Research Proposal: ICT Impact on Secondary School Engagement (AED5001)
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This research proposal investigates the effects of Information and Communication Technology (ICT) on improving student engagement in secondary schools. The study explores the impact of ICT on cognitive and behavioral engagement, focusing on VCE year 11 psychology classes. It examines the advantages of implementing ICT tools and the influence of social media. The proposal includes a literature review, methodology, research paradigm, and ethical considerations. The study aims to understand how ICT can enhance the learning environment, improve student skills, and prepare students for the digital world. Data collection methods include qualitative processes, depth interviews, and self-reflections. The research seeks to identify the positive impacts of ICT and provide insights into its effective application in educational settings. The research also identifies the importance of ethical considerations and the collection of data through various methods to derive accurate insights into the impact of ICT on student engagement.
Topic: Effects of ICT on improving engagement in secondary schools
Student name:
Student number:
Assessment 3: Research Proposal
For: Proposed Minor Thesis Project
Unit: AED5001 Education Research Design and Methods
(Date)
Student name:
Student number:
Assessment 3: Research Proposal
For: Proposed Minor Thesis Project
Unit: AED5001 Education Research Design and Methods
(Date)
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Effects of ICT on improving engagement in secondary schools
Table of Contents
Introduction/ Background of the study............................................................................................3
Literature Review............................................................................................................................5
Overview of the literature in relation to the topic........................................................................5
Methodology....................................................................................................................................9
Explanation of the methodology................................................................................................10
Research Paradigm.....................................................................................................................13
Consideration of the risks and the ethical considerations..........................................................13
Statement of critical reflection and conclusion.............................................................................16
Reference list.................................................................................................................................17
Appendices....................................................................................................................................21
2
Table of Contents
Introduction/ Background of the study............................................................................................3
Literature Review............................................................................................................................5
Overview of the literature in relation to the topic........................................................................5
Methodology....................................................................................................................................9
Explanation of the methodology................................................................................................10
Research Paradigm.....................................................................................................................13
Consideration of the risks and the ethical considerations..........................................................13
Statement of critical reflection and conclusion.............................................................................16
Reference list.................................................................................................................................17
Appendices....................................................................................................................................21
2
Effects of ICT on improving engagement in secondary schools
Introduction/ Background of the study
In today's world, there are seen major changes in the field of education and the systems related to
it. People are now much more conscious about the system of education that is being prevailed in
secondary schools of today's world. Talking about the changes in the learning abilities there had
been seen the implications of the new method to achieve the desired predetermined objectives.
Therefore, the implication of proper determinants in its appropriate positions is much required to
derive the desired changes. One of the main determinants that this study would discuss is the
implication of communication technology along with information technology. This term could
also be abbreviated ICT (Albion et al. 2015). Therefore, the application of this particular method
of ICT is much required in the sectors of learning to render the proper output of need. Till now
there were hardly any changes seen the structure of learning and the environment it is dealing
with. The implication of ICT is totally new in this sector and had generated a deep impact on the
learning environment. The impact happens to be a whole new experience for those who are
seeking education. The system of learning and education had always wanted to implement new
and advanced technologies and models to make a change in the process. Therefore, ICT could be
referred to as the professional process in the spaces of learning. It is becoming more professional
and apparent day by day (Al-Kathiri, 2015). The application of innovative ideas is being
regarded as a renaissance in the elements of learning. Innovation and implementing it in a proper
is considered to be the determinant or factors that help in the paving of the path to success. Thus,
improvisation and enacting the process of ICT could be deduced as a whole new experience
thereby leading to development (Nijholt, 2017).
Executing the process of communication as well as information technology has led to a drastic
change. The application of ICT in secondary schools had changed the overview of learning both
outside and inside the school. The main aspect of ICT is that it had created an ambiance of
learning. This, as a result, had improved the activities that are involved in learning. Students are
now experiencing the activities totally in a different way. It had not been in the past years. The
main focus of ICT is the application of skills and practical knowledge to improve learning
abilities. The skills could be categorized into technical as well as professional skills to render
quality service to the best of ability. Not only that but also it involves the application of
digitalized learning to cope up with today's business world (Al-Shboulet al. 2017). ICT is a much
3
Introduction/ Background of the study
In today's world, there are seen major changes in the field of education and the systems related to
it. People are now much more conscious about the system of education that is being prevailed in
secondary schools of today's world. Talking about the changes in the learning abilities there had
been seen the implications of the new method to achieve the desired predetermined objectives.
