Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725765
Title: The effectiveness of information and communication technology in schools on generic skills development : teachers, pupils and employers perceptions
Author: Nwaozuzu, Daisy Chioma
ISNI:       0000 0004 6425 1378
Awarding Body: University of Dundee
Current Institution: University of Dundee
Date of Award: 2017
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Abstract:
This mixed method study sought to explore the perceptions of key stakeholders in education, on the role and contribution of ICT in Scottish secondary schools towards generic skills development among pupils for post school transitions. The timing of this study coincided with a period characterised by contextual pressures globally, marked with technology changes, youth unemployment and curriculum reviews. A review of literature was conducted systematically to evaluate the explicit permeation of ICT in Scottish schools. A sequential mixed method design was adopted for the two phased study commencing with a convenience sampling technique for the first phase, involving 1364 upper secondary school pupils from all eight schools, 64 teachers and the 17 employers in one local Council in Scotland. A purposive sampling technique was applied to select two sample schools for the second phase, based on best use and practices of ICT. Questionnaires were administered online and in person at the first phase, followed by a semi structured interview at the second phase. SPSS was used for descriptive statistics, correlation analysis and one way Anova, while Nvivo 10 software was used for thematic analysis from the interview transcript. The study offers a framework for personalisation starting with identification of pupils’ ability and ICT skill level at inception classes, followed by a personalised learning design incorporating pupils’ interest, ability and post school destination. The study also proposes separate roles for teachers and policy makers in order to maintain teachers’ autonomy, as policy makers’ interference has been identified to have an impact on teachers’ professionalism, effectiveness and confidence necessary for imparting generic skills in pupils. A series of recommendations are provided for future research, including a longitudinal evaluation of generic skills acquired from individual school subjects through the upper school years to post school destination, to ascertain effective transfer and sustainability of generic skills.
Supervisor: Barron, Ian ; Lakin, Elizabeth Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.725765  DOI: Not available
Keywords: ICT ; Personalisation ; Pupils ; Perceptions ; Generic skills ; Post school transition
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