INFORMATION TECHNOLOGY USE AND ACADEMIC ACHIEVEMENTS OF STUDENTS IN PRIMARY SCHOOLS

Authors

  • Khalid Said Rabayah Applied Informatics Research Center, Arab American University, Palestinian Territory, Occupied

DOI:

https://doi.org/10.33407/itlt.v43i5.1124

Keywords:

ICT use, TIMMS Test, Students achievements, ICT in education, E-learning effectiveness

Abstract

The association between ICT diffusion and education is a subject of hot debate in both ICT and educational circles. Stances range from positive enthusiast, to skeptics, to disbelievers vis-a-vis the impact of ICT on students’ achievements. The purpose of this paper is to investigate the presence of any correlation between students’ academic achievements as recorded by Trends in International Mathematics and Science (TIMMS 2011) and the penetration of ICT in their schools and households, with focus primarily on computers and the Internet. The paper relies on the analysis of the data published by the Trends in International Mathematics and Science Study (TIMMS 2011), international study center and the international association for the evaluation of educational achievements. Statistical data analysis will be employed to figure out whether there is any correlation between the penetration level of ICT and the students’ score in math and science tests as recorded by the TIMMS 2011 international scale. The analysis conducted within the scope of this research indicates the lack of any association between ICT use and students achievements in math and science subjects. Though the linkage between students’ achievements is not a straightforward issue that can be uncovered via simple regression analysis, however, the results definitely indicate that employment of ICT in both schools and homes is an insignificant factor that can be easily offset by other major factors, like socio-economic conditions, instruction resources, teachers’ capabilities, or cultural factors.

Downloads

Download data is not yet available.

Author Biography

Khalid Said Rabayah, Applied Informatics Research Center, Arab American University, Palestinian Territory, Occupied

Associate professor

References

InfoDev (2005) Knowledge Maps: ICT in education. What do we know about using technology effectively in education in developing countries? Washington, DC; World Bank

Castells, Manuel. Communication power. Oxford University Press, 2009.

Selinger, Michelle. ICT in education: Catalyst for development. Cambridge University Press, Cambridge, 2009.

Voogt, J., & Knezek, G. (2008). International handbook of information technology in primary and secondary education (Vol. 20). Springer.

Kulik, J. A. (2003). Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say. Arlington, VA: SRI International.

Dynarski, M. (2007). Effectiveness of reading and mathematics software products findings from the first student cohort: report. DIANE Publishing.

Voogt, J., & Knezek, G. (2008). International handbook of information technology in primary and secondary education (Vol. 20). Springer.

Hammond, M., & Mumtaz, S. (2001). How trainee teachers of IT approach teaching their subject. Journal of Computer Assisted Learning, 17(2), 166-176.

Watson, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information technologies, 6(4), 251-266.

Dede, D. (2008). Theoretical perspectives influencing the use of information technology in teaching and learning. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education. New York: Springer.

Becker, H. J. (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Revision of a paper written for the January 2000 School Leadership Conference of the Council of Chief Officers, Washington, DC.

van Kessel, N., Hulsen, M., & van der Neut, I. (2005). 8 jaar onderwijs en ICT [8 years education and ICT]. Retrieved 18 May 2006 from http://www.ict-onderwijsmonitor.nl/.

Cox, M. J., & Webb, M. E. (2004). ICT and pedagogy: A review of the research literature. Coventry and London: British Educational Communications and Technology Agency/Department for Education and Skills.

Becta. (2001). A preliminary report for the DfEE on the relationship between ICT and primary school standards. Coventry: Becta.

Harrison, C., Comber, C., Fisher, T., Haw, K., Lewin, C., Lunzer, E., McFarlane, A., Mavers, D., Scrim-shaw, P., Somekh, B., & Watling, R. (2002). ImpaCT2. The impact of information and communication technologies on pupil learning and attainment. Department for Education and Skills, London. Retrieved May 18, 2006, from http://www.becta.org.uk/page_documents/research/ImpaCT2_strand1_report.pdf.

Christmann, E., Badgett, J., & Lucking, R. (1997). Microcomputer-based computer-assisted within different subject areas: A statistical deduction. Journal of Educational Computing Research, 16(3), 281–296.

Alspaugh, J. W. (1999). The relationship between the number of students per computer and educational outcomes. Journal of Educational Research, 21(2), 141–150.

Baggott La Velle, L., McFarlane, A., & Brawn, R. (2003). Knowledge transformation through ICT in science education: A case study in teacher-driven curriculum development—Case-Study 1. British Journal of Educational Technology, 34(2), 183–199.

Nachmias, R., Mioduser, D., & Forkosh-Baruch, A. (2008). Innovative practices using technology: The curriculum perspective. In J. Voogt, & G. Knezek (Eds.), International handbook of information technology in primary and secondary education. Berlin Heidelberg New York: Springer.

