Training Impact of ICT Tools on the Professional Duties and Development of Secondary School Educators in Mauritius

0*, Ananda Padhan **, Mohammad Issack Santally ***
*-** School of Education, Apeejay Stya University, Gurugram, Haryana, India.
*** University of Mauritius, Reduit, Moka, Mauritius.
Periodicity:December - February'2020
DOI : https://doi.org/10.26634/jsch.15.3.16642

Abstract

The use of Information and Communication Technologies (ICT) has influenced almost every aspects of our life – the household chores, education, recreation, entertainment, finance, and healthy living. Its impact on formal and informal education is widely recognized and ICT is being adopted by countries as an essential intervention in its education system. The Government of Mauritius has introduced the use of ICT tools and applications into the secondary school education,as part of its agenda of making the country, the cyber-island of the Indian Ocean. In order to find out the impact of ICT training on the professional duties and development of secondary school educators in Mauritius, a pretest- posttestexperimental design was used in the study. The secondary school educators were given training on ICT use for about a month while they were in service during their scheduled free time and school holidays. The ICT training components include tools like use of desktop/laptop/tablet computer, email, internet, scanner, LCD projector, interactive whiteboard, YouTube, web access, online learning platform, etc. Their use was related to various teaching- learning activities including preparing lesson plans, laboratory work, examination, curriculum, and course delivery. The sample comprised of 538 secondary school educators drawn from the different schools spread across Mauritius selected through stratified random sampling method, where each school was the stratum. A comprehensive questionnaire comprising various questions on ICT familiarity and use was administered to the sample prior to the training and after the training. The performance scores of the sample before and after training were compared statistically to find out the impact. The results of the study revealed that training in ICT tools application has a considerable positive impact on the professional duties and development of secondary school educators in Mauritius.

Keywords

Professional Development, Professional Duties, Secondary School Educators, Teachers, Impact of ICT Training.

How to Cite this Article?

Mautadin, G., Padhan, A., and Santally, M. I. (2020). Training Impact of ICT Tools on the Professional Duties and Development of Secondary School Educators in Mauritius. i-manager's Journal on School Educational Technology, 15(3), 54-64. https://doi.org/10.26634/jsch.15.3.16642

References

[1]. Ali, G., Haolader, F. A., & Muhammad, K. (2013). The role of ICT to make teaching-learning effective in higher institutions of learning in Uganda. International Journal of Innovative Research in Science Engineering and Technology, 2(8), 4061-4073.
[2]. Anderson, J., Van Weert, T., & Duchâteau, C. (2002). Information and communication technology in education: A curriculum for schools and programme of teacher development.
[3]. Aslam, H. D. (2013). Professional Development of Teachers in Colleges of Pakistan: A comparative case study of public and private colleges of Pakistan. International Journal of Learning & Development, 3(6), 167-177. https://doi.org/10.5296/ijld.v3i6.6249
[4]. Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191. https://doi.org/10.21890/ ijres.23596
[5]. Gokhe, M. (2002). Concept of ICT, Information and Communication Technology: Constructivism (Philosophy Of Education).
[6]. Jager, A. K., & Lokman, A. H. (1999). The Impact of ICT in Education: The Role of the Teacher and Teacher Training. The European Conference on Educational Research.
[7]. Lakshmi, K. V. (2016). Role of ICT in Curriculum and Teacher Development. International Journal of Scientific Development and Research (IJSDR), 1(7), 230-232.
[8]. Leach, J. (2005). Do new information and communication technologies have a role to play in achieving quality professional development for teachers in the global south?. Curriculum Journal, 16(3), 293-329. https://doi.org/10.1080/0958517050025 6495
[9]. Osakwe, R. N. (2013). The impact of Information and Communication Technology (ICT) on teacher education and its implication for professional development in Nigeria. International Journal of Learning and Development, 3(2), 35-47. https://doi.org/10.5296/ijld.v3i2.3475
[10]. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
[11]. Ramharai, V., & Goodoory, K. (2003, December). ICT in primary schools of Mauritius: Policy and practice. In International Conference on Open and Online Learning, University of Mauritius, Mauritius.
[12]. Trucano, M. (2005). Knowledge Maps: ICTs in Education-What do we know about the effective uses of information and communication Technologies in Education in Developing Countries?.
[13]. UNESCO (2007). The UNESCO ICT in Education Programme. Japanese Funds-in-Trust, UNESCO Bangkok.

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

If you have access to this article please login to view the article or kindly login to purchase the article
Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.