Original Article

Effects of Using ICT in Professional Development in Pakistan

Year: 2019 | Month: December | Volume 10 | Issue 3

References (16)

1.Akarawang, C., Kidrakran, P. and Nuangchalerm, P. 2015. Enhancing ICT Competency for Teachers in the Thailand Basic Education System. International Education Studies, 8(6): 1-8.

View at Google Scholar

2.Al-Shboul, M., Al-Saideh, M. and Al-Labadi, N. 2017. Learners’ perspectives of using ICT in higher education institutions in Jordan. Instructional Technology, 14(3): 27-86.

View at Google Scholar

3.Albion, P.R., Tondeur, J., Forkosh-Baruch, A. and Peeraer, J. 2015. Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20(4): 655-673.

View at Google Scholar

4.AllPsych;Chapter 5.2 Pre-Experimental Design. 2019. (https:// allpsych.com/researchmethods/preexperimentaldesign/).

View at Google Scholar

5.Buckingham, D. 2013. Beyond technology: Children’s learning in the age of digital culture. John Wiley & Sons.

View at Google Scholar

6.Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles- Jordan, D., Crisp, B., Saunders, L. and Coe, R. 2015. ‘Developing great teaching: lessons from the international reviews into effective professional development. Project Report. Teacher Development Trust, London.

View at Google Scholar

7.Darling-Hammond, L., Hyler, M.E. and Gardner, M. 2017. Effective Teacher Professional Development. Palo Alto: Learning Policy Institute.

View at Google Scholar

8.Drent, M. and Meelissen, M. 2008. Which factors obstruct or stimulate teacher educators to use ICT innovatively?” Computers & Education, 51(1): 187-199.

View at Google Scholar

9.Hattie, J., Masters, D. and Birch, K. 2015. Visible learning into action: International case studies of impact, Routledge.

View at Google Scholar

10.Islam, A.Y.M.A. 2014. Validation of the technology satisfaction model (TSM) developed in higher education: The application of structural equation modeling. International Journal of Technology and Human Interaction, 10(3): 44-57.

View at Google Scholar

11.Ito, M., Baumer, S., Bittanti, M. and Cody, R. 2019. Hanging out, messing around, and geeking out: Kids living and learning with new media. MIT press.

View at Google Scholar

12.Kraft, M.A., Blazar, D. and Hogan, D. 2018. The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4): 547-588.

View at Google Scholar

13.Malapile, S. and Keengwe, J. 2014. Information communication technology planning in developing countries. Education and Information Technologies, 19(4): 691-701.

View at Google Scholar

14.Skryabin, M., Zhang, J., Liu, L. and Zhang, D. 2015 How the ICT development level and usage influence student achievement in reading, mathematics, and science. Computers & Education, 85: 49-58.

View at Google Scholar

15.Sultana, M. and Haque, M.S. 2018. The Cause of Low Implementation of ICT in Education Sector Considering Higher Education: A Study on Bangladesh. Canadian Social Science, 14(12): 67-73.

View at Google Scholar

16.Tondeur, J., Van Braak, J., Ertmer, P.A. and Ottenbreit- Leftwich, A. 2017. Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3): 555-575.

View at Google Scholar

@Educational Quest is an International Peer-Reviewed Journa(EQ)| Printed by New Delhi Publishers

19989296 - Visitors since February 21, 2019