Kulik, J. A. (2003). Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say? Arlington, VA: SRI International. Retrieved 18 May 2004 from http://www.sri.com/policy/csted/reports/sandt/it

Mitra, Sugata, Ritu Dangwal, and Leher Thadani. "Effects of remoteness on the quality of education: A case study from North Indian schools." Australasian Journal of Educational Technology 24.2 (2008): 168-180.

Cornu, Bernard. "Teacher Education and Communication and Information Technologies: Implications for Faculties of Education." Information technologies in teacher education: issues and experiences for countries in transition (1995): 93.

Joshi, I. and Murthy, T. (2004) Paradigm change: effect of ICTs on modern education. I4d (http://www.i4donline.net/issue/march04/education.htm)

Agre, Philip E. "Real-time politics: The Internet and the political process." The information society 18.5 (2002): 311-331.

Eickelmann, Birgit, et al. (2012) "ICT-use in primary schools and children’s mathematics achievement-a multi-level approach to compare educational systems through an international lens with TIMMs data." Joint AARE APERA International Conference, WERA focal meeting, Sydney 2012.

Eickelmann, Birgit. "Supportive and hindering factors to a sustainable implementation of ICT in schools." Journal for educational research online 3.1 (2011): 75-103.

Voogt, Joke M., and Gerald A. Knezek, eds. International handbook of information technology in primary and secondary education. Vol. 20. Springer, 2008.

Cox, Margaret J. "Researching IT in education." International handbook of information technology in primary and secondary education. Springer US, 2008. 965-981.

Fraillon, J., & Ainley, J. (2009). An international study of computer and information literacy (ICILS). Melbourne: Australian Council of Educational Research.

Schulz-Zander, R., & Eickelmann, B. (2009). Teacher Collaboration Concerning ICT-Use and its Essential Conditions. WCCE.

Selinger, M., & Gibson, I. (2004). Cultural relevance and technology use: ensuring the transformational power of learning technologies in culturally defined learning environments. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (Vol. 2004, No. 1, pp. 5310-5317).

Khalid Rabayah (2013), Arab Learners Cultural Values and Their Interference with E-Learning , Conference proceeding of 5th international Computer Supported learning Education Conference, Aachen6-8 May 2013Germany.

Farrell, G., Isaacs, S., Trucano, M., Hamdy, A., Hare, H., Tetang Tchinda, J., ... & Fall, B. (2007). Survey of ICT in Education in Africa, Volume 2: 53 Country Reports.

Wagner, D. A., Day, B., James, T., Kozma, R. B., Miller, J., & Unwin, T. (2005). Monitoring and evaluation of ICT in education projects. A handbook for developing countries. Washington DC: infoDev. Retrieved July, 7, 2006.

Unwin, T. (2005). Towards a framework for the use of ICT in teacher training in Africa. Open Learning: The Journal of Open, Distance and e-Learning, 20(2), 113-129.

Trucano, Michael. 2005. Knowledge Maps: ICTs in Education. Washington, DC: infoDev / World Bank.

Toyama, K. (2011). There are no technology shortcuts to good education. Educational Technology Debate, infoDev-UNESCO. Retrieved from http://edutechdebate. org/ict-in-schools/there-are-no-technology-shortcuts-to-good-education.

Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics.

Chinn, M. D., & Fairlie, R. W. (2010). ICT use in the developing world: an analysis of differences in computer and internet penetration. Review of International Economics, 18(1), 153-167.

Eickelmann, B., Drossel, K., Wendt, H., & Bos, W. (2012). ICT-use in primary schools and children’s mathematics achievement-a multi-level approach to compare educational systems through an international lens with TIMSS data, WERA focal meeting in Sydney in 2012.

Birgit Eickelmann, Mario Vennemann, Julia Gerick, & Ramona Lorenz (2014), Computer and Internet in primary Mathematics and Science Education and its Relationship with Student Achievement – International Findings from TIMSS 2011. Proceedings of the American Educational Research Association annual meeting (AERA), Philadelphia, PA, and aera14_proceeding_684105.pdf.

Downloads

Published

2014-10-24

How to Cite

[1]
K. S. Rabayah, “INFORMATION TECHNOLOGY USE AND ACADEMIC ACHIEVEMENTS OF STUDENTS IN PRIMARY SCHOOLS”, ITLT, vol. 43, no. 5, pp. 40–55, Oct. 2014.

Issue

Vol. 43 No. 5 (2014)

Section

Theoretical and methodological backgrounds of innovation educational environment development: world's trends

License

Authors who publish in this journal agree to the following terms:

  1. Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
  2. The copyright commencement date complies the publication date of the issue, where the article is included in.

Content Licensing

  1. Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
  2. Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.

Deposit Policy

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
  4. Archiving the pre-print (pre-refereeing manuscript version) not allowed.