Omani Teachers and Communication Technology - Assignment Example

OMANI TEACHERS INFORMATION COMMUNICATION TECHNOLOYGY TEACHING AFTER ICDL A Thesis Proposal Presented to The Faculty of In PartialFulfillment Of the requirements for By TABLE OF CONTENTS Page ABSTRACT ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . iv DEDICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi Chapter 1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . Background of the Study . . . . . . . . . . . . . . . . . . . . Statement of the Problem . . . . . . . . . . . . . . . . . . . . Significance of the Study . . . . . . . . . . . . . . . . . . . . Theoretical Framework of the Study . . . . . . . . . . . . . . Hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . Scope and Delimitation of the Study . . . . . . . . . . . . . . DEFINITION OF TERMS . . . . . . . . . . . . . . . . . . . 2. REVIEW OF RELATED LITERATURE . . . . . . . . . . . RELATED LITERATURE . . . . . . . . . . . . . . . . . . . METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . The Research Method . . . . . . . . . . . . . . . . . . . . . . The Study Area . . . . . . . . . . . . . . . . . . . . . . . . . Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . ABSTRACT To discover how Omani teachers have transformed in their Information communication technology teaching strategy to groups of students after ICDL or International Computer Driving License training is the interest of this study. It will look into policy documents of the company that sponsored the training programme and the policy makers of the Ministry of Education. The researcher will use descriptive quantitative research in gathering the data. Questionnaires will be prepared and sent to the corresponding teachers who successfully finished the programme and obtained the license to teach the same. Chapter 1 INTRODUCTION The teaching of Information communication technology to groups of students through classroom instruction is of essence for learners to cope with the needs of the 21st century lifestyle and business ways after graduation. In almost every human transaction nowadays ICT is involved. Besides, ICT have just turned out to be one that is a progressive technology in nature; hence the need for continuous upgrading of what is the latest for those who have learned the technology already, and for the learned educators to pass on the knowledge to learners. Background of the Study Internationally, instruction and education in the higher level of formal schooling in some institutions have seen so much transformation with the emergence of information technology as a primary discipline towards modern communication and business transactions strategy. Not only is the demand rising in the first world countries like the United States, the United Kingdom, Germany and France, but, it is also intensifying in developing economies like Oman. Nonetheless, even in a highly industrialized economy like the United Kingdom, information communication technology or ICT have still to be incorporated into primary curriculums (Williams and Easingwood, 2003). Currently, enthusiast as well as experts in the field of information technology have organized themselves and offered trainings with corresponding certificates of completion. One of these groups is called International Computer Driving License. Educators who complied with the requirements of the programme are subsequently licensed to teach the technology in the schools of their choice where ICT is incorporated in the curriculum, otherwise where ICT has been introduced as a tool for learning concepts such as science courses where CD-ROMs and internet access are intensively useful, aside from online libraries, pdf's, and international current events (Csapo, 2002). Statement of the Problem This study will be concerned mainly with the discovery of how Omani teachers have transformed in their information communication technology teaching strategy to groups of students after ICDL or International Computer Driving License training. Specifically, the investigator was directed to answer the question: 1. What is the performance of Omani teachers before they were transformed in their information communication technology teaching strategy 2. How did ICDL training influence teachers teaching strategy of ICT Significance of the Study Understanding the ICDL training influence on teachers teaching strategy will significantly give an idea on the effectiveness of the training programme, otherwise it will give a ground for the improvement of trainings to come up with highly proficient ICT instructors. Theoretical Framework of the Study International Computer Driving License is a characteristic intercontinental computer education training plan that allows teachers to gain the knowledge and skills of the recent Information Technology concepts, and teach the same to students. Hence, earning an ICDL certificate corresponds to knowledgeable tutors on computer usage beyond the original word processing task (Csapo, 2002). Hypotheses 1. Ho: ICDL training does not have any significant influence on teachers teaching strategy of ICT. Scope and Delimitation of the Study The study will be delimited to finding out how Omani teachers have transformed in their information communication technology teaching strategy to groups of students after ICDL or International Computer Driving License training. DEFINITION OF TERMS Key terms are defined to ensure