Therefore, the implication of proper determinants in its appropriate positions is much required to
derive the desired changes. One of the main determinants that this study would discuss is the
implication of communication technology along with information technology. This term could
also be abbreviated ICT (Albion et al. 2015). Therefore, the application of this particular method
of ICT is much required in the sectors of learning to render the proper output of need. Till now
there were hardly any changes seen the structure of learning and the environment it is dealing
with. The implication of ICT is totally new in this sector and had generated a deep impact on the
learning environment. The impact happens to be a whole new experience for those who are
seeking education. The system of learning and education had always wanted to implement new
and advanced technologies and models to make a change in the process. Therefore, ICT could be
referred to as the professional process in the spaces of learning. It is becoming more professional
and apparent day by day (Al-Kathiri, 2015). The application of innovative ideas is being
regarded as a renaissance in the elements of learning. Innovation and implementing it in a proper
is considered to be the determinant or factors that help in the paving of the path to success. Thus,
improvisation and enacting the process of ICT could be deduced as a whole new experience
thereby leading to development (Nijholt, 2017).
Executing the process of communication as well as information technology has led to a drastic
change. The application of ICT in secondary schools had changed the overview of learning both
outside and inside the school. The main aspect of ICT is that it had created an ambiance of
learning. This, as a result, had improved the activities that are involved in learning. Students are
now experiencing the activities totally in a different way. It had not been in the past years. The
main focus of ICT is the application of skills and practical knowledge to improve learning
abilities. The skills could be categorized into technical as well as professional skills to render
quality service to the best of ability. Not only that but also it involves the application of
digitalized learning to cope up with today's business world (Al-Shboulet al. 2017). ICT is a much
3
Effects of ICT on improving engagement in secondary schools
wider concept which had not been prevailed in the back dates. However, the application
generated today would generally be considered as a boon thereby increasing the capabilities
communication. The main aim of this project is to define the impacts of ICT in secondary
schools along with the evaluation of the actions of ICT (Russell and Norvig, 2016). It had been
noticed that there had been certain changes made in the psychology classes. This mainly states
that there is an impact over the senior secondary psychology classes. The perceptions of the
students along with the teachers were being changes just because of the ICT application.
Communication is being referred to as an important element in the psychology sessions.
Therefore, these mean that there is enough communication between the teachers as well the
students. Not only that, but also could easily communicate if there arouses any problems.
Research Question
What is the effect of using ICT on cognitive and behavior engagement in VCE year 11
psychology classes?
What are advantages associated with the implementation of the ICT tools?
What are the effects of social media on ICT tools?
4
wider concept which had not been prevailed in the back dates. However, the application
generated today would generally be considered as a boon thereby increasing the capabilities
communication. The main aim of this project is to define the impacts of ICT in secondary
schools along with the evaluation of the actions of ICT (Russell and Norvig, 2016). It had been
noticed that there had been certain changes made in the psychology classes. This mainly states
that there is an impact over the senior secondary psychology classes. The perceptions of the
students along with the teachers were being changes just because of the ICT application.
Communication is being referred to as an important element in the psychology sessions.
Therefore, these mean that there is enough communication between the teachers as well the
students. Not only that, but also could easily communicate if there arouses any problems.
Research Question
What is the effect of using ICT on cognitive and behavior engagement in VCE year 11
psychology classes?
What are advantages associated with the implementation of the ICT tools?
What are the effects of social media on ICT tools?
