pedagogy and Education, 23(2), 225–241. https://doi.org/10.1080/1475939X.2013.813407
Smart, K. L., Witt, C., & Scott, J. P. (2012). Toward learner-centered teaching: An inductive approach. Business Communication Quarterly, 75(4), 392–403.
Sulaiman, H., Hindatu, H., & Lawal, F. K. (2017). Teacher’s awareness on the utilization of ict facilities for biology teaching in secondary schools in matazu local government area, katsina state.
Tedla, B. A. (2012). Understanding the importance, impacts and barriers of ICT on teaching and learning in East African countries. International Journal for E-Learning Security (IJeLS), 2(3/4), 199–207.
Tinio, V. L. (2003). ICT in Education. e-ASEAN Task Force. http://unpan1.un.org/intradoc/groups/public/documents/unpan/unpan03727
Twoli, N., Maundu, J., Muindi, D., Kilo, M., & Kithinji, C. (2007). Instructional Methods in Education: A Course Book for General Teaching Methods. Kenya Institute of Education, Nairobi Kenya.
UNESCO. (2007). The UNESCO ICT in Education Programme. UNESCO Bangkok.
Vhanabatte, P. D. R., & Kamble, C. Y. (2014). Importance of ict in teaching. Http://www.researchfront.in.
Wanjala, M. (2016). Information Communication Technology Pedagogical Integration in Mathematics Instruction among Teachers in Secondary Schools in Kenya. Journal of Education and Practice, 7(2), 66–73.
Yadav, P., & Mehta, P. (2014). Importance of ICT in Education. International Journal of Research in Social Sciences And Humanities, 5(2). http://www.ijrssh.com/images/short_pdf/Jan_2014_Prem%20Yadav.pdf
Yapici, İ. Ü., & Hevedanli, M. (2012). Pre-Service Biology Teachers’ Attitudes towards ICT using in Biology Teaching. Procedia - Social and Behavioral Sciences, 64, 633–638. https://doi.org/10.1016/j.sbspro.2012.11.074
Yassanne, G.-L. (2014). Integrating computer technology in the teaching of Biology. International Journal Of Biology Education, 3(2).
Yusuf, H. O., Maina, B., & Dare, M. O. (2013). Assessment Of The Availability, Utilization And Management Of ICT Facilities In Teaching English Language In Secondary Schools In Kaduna State, Nigeria. Advances in Language and Literary Studies, 4(1), 20–26. https://doi.org/10.7575/aiac.alls.v.4n.1p.20
Zakaria, N. A., & Khalid, F. (2016). The Benefits and Constraints of the Use of Information and Communication Technology (ICT) in Teaching Mathematics. Creative Education. https://doi.org/10.4236/ce.2016.711158
Adegbenro, J. B., Gumbo, M. T., & Olakanmi, E. E. (2017). In-Service Secondary School Teachers’ Technology Integration Needs in an ICT-Enhanced Classroom. Turkish Online Journal of Educational Technology-TOJET, 16(3), 79–87.
Agyei, D. D. (2013). Analysis of Technology Integration in Teacher Education in Ghana. Journal of Global Initiatives: Policy, Pedagogy, Perspective, 8(1), 5.
Alazam, A.-O., Bakar, A. R., Hamzah, R., & Asmiran, S. (2012). Teachers’ ICT Skills and ICT Integration in the Classroom: The Case of Vocational and Technical Teachers in Malaysia. Creative Education, 03(08), 70–76. https://doi.org/10.4236/ce.2012.38B016
Alemu, B. M. (2015). Integrating ICT into Teaching-Learning Practices: Promise, Challenges and Future Directions of Higher Educational Institutes. Universal Journal of Educational Research, 3(3), 170–189.
Alzahrani, M. G. (2017). The Developments of ICT and the Need for Blended Learning in Saudi Arabia. Journal of Education and Practice, 8(9), 79–87.
Al-Zu’be, A. F. M. (2013). The difference between the learner-centered approach and the teacher-centered approach in teaching English as a foreign language. Educational Research International, 2(2), 24–31.
Amuko, S. (2015). Opportunities and Challenges: Integration of ICT in Teaching and Learning Mathematics in Secondary Schools, Nairobi, Kenya. Journal of Education and Practice, 6(24), 1–6.
An, Y.-J., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54–62.
Ankara University, Semerci, A., Yildiz Technical University, & Aydın, M. K. (2018). Examining High School Teachers’ Attitudes towards ICT Use in Education. International Journal of Progressive Education, 14(2), 93–105.
Ary, D., Jacons, L., & Razaviel, A. (1972). Introduction to Research in Education. New York: Holt Rinehart and Winson.
Asiyai, R. I. (2014). Assessment of Information and Communication Technology Integration in Teaching and Learning in Institutions of Higher Learning. International Education Studies, 7(2), 25–36.
Bairagi, A. K., Rajon, S. A., & Roy, T. (2011). Status and role of ICT in educational institution to build digital society in Bangladesh: Perspective of a divisional city, Khulna. International Journal of Advances in Engineering & Technology, 1(4), 374–383.
