You are previewing International Journal of Information and Communication Technology Education (IJICTE) Volume 12, Issue 4.
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International Journal of Information and Communication Technology Education (IJICTE) Volume 12, Issue 4

Book Description

Ask any teacher at any level of education – technology engages learners and animates their imagination. Technology stimulates minds in ways that make a profound and lasting difference. Indeed, technology, for many, is the most important new teaching strategy and learning style introduced in the past 50 years. Yet, the discipline is woefully lax in quantifiable and qualitative validation of successful learning outcomes. Learners with basic skills in reading, writing, and arithmetic master those skills better and faster with technology; yet the research is not there to defend how much better or how much faster these skills are acquired. Technology offers educators a way to adapt instruction to the needs of more diverse learners; still, such successes are not generalized across populations or content areas. Learners use technology to acquire and organize information evidence to obtain a higher level of comprehension; but we are not sure why. The purpose of the International Journal of Information and Communication Technology Education (IJICTE) is to grow this body of research, propose new applications of technology for teaching and learning, and document those practices that contribute irrefutable verification of information technology education as a discipline.

This issue contains the following articles:

  • An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers: A Regional Australian Perspective
  • Predicting Academic Success for Business and Computing Students
  • Pre-Service Teachers, Computers, and ICT Courses: A Troubled Relationship
  • ICT in Education: Evaluating the Concerns of the In-Service Students of Fiji National University
  • Exploring BYOD Usage in the Classroom and Policies
  • Social Networking Sites: College Students' Patterns of Use and Concerns for Privacy and Trust by Gender, Ethnicity, and Employment Status
  • Interpreting Experiences of Teachers Using Online Technologies to Interact with Students in Blended Tertiary Environments