4
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Effects of ICT on improving engagement in secondary schools
Literature Review
Overview of the literature in relation to the topic
The main thing that is required to implement a process is the choosing of the right elements. This
is just because without the correct element, there is no such process that could be run. The
necessary of the accurate determinants is considered to be a compulsory requirement just
because to run the process in a correct manner without any disturbances (Howard, and
Thompson, 2016). Therefore, it could be said that the elements that are keeping a relationship or
is having a proportion with the factors of learning. Therefore, any changes made in ICT are
having an adverse change in the field of learning. The main determinants that had been identified
are the elements of information technology and communication technology. ICT is a part of the
modern learning process and activities would have the newer elements. These are the elementsor
fragments that could be related to the aspects of today's generation (Howardet al. 2015). It had
been observed that students of today's generation are much active on social media. Therefore, the
main plan of ICT is to engage all the students of the secondary level into this social media sites
in such a way that it would also prove as a source of learning as well. Therefore it could be
concluded that sentiments of social media are also related to one of the elements of ICT. The
general theory is the engagement into practical knowledge and skills. By this, the secondary level
of students could render their quality time in such productive things rather than wasting time in
some stupid stuff. The application of practical skills and knowledge is the developing of skills.
This would generally help the students in the long run. They would be more accustomed to
quality services n the future period of time (Islam, and Grönlund, 2016). Therefore, the
improvisation of elemental changes is referred to as a compulsory term for ICT.[Referred to
appendix 1]
The last and the foremost discussion of this section would be the engagement of impacts. This
could be referred to as the outcomes that had been expected form ICT only. Many had suggested
that ICT comprised in studies would be generating a low impact and would demotivate students.
However, the cases that had been observed had been able to change the concept of those people.
This is just because of the thinking of the new generation (Johnstonet al. 2015). The main thing
that is demanded by the secondary schools is to make the process of learning in a much
5
Literature Review
Overview of the literature in relation to the topic
The main thing that is required to implement a process is the choosing of the right elements. This
is just because without the correct element, there is no such process that could be run. The
necessary of the accurate determinants is considered to be a compulsory requirement just
because to run the process in a correct manner without any disturbances (Howard, and
Thompson, 2016). Therefore, it could be said that the elements that are keeping a relationship or
is having a proportion with the factors of learning. Therefore, any changes made in ICT are
having an adverse change in the field of learning. The main determinants that had been identified
are the elements of information technology and communication technology. ICT is a part of the
modern learning process and activities would have the newer elements. These are the elementsor
fragments that could be related to the aspects of today's generation (Howardet al. 2015). It had
been observed that students of today's generation are much active on social media. Therefore, the
main plan of ICT is to engage all the students of the secondary level into this social media sites
in such a way that it would also prove as a source of learning as well. Therefore it could be
concluded that sentiments of social media are also related to one of the elements of ICT. The
general theory is the engagement into practical knowledge and skills. By this, the secondary level
of students could render their quality time in such productive things rather than wasting time in
some stupid stuff. The application of practical skills and knowledge is the developing of skills.
This would generally help the students in the long run. They would be more accustomed to
quality services n the future period of time (Islam, and Grönlund, 2016). Therefore, the
improvisation of elemental changes is referred to as a compulsory term for ICT.[Referred to
appendix 1]
The last and the foremost discussion of this section would be the engagement of impacts. This
could be referred to as the outcomes that had been expected form ICT only. Many had suggested
that ICT comprised in studies would be generating a low impact and would demotivate students.
However, the cases that had been observed had been able to change the concept of those people.
This is just because of the thinking of the new generation (Johnstonet al. 2015). The main thing
that is demanded by the secondary schools is to make the process of learning in a much
5
Effects of ICT on improving engagement in secondary schools
interesting and digitalized way that it would be helpful to cope up with studies. Therefore, it
could be said that ICT had been able to meet up to the demands (Leeds.ac.uk 2019).
The methodical approach is primarily based on the primary social approach. The experiment that
had been done socially is basically the approach that had helped viewers to identify some of the
relevant facts. These are the facts that had not been observed from the outer end; however, it had
an impact from the inner end as well. Therefore, conducting or the implementation of the social
experiment had generally helped the viewers to identify the topics and had put a light of those
topics as well (Jorgenson and Vu, 2016). The experimentation had been done socially to have an
understanding of what and how people think about ICT. The experimentation had included many
processes. The processes are namely the putting up of questions to targeted audiences, personal
interviews and many more.
