巴基斯坦中小学信息技术与信息技术整合研究

发布时间：2023-10-30 17:23

　　信息和通信技术(ICT)正逐步应用于社会生活的各个方面,它极大地改变了人们学习、工作、交流和休闲的方式。在发展中国家,信通技术是通过生产数字劳动力提高人民生活质量的有效途径。此外,它还能促进各国的经济增长,减少贫穷和社会歧视。通过网络信息通信技术实现互动和协作学习,使教育领域发生巨大变化。巴基斯坦等发展中国家在教育领域实施信息和通信技术的最大挑战是权衡教育目标和经济现状。信通技术的实施需要大量的资本投资,而巴基斯坦教育预算大部分用于修建校舍和教师工资开支。此外,现有的信通技术需要以计算机为载体,但由于国家仍处于改革时期,在教育领域尚未广泛采用这种技术手段。与此同时,由于计算机操作较为复杂,教师对计算机的学习普遍缺乏兴趣。因此,为所有公立学校提供充分的信通技术基础设施对巴基斯坦政府来说是一项艰巨的任务。对于我们来说,在巴基斯坦的背景下提出有针对性的解决办法是迫在眉睫的。巴基斯坦有超过1.4亿移动用户,而宽带用户只有4800万,移动设备的激增促使计算机与智能手机相转换。然而,尽管信息和通信技术得到广泛使用,但教师的使用偏好仍无法确定。因此,本论文的主要目的是调查公立学校教师通过移动学习(M...

【文章页数】：125 页

【学位级别】：博士

【文章目录】：
摘要
ABSTRACT
Chapter 1 Introduction
    1.1 Rationale of the Study
    1.2 Problem Statement
    1.3 Research Objectives
    1.4 Significance of the Study
    1.5 Ethical Considerations
    1.6 Dissertation Contributions
    1.7 Dissertation Structure
Chapter 2 Literature Review
    2.1 Introduction
    2.2 Theoretical Background
        2.2.1 Information and Communication Technology(ICT)
        2.2.2 ICT and Education
        2.2.3 Status of ICT in Pakistan
    2.3 Education System of Pakistan
        2.3.1 Analysis of Education System of Khyber Pakhtunkhwa Province
            2.3.1.1 Elementary and Secondary Education Department (KP)
            2.3.1.2 Directorate of Curriculum and Teachers Education(DCTE)
            2.3.1.3 Extension Arms of Directorate of Curriculum and Teacher Education(DCTE)
        2.3.2 Overview of Public Schools
        2.3.3 Statistics of Public School Teachers
    2.4 Impediments to the Integration of ICT
        2.4.1 Classification of Impediments in the Integration of ICT in Education
            2.4.1.1 Extrinsic Impediments
            2.4.1.2 Intrinsic Impediments
    2.5 Mobile Learning
        2.5.1 Factors Enhancing M-Learning in Education
        2.5.2 Challenges
        2.5.3 Paradigms of Theories for M-Learning
    2.6 Practices of M-Learning in the Learning Environment
    2.7 Factors Affecting M-Learning Integration
    2.8 Summary
Chapter 3 Research Methodology
    3.1 Introduction
    3.2 Research Paradigm
    3.3 Research Paradigm and ICT Integration in Education
        3.3.1 Positivist Paradigm
        3.3.2 Positivist Approach and ICT Integration
        3.3.3 Interpretive Paradigm
        3.3.4 The Critical Paradigm
    3.4 Research Approach Consideration for this Study
        3.4.1 Research Paradigm Consideration
        3.4.2 The Ontological Position of ICT Integration in Interpretive Approach
        3.4.3 The Epistemological Position
        3.4.4 The Methodological Position
    3.5 Research Methodology
        3.5.1 Designing and Creation
        3.5.2 Surveys
        3.5.3 Experiments
        3.5.4 Ethnographies
        3.5.5 Action Research
        3.5.6 Grounded Theory
        3.5.7 Case Study
    3.6 Types of Data
        3.6.1 Qualitative Data
        3.6.2 Quantitative Data
    3.7 Questionnaire Development
        3.7.1 Types of Questionnaire
        3.7.2 Use of Questionnaire
    3.8 Research Population
        3.8.1 Sample Size
        3.8.2 Survey
        3.8.3 Validity and Reliability of Data
        3.8.4 Data Analysis Methodology
    3.9 Summary
Chapter 4 Data Analysis & Findings
    4.1 Introduction
    4.2 Teachers' Willingness about the Use of ICT through M-Learning in Pakistan
        4.2.1 Research Background
        4.2.2 Purpose of the Study
        4.2.3 Literature Review
        4.2.4 Methodology
        4.2.5 Findings
        4.2.6 Study Outcome
    4.3 ICT and Students' Performance in Pakistan
        4.3.1 Problem Statement
        4.3.2 Literature Review
        4.3.4 Conceptual Model
        4.3.5 Research Methodology
        4.3.6 Findings
        4.3.7 Study Outcome
    4.4 Strategic Barriers in the Effective Integration of ICT in the Public Schools of Pakistan
        4.4.1 Purpose of the Study
        4.4.2 Theoretical Background
        4.4.5 Conceptual Model
        4.4.6 Methodology
        4.4.7 Findings
        4.4.8 Study Outcome
    4.5 Summary
Chapter 5 Conclusions & Recommendations
    5.1 Introduction
    5.2 Dissertation Conclusions
    5.3 Proposed Model and Recommendations
        5.3.1 For Government
        5.3.2 For Teachers
        5.3.3 Impact on Students' Performance
    5.4 Limitations of the Study
    5.5 Future Work
References
Appendixes
Acknowledgements
Dedication
List of Publications



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