Brun, M., & Hinostroza, J. E. (2014). Learning to become a teacher in the 21st century: ICT integration in Initial Teacher Education in Chile. Journal of Educational Technology & Society, 17(3), 222.
Daher, W., Baya’a, N., & Anabousy, R. (2018). In-Service Mathematics Teachers’ Integration of ICT as Innovative Practice. International Journal of Research in Education and Science, 534–543. https://doi.org/10.21890/ijres.428945
Ghavifekr, S. (2015). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2), 175–191.
Hare, H. (2007). ICT in Education in Eritrea: SURVEY OF ICT AND EDUCATION IN AFRICA: Eritrea Country Report Eritrea. Www.infodev.org
Hong, J. E. (2016). Social studies teachers’ views of ICT integration. Review of International Geographical Education Online (RIGEO), 6(1), 32.
Kamau, G. (2012). Constraints in the use of ICT in teaching-learning processes in secondary schools in Nyandarua South District, Nyandarua county, Kenya. http://etd-library.ku.ac.ke/bitstream/handle/123456789/5285.
Kihoza, P., Zlotnikova, I., Bada, J., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models. International Journal of Education and Development Using Information and Communication Technology, 12(1), 107.
Koehler, M., & Mishra, P. (2009a). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Koehler, M., & Mishra, P. (2009b). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938
Makanda, J. L. (2015). Use of ICT in teaching physics: A case of secondary schools in Kimilili District, Bungoma County, Kenya [Thesis]. http://ir-library.ku.ac.ke/handle/123456789/13431.
Manu, M. (2014). Integration of information communication technology resources in distance learning: A case of national open university, Bauchi study center, Nigeria. http://ir-library.ku.ac.ke/handle/123456789/11348
Mathevula, M. D., & Uwizeyimana, D. E. (2014). The Challenges Facing the Integration of ICT in Teaching and Learning Activities in South African Rural Secondary Schools. Mediterranean Journal of Social Sciences. https://doi.org/10.5901/mjss.2014.v5n20p1087
Mavellas, S., Wellington, M., & Samuel, F. (2015). Assessment Of The Availability And Utilization Of Icts For Teaching And Learning In Secondary Schools-Case Of A High School In Kwekwe, Zimbabwe. International Journal of Scientific & Technology Research, 4(8), 282–288.
Michael, F. M., Maithya, R., & Cheloti, S. K. (2016). Influence of Teacher Competency on Integration of ICT in Teaching and Learning in Public Secondary Schools in Machakos. Journal of Education and E-Learning Research, 3(4), 143–149. https://doi.org/10.20448/journal.509/2016.3.4/509.4.143.149
MOLUAYONGE, G. E., & Innwoo, P. (2017). Teachers’ Use of Information and Communications Technology in Education: Cameroon Secondary Schools Perspectives. TOJET: The Turkish Online Journal of Educational Technology, 16(3).
Msila, V. (2015). Teacher Readiness and Information and Communications Technology (ICT) Use in Classrooms: A South African Case Study. Creative Education, https://doi.org/10.4236/ce.2015.618202.
Mugambi, K. P. (2015). Factors hindering implementation of ICT syllabus in secondary schools in Imenti Sub-County, Kenya [Thesis]. http://ir-library.ku.ac.ke/handle/123456789/13470
Mugo, B. C. (2013). Assistive Technology and Access to Quality Instruction for Blind and Visually Impaired Students: A Comparative Study of Kenyatta University, Kenya and Syracuse University, USA [Thesis]. http://ir-library.ku.ac.ke/handle/123456789/9009
Muslem, A., Yusuf, Y. Q., & Juliana, R. (2018). Perceptions and Barriers to ICT Use among English Teachers in Indonesia. Teaching English with Technology, 18(1), 3–23.
Mwanaszumbah, A. R. (2015). Assessing Integration of Information and Communication Technology in Classroom Instruction by Physics Teachers in Nairobi County, Kenya [Thesis, Kenyatta University]. http://ir-library.ku.ac.ke/handle/123456789/11898
Mykrä, T. (2015). Learner-centered Teaching Methods–A Toolkit for Secondary Education Teachers. https://www.fulbrightteacherexchange.
Ndibalema, P. (2014). Teachers’ attitudes towards the use of information communication technology (ICT) as a pedagogical tool in secondary schools in Tanzania: The Case of Kondoa District. International Journal of Education and Research, 2(2), 1–16.
Nirmala, M., Tesfazghi, T., Appalabatla, S., & Karthikeyan, K. (2013). ‘Education for ICT’to ‘ICT for Education’A Case Study of North East African Schools. International Journal of Scientific & Engineering Research, 4(5). http://www.ijser.org/researchpaper.
Nyaga, J. S. (2016). Influence of utilization and design of curriculum digital content on biology instructional process among secondary schools in Nairobi county, kenya. 257.