The first point that arouses is that the subject should relevant as well as subjective in nature. This
is just because with a relevant justification, there is no such outcome that had been considered
successful. This process of ICT had led to phenomenal research. The implementation of ICT into
the classrooms is being considered to be much accurate and phenomenal in nature. The reason
behind it is that practical knowledge about the process is being established. For instance, if there
are about fifty students in a classroom, then it is for sure that there had been some feedback
received from the end of the students as well (Kalogiannakis and Papadakis, 2017). The
evaluation of the feedback is not that important here in this scenario. Feedbacks could either be
positive or negative in nature. The engagement of students into that activity is being considered
as the prime priority of the ICT activity. This is because nowadays the activation of students is
not being noticed that much when it comes to studies and active learning (infodev.org 2018).
The researcher is quite aware of the view of the world. Therefore, he or she very well knows the
induction or the application of the necessary elements that are required to derive the appropriate
answers form the participants in the form of interviews or questions. The researcher had made a
clear view of the fact that would not be jumbled up between the participants and the overview of
the world. The research states that students generally are affected by the application of ICT and
is paying much heed to its implication in the relevant areas of action (Kerckaertet al. 2015). The
effects that had been generated seem to deduce a positive impact of consideration. The natural
element that had been a part of the attempt is the identification of positive along with responsive
sentiments towards the realization of the fact that ICT is also a part of learning. This could
6
interesting and digitalized way that it would be helpful to cope up with studies. Therefore, it
could be said that ICT had been able to meet up to the demands (Leeds.ac.uk 2019).
The methodical approach is primarily based on the primary social approach. The experiment that
had been done socially is basically the approach that had helped viewers to identify some of the
relevant facts. These are the facts that had not been observed from the outer end; however, it had
an impact from the inner end as well. Therefore, conducting or the implementation of the social
experiment had generally helped the viewers to identify the topics and had put a light of those
topics as well (Jorgenson and Vu, 2016). The experimentation had been done socially to have an
understanding of what and how people think about ICT. The experimentation had included many
processes. The processes are namely the putting up of questions to targeted audiences, personal
interviews and many more.
The first point that arouses is that the subject should relevant as well as subjective in nature. This
is just because with a relevant justification, there is no such outcome that had been considered
successful. This process of ICT had led to phenomenal research. The implementation of ICT into
the classrooms is being considered to be much accurate and phenomenal in nature. The reason
behind it is that practical knowledge about the process is being established. For instance, if there
are about fifty students in a classroom, then it is for sure that there had been some feedback
received from the end of the students as well (Kalogiannakis and Papadakis, 2017). The
evaluation of the feedback is not that important here in this scenario. Feedbacks could either be
positive or negative in nature. The engagement of students into that activity is being considered
as the prime priority of the ICT activity. This is because nowadays the activation of students is
not being noticed that much when it comes to studies and active learning (infodev.org 2018).
The researcher is quite aware of the view of the world. Therefore, he or she very well knows the
induction or the application of the necessary elements that are required to derive the appropriate
answers form the participants in the form of interviews or questions. The researcher had made a
clear view of the fact that would not be jumbled up between the participants and the overview of
the world. The research states that students generally are affected by the application of ICT and
is paying much heed to its implication in the relevant areas of action (Kerckaertet al. 2015). The
effects that had been generated seem to deduce a positive impact of consideration. The natural
element that had been a part of the attempt is the identification of positive along with responsive
sentiments towards the realization of the fact that ICT is also a part of learning. This could
6
Effects of ICT on improving engagement in secondary schools
generally be stated as modern learning. The sentiments that are attached to the process would
generally be considered as the impact of ICT only. People are now able to think in a much
broader term and consider ICT a paved path to the definition of success. Therefore, the methods
being applied to recognize certain situation are much relevant in its own way.
