Sustaining Successful ICT Integration in Remote Rural Schools.
This paper aims to provide insights into how teachers can sustain ICT integration practices in geographically isolated and disadvantaged areas. A mixed-method case study design was used for the study. Data were collected through interviews, questionnaires, classroom observation, and document examina...
| Publicado en: | Pertanika Journal of Social Sciences & Humanities Vol. 29; no. 3; pp. 1487 - 1507 |
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| Formato: | Artículo |
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Universiti Putra Malaysia
Sep2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=152758233&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 152758233 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01287702 TKQ jtl: Pertanika Journal of Social Sciences & Humanities issn: 01287702 maglogo: N pubinfo: dt: Sep2021 vid: 29 iid: 3 pid: 20751 pub: Universiti Putra Malaysia artinfo: ui: 152758233 10.47836/pjssh.29.3.02 ppf: 1487 ppct: 20 formats: fmt: @attributes: type: P size: 3.1MB tig: atl: Sustaining Successful ICT Integration in Remote Rural Schools. aug: au: Que, Elenita Natalio affil: College of Education, University of the Philippines, Diliman 1101, Quezon City, Philippines Graduate School for International Development and Cooperation, Hiroshima University, Higashihiroshima-shi, Hiroshima, Japan su: Information & communication technologies Rural schools Poverty Descriptive statistics Philippines sug: subj: Philippines Information & communication technologies Rural schools Poverty Descriptive statistics keyword: Contextualized-ICT integration culturally-relevant instruction geographically isolated and disadvantaged areas practice sustainability ab: This paper aims to provide insights into how teachers can sustain ICT integration practices in geographically isolated and disadvantaged areas. A mixed-method case study design was used for the study. Data were collected through interviews, questionnaires, classroom observation, and document examination. Qualitative analysis and descriptive statistics were used to analyse the data. For data validity, triangulation of responses and member checking was carried out. The study identified successful technology integration factors in geographically isolated and disadvantaged schools: a strong community of practice, an adequate support system, and contextual ICT integration practices. It suggests that teachers' pedagogical practices related to ICT toned to undergo a continuous process of review and reflection to ensure that ICT-related practices remain pedagogically effective and relevant to changing needs and contexts. The account of the teachers in this study, focusing on their teaching experiences in a school in a remote, low-income area, creates a paradigm for comparative research on education in challenging contexts. Comparative studies on ICT integration practices in poverty-stricken, post-disaster, and conflict-affected areas, could provide inputs for formulating context-specific policy recommendations that could support successful ICT integration in small rural schools in the Philippines and other developing countries. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Pertanika Journal of Social Sciences & Humanities is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Pertanika Journal of Social Sciences & Humanities holder: Universiti Putra Malaysia dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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