clarity. ICDL. This is the International Computer Driving License training undergone by some Omani teachers. ICT. This is commonly known to be Information and Communication Technology skills that is gained and taught by teachers of Oman. Omani. These are the higher education students of ICT in Oman. Chapter 2 REVIEW OF RELATED LITERATURE Introduction The researcher will go over a number of books, journals, unpublished papers, online pdf's, and studies relevant to the present research. The literature studies which will have bearing to the present day study will be cited accordingly. Chen Belkada and Okamoto in 2004 mentioned Chapelle of 2001, Gonzalez-Lloret of 2003, and Tsou, Wang, & Li of 2002 suggestion that the emergence of information communication technology made superior the value of countless technical studies together with verbal communication instruction. Hence, official recognition of computer knowledge with an international computer driving license affords holders the right to play a part in the digital sphere (Csapo, 2002). In 2002, Csapo also indicated that the current teachers in business schools are likewise the teachers of the current technology proficiency programmes. Chapter 3 METHODOLOGY This chapter will present the research method, study area, data collection tools, and statistical treatment used to test the hypothesis. The Research Method This study will make use of the descriptive quantitative method of research as it was aimed at the discovery of how Omani teachers have transformed in their information communication technology teaching strategy to groups of students after ICDL or International Computer Driving License training. The study will be conducted for twelve (12) months considering the number of days for gathering data. This varied from different research institutions of mixed variables. The data involved in this study will be from the survey made questionnaires. The latter will be delivered selected institutions for the responses of selected respondents. The informational data that will be gathered will be based on the different dimensions of responses by the teachers who underwent trainings. The simple regression will be used to test if Omani teachers have transformed in their information communication technology teaching strategy to groups of students after ICDL or International Computer Driving License training. The Simple Linear Regression model will be used to determine the relationship of the elasticity of the two variables. The calculation of this final data will use an SPSS program. The final phase will be the analysis and presentation of the data and the drawing of the conclusions and the recommendations. The Study Area This study will primarily focus on the information given by the selected institution in OMAN Saudi Arabia. Statistical Treatment To examine if the Omani teachers have transformed in their Information communication technology teaching strategy to groups of students after ICDL or International Computer Driving License training in OMAN Saudi Arabia, the following statistical formulas were used: Average Mean. This is used to determine the average value of all the data in the set. This was computed by simply adding the sum of value of data divided by the number of scores in the data. FORMULA: Average Mean = F n where: F = the total frequency of the mean n = size of the population Simple Linear Regression .This will be used to establish whether Omani teachers have transformed in their Information communication technology teaching strategy to groups of students after ICDL or International Computer Driving License training. Y = 0 + 1X1 + Where: 0 = the Y-intercept of the regression surface 1 = is the slope of the regression surface X1 = the independent variable (Before) Y = the dependent variable (After) = the random error Bibliography Chen, Jin, Safia Belkada, and Toshio Okamoto. "How a Web-Based Course Facilitates Acquisition of English for Academic Purposes." Language, Learning & Technology 8.2 (2004): 33. Csapo, Nancy. "Certification of Computer Literacy: The International Computer Driving License Provides Standards That Let Individuals Participate in a Global Digital Society." T H E Journal (Technological Horizons In Education) 30.1 (2002): 46+. Digiorgio, Annamaria. "Community College Consortium Provides Students with IT Skills for the Workplace." T H E Journal (Technological Horizons In Education) 31.9 (2004): 6. Du-Babcock, Bertha. "Teaching Business Communication: Past, Present, and Future." The Journal of Business Communication 43.3 (2006): 253+. Kabilan, Muhammad Kamarul. "Online Professional Development of Teachers: An Examination of Structure and Trends in Malaysia." International Journal of Instructional Media 30.4 (2003): 367+. Kelly, M. G., and Jon Haber. Resources for Student Assessment. Eugene, OR: International Society for Technology in Education, 2006. Nicholls, Gill. Developing Teaching and Learning in Higher Education. London: RoutledgeFalmer, 2002. Pillay, Hitendra, and Robert Elliott. "Distributed Learning: Understanding the Emerging Workplace Knowledge." Journal of Interactive Learning Research (2002): 93+. Thomas, Dianne. "Teaching Technology in Low Socioeconomic Areas: Technology Education Will Help Break the Cycle of Poverty for Low Socioeconomic Students." The Technology Teacher 67.3 (2007): 4+. Williams, John, and Nick Easingwood. ICT and Primary Science. New York: RoutledgeFalmer, 2003. Read More