Now the main discussion of this section would be discussed, that is the process of the collection
of the relevant data. Data happens to be an integral part of the project. It is given importance
because there happens to be a principle as well as ethics that are considered to be a part of the
subject (Ochara and Mawela, 2015). Ethics are regarded to be the base of the application. There
is no such work that would be carried out without proper ethics and principles and proper
considerations. ICT being a part of the activity and generating positive impress is being valued to
that level of ethics only. Data could be handled in a number of ways. The activity follows a
number of processes. The implication of different process is to identify the relevant areas that
need to focus on. Then onwards the collected data would be forwarded to evaluate the accurate
data. The accuracy should be maintained it denotes the presence of engagement of people. There
should be zero tolerance of fraud and causes related to it (Shah and Khan, 2015). The collected
data had been gathered by different processes namely qualitative process, depth interview,
weekly lessons; self-derived reflections and many other. It is for sure that the different process
would be leading to different answers or quarries related to it. Therefore, the identification would
be done in a depth and in a precise manner (semanticscholar.org 2019).[Referred to appendix 2]
The first method that is being applied is actually qualitative in nature. The method is basically
the application of the acquired knowledge that is qualitative in nature. In this process, a
particular group of audience is being targeted. It means that a targeted group of general people is
being brought into the activity to generate the process thereby giving it the desired effect.After
they are being brought into the course; they are being asked some question on which the major
part of the activity is based on. The major part of the qualitative session is the identification or
the determination of the facts. The facts should be a qualitative one so that the necessary actions
should be derived from the session of the activity only. This particular process is being used and
is considered to be the first and the right process to derive the necessary impact prevailed in the
study or in the identification (Srivastavaet al. 2016). Modern ways or methods are considered to
be the necessary element to have an outcome that is much presentable in nature and could be
viewed to the public in general. Qualitative data analysis would obviously be executing the
7
generally be stated as modern learning. The sentiments that are attached to the process would
generally be considered as the impact of ICT only. People are now able to think in a much
broader term and consider ICT a paved path to the definition of success. Therefore, the methods
being applied to recognize certain situation are much relevant in its own way.
Now the main discussion of this section would be discussed, that is the process of the collection
of the relevant data. Data happens to be an integral part of the project. It is given importance
because there happens to be a principle as well as ethics that are considered to be a part of the
subject (Ochara and Mawela, 2015). Ethics are regarded to be the base of the application. There
is no such work that would be carried out without proper ethics and principles and proper
considerations. ICT being a part of the activity and generating positive impress is being valued to
that level of ethics only. Data could be handled in a number of ways. The activity follows a
number of processes. The implication of different process is to identify the relevant areas that
need to focus on. Then onwards the collected data would be forwarded to evaluate the accurate
data. The accuracy should be maintained it denotes the presence of engagement of people. There
should be zero tolerance of fraud and causes related to it (Shah and Khan, 2015). The collected
data had been gathered by different processes namely qualitative process, depth interview,
weekly lessons; self-derived reflections and many other. It is for sure that the different process
would be leading to different answers or quarries related to it. Therefore, the identification would
be done in a depth and in a precise manner (semanticscholar.org 2019).[Referred to appendix 2]
The first method that is being applied is actually qualitative in nature. The method is basically
the application of the acquired knowledge that is qualitative in nature. In this process, a
particular group of audience is being targeted. It means that a targeted group of general people is
being brought into the activity to generate the process thereby giving it the desired effect.After
they are being brought into the course; they are being asked some question on which the major
part of the activity is based on. The major part of the qualitative session is the identification or
the determination of the facts. The facts should be a qualitative one so that the necessary actions
should be derived from the session of the activity only. This particular process is being used and
is considered to be the first and the right process to derive the necessary impact prevailed in the
study or in the identification (Srivastavaet al. 2016). Modern ways or methods are considered to
be the necessary element to have an outcome that is much presentable in nature and could be
viewed to the public in general. Qualitative data analysis would obviously be executing the
7
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Effects of ICT on improving engagement in secondary schools
quality matters and would precisely point out the effect along with the changes that were being
applied. Therefore, this process is considered or is regarded to be an important process and
generally depends on the quality of extensive elements (files.eric.ed.gov 2018).
8
quality matters and would precisely point out the effect along with the changes that were being
applied. Therefore, this process is considered or is regarded to be an important process and
generally depends on the quality of extensive elements (files.eric.ed.gov 2018).
8
Effects of ICT on improving engagement in secondary schools
Methodology
The methods that had been applied here to complete the research are mixed methods.