Onwuagboke, B. B. C., Singh, T. K. R., & Onwuagboke, J. N. (2014). Availability, gender and teaching experience: Determinants of ICT utilization in teaching in rural secondary schools in south eastern Nigeria. The International Journal of Science and Technoledge, 2(5), 410.
Ottestad, G. (2013). School Leadership for ICT and Teachers’ Use of Digital Tools. Nordic Journal of Digital Literacy, 8(01–02), 107–125.
Pereira, J. A., Pleguezuelos, E., Merí, A., Molina-Ros, A., Molina-Tomás, M. C., & Masdeu, C. (2007). Effectiveness of using blended learning strategies for teaching and learning human anatomy. Medical Education, 41(2), 189–195. https://doi.org/10.1111/j.1365-2929.2006.02672.
Player-Koro, C. (2012). Factors Influencing Teachers’ Use of ICT in Education. Education Inquiry, 3(1), 93–108. https://doi.org/10.3402/edui.v3i1.22015
Rabah, J. (2015a). Benefits and challenges of information and communication technologies (ICT) integration in Québec English schools. TOJET: The Turkish Online Journal of Educational Technology, 14(2). http://search.proquest.com.
Rabah, J. (2015b). Benefits and Challenges of Information and Communication Technologies (ICT) Integration in Québec English Schools. Turkish Online Journal of Educational Technology - TOJET, 14(2), 24–31.
Samuel, R. J., & Zaitun, A. B. (2007). Do teachers have adequate ICT resources and the right ICT skills in integrating ICT tools in the teaching and learning of english language in malaysian schools? The Electronic Journal of Information Systems in Developing Countries, 29(1), 1–15.
Sipilä, K. (2014). Educational use of information and communications technology: Teachers’ perspective. Technology, Pedagogy and Education, 23(2), 225–241. https://doi.org/10.1080/1475939X.2013.813407
Smart, K. L., Witt, C., & Scott, J. P. (2012). Toward learner-centered teaching: An inductive approach. Business Communication Quarterly, 75(4), 392–403.
Sulaiman, H., Hindatu, H., & Lawal, F. K. (2017). Teacher’s awareness on the utilization of ict facilities for biology teaching in secondary schools in matazu local government area, katsina state.
Tedla, B. A. (2012). Understanding the importance, impacts and barriers of ICT on teaching and learning in East African countries. International Journal for E-Learning Security (IJeLS), 2(3/4), 199–207.
Tinio, V. L. (2003). ICT in Education. e-ASEAN Task Force. http://unpan1.un.org/intradoc/groups/public/documents/unpan/unpan03727
Twoli, N., Maundu, J., Muindi, D., Kilo, M., & Kithinji, C. (2007). Instructional Methods in Education: A Course Book for General Teaching Methods. Kenya Institute of Education, Nairobi Kenya.
UNESCO. (2007). The UNESCO ICT in Education Programme. UNESCO Bangkok.
Vhanabatte, P. D. R., & Kamble, C. Y. (2014). Importance of ict in teaching. Http://www.researchfront.in.
Wanjala, M. (2016). Information Communication Technology Pedagogical Integration in Mathematics Instruction among Teachers in Secondary Schools in Kenya. Journal of Education and Practice, 7(2), 66–73.
Yadav, P., & Mehta, P. (2014). Importance of ICT in Education. International Journal of Research in Social Sciences And Humanities, 5(2). http://www.ijrssh.com/images/short_pdf/Jan_2014_Prem%20Yadav.pdf
Yapici, İ. Ü., & Hevedanli, M. (2012). Pre-Service Biology Teachers’ Attitudes towards ICT using in Biology Teaching. Procedia - Social and Behavioral Sciences, 64, 633–638. https://doi.org/10.1016/j.sbspro.2012.11.074
Yassanne, G.-L. (2014). Integrating computer technology in the teaching of Biology. International Journal Of Biology Education, 3(2).
Yusuf, H. O., Maina, B., & Dare, M. O. (2013). Assessment Of The Availability, Utilization And Management Of ICT Facilities In Teaching English Language In Secondary Schools In Kaduna State, Nigeria. Advances in Language and Literary Studies, 4(1), 20–26. https://doi.org/10.7575/aiac.alls.v.4n.1p.20
Zakaria, N. A., & Khalid, F. (2016). The Benefits and Constraints of the Use of Information and Communication Technology (ICT) in Teaching Mathematics. Creative Education. https://doi.org/10.4236/ce.2016.711158
Downloads
Published
2020-03-28
How to Cite
Belay, M. T., Khatete, D. D. W., & Mugo, D. B. C. (2020). TEACHERS’ SKILLS FOR ICT INTEGRATION IN TEACHING AND LEARNING BIOLOGY IN SECONDARY SCHOOLS IN THE SOUTHERN REGION, ERITREA. African Journal of Education and Practice, 6(2), 44 – 61. Retrieved from https://www.iprjb.org/journals/index.php/AJEP/article/view/1060
Issue
Section
Articles
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.