Technologies relating to information as well as communication are being considered as the
process of accessing the information through a particular medium. The primary medium that
stands here is the application of telecommunication. It is also a part of information technology
and mainly focuses on the aspects of communication technology. The processes that are involved
in this process mainly include the means by which communication could be processed. The
means are namely wireless networks, internet, cell phones and many other mediums of
communication (Azmi, 2017). By the past decades, it had been noticed the application of
information technology had greatly increased. The major application had been seen in the
working as well as the corporate sectors. However, nobody had thought that there would also be
the application of IT and communication in secondary schools as well. It is a natural
phenomenon that every action has an equal and opposite reaction. This statement is quite
relevant to the topic because the application of these particular elements of ICT in schools is
totally a new concept. Therefore, it was for sure that it would prevail its result into an impact.
Now the main question that arouses is the use of ICT. This particular topic would lead to a
discussion of the effect it had on the schooling sector. In general, it had always affected in a
positive way. Moreover, the process of learning is totally new and is liked by everyone. There
were also some demerits noticed which would be discussed later on (Serway and Jewett, 2018).
Taking about the general merits, it had led the people in general into a vast array of
communication. People are now quite satisfied with the concept and could easily rely on the fact
of communication. However, in the learning process, it had generated into a classified effect.
Previously the students were less accustomed to the classroom (Blau and Shamir-Inbal, 2017).
Not only the classrooms but hardly had an interest in academics. After the application of ICT,
many things had changed. The major change that had been noticed is the attention of the
students. Students who are now pursuing their education under this system are being attracted to
their studies and academics as well. The people who did not take their interest in their academic
are also now consisted of this particular system of ICT. Therefore, it could be said the major
portion of ICT had led to a positive impact. This is just because of easy communication. While in
learning if there is an issue or quarry or question aroused is directly generated through the
9
Methodology
The methods that had been applied here to complete the research are mixed methods.
Technologies relating to information as well as communication are being considered as the
process of accessing the information through a particular medium. The primary medium that
stands here is the application of telecommunication. It is also a part of information technology
and mainly focuses on the aspects of communication technology. The processes that are involved
in this process mainly include the means by which communication could be processed. The
means are namely wireless networks, internet, cell phones and many other mediums of
communication (Azmi, 2017). By the past decades, it had been noticed the application of
information technology had greatly increased. The major application had been seen in the
working as well as the corporate sectors. However, nobody had thought that there would also be
the application of IT and communication in secondary schools as well. It is a natural
phenomenon that every action has an equal and opposite reaction. This statement is quite
relevant to the topic because the application of these particular elements of ICT in schools is
totally a new concept. Therefore, it was for sure that it would prevail its result into an impact.
Now the main question that arouses is the use of ICT. This particular topic would lead to a
discussion of the effect it had on the schooling sector. In general, it had always affected in a
positive way. Moreover, the process of learning is totally new and is liked by everyone. There
were also some demerits noticed which would be discussed later on (Serway and Jewett, 2018).
Taking about the general merits, it had led the people in general into a vast array of
communication. People are now quite satisfied with the concept and could easily rely on the fact
of communication. However, in the learning process, it had generated into a classified effect.
Previously the students were less accustomed to the classroom (Blau and Shamir-Inbal, 2017).
Not only the classrooms but hardly had an interest in academics. After the application of ICT,
many things had changed. The major change that had been noticed is the attention of the
students. Students who are now pursuing their education under this system are being attracted to
their studies and academics as well. The people who did not take their interest in their academic
are also now consisted of this particular system of ICT. Therefore, it could be said the major
portion of ICT had led to a positive impact. This is just because of easy communication. While in
learning if there is an issue or quarry or question aroused is directly generated through the
9
Effects of ICT on improving engagement in secondary schools
communication process, where everyone3 could see it. This, as a result, would obviously
generate positive feedback. On the other hand, the demerits could be noticed as the misuse of this
process (Camilleri and Camilleri, 2017). It had been noticed that there had been some issue
related to misleading of the process. However, academic sessions are trying their best to lower
the elements of misleads or spam. The question that had been identified form this particular
study is as follows,
Would it be able to make the desired changes?
What are the elements related to it?
What would be the outcome of the impact at last?
Explanation of the methodology
The research mainly emphasizes the impact that had been generated by ICT when applied to the
areas of secondary schools. At first, there was some confusion regarding the implication of ICT
is learning areas. There had also been some major debates regarding this topic only. Many had
confronted that it would mislead the aspirants. According to some researcher, it would generate a
negative impact. However, it is their justification and would vary from people to people. It is in
the nature of human that no one could actually give positive feedback regarding a process that is
totally new in the system. On the other hand, many had seen it as an advantage and had
suggested for its implication into areas wherever and whenever needed. They had stated that the
application of this process would make the relevant changes wherever there is seen a lag.
According to them, this lag could only be refurbished by ICT only (Carver, 2016). At last this
process is being applied to many areas of need. Many countries had supported it also had also
suggested its use, as they are also using the same. However, it totally depends on the user of the
application. It could lead to both the effect. One is the positive and the other one is the negative
one. It would be depended on the user of ICT and the way he or she is implementing it.[Referred
to appendix 3]
The main approach or the initiative that is taken in the research is to identify the relevant actions
that are taken to implement or execute ICT. Not only is the identification of the actions, but also
the justification of the steps that required in making certain changes. Talking about the concepts
of learning, ICT is being considered to be a game changer for the levels of teaching. Students
during the mid of their session had realized the need for ICT. They had given much importance
to the elements of ICT (Carver, 2016). The students consider the methods applied in ICT as the
10
communication process, where everyone3 could see it. This, as a result, would obviously
generate positive feedback. On the other hand, the demerits could be noticed as the misuse of this
process (Camilleri and Camilleri, 2017). It had been noticed that there had been some issue
related to misleading of the process. However, academic sessions are trying their best to lower
the elements of misleads or spam. The question that had been identified form this particular
study is as follows,
Would it be able to make the desired changes?
What are the elements related to it?
What would be the outcome of the impact at last?
Explanation of the methodology
The research mainly emphasizes the impact that had been generated by ICT when applied to the
areas of secondary schools. At first, there was some confusion regarding the implication of ICT
is learning areas. There had also been some major debates regarding this topic only. Many had
confronted that it would mislead the aspirants. According to some researcher, it would generate a
negative impact. However, it is their justification and would vary from people to people. It is in
the nature of human that no one could actually give positive feedback regarding a process that is
totally new in the system. On the other hand, many had seen it as an advantage and had
suggested for its implication into areas wherever and whenever needed. They had stated that the
application of this process would make the relevant changes wherever there is seen a lag.
According to them, this lag could only be refurbished by ICT only (Carver, 2016). At last this
process is being applied to many areas of need. Many countries had supported it also had also
suggested its use, as they are also using the same. However, it totally depends on the user of the
application. It could lead to both the effect. One is the positive and the other one is the negative
one. It would be depended on the user of ICT and the way he or she is implementing it.[Referred
to appendix 3]
The main approach or the initiative that is taken in the research is to identify the relevant actions
that are taken to implement or execute ICT. Not only is the identification of the actions, but also
the justification of the steps that required in making certain changes. Talking about the concepts
of learning, ICT is being considered to be a game changer for the levels of teaching. Students
during the mid of their session had realized the need for ICT. They had given much importance
to the elements of ICT (Carver, 2016). The students consider the methods applied in ICT as the
10
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Effects of ICT on improving engagement in secondary schools
best process ever applied in the course of their work of learning. According to many previous
types of research it had been revealed those students are much attracted to fascinating things that
are related to their studies. It is a general human nature that people are attracted to interesting
things. Therefore, ICT is a part of the studies and the process is a change of taste for the aspiring
candidates. They can relate much with all the topics that they all have in their particular courses.
Moreover, ICT is a fresh start to the learning process. Therefore, it could easily be deduced that
it had been taken on a serious note by all the students (educationbusinessuk.net 2019).
The process that had been followed on in the method is also regarded as the integrated part of the
process only. This, as a result, had led to different overviews as mentioned earlier. This could
also be termed as the second one which includes the methodology of depth interview. Here in
this process a group of student is being taken and is asked to be part of the activity. The main
projection of the process is the identification or having an overview of ICT. This process is said
to be the best process because it basically has the involvement of students. It is the students only
who know the ICT implication very well. Therefore the data that had been concluded form the
part of the student would be referred individually and would be kept at the top of the list of
priority. The nesting process that arrives is a weekly session (Tondeuret al. 2016). These are the
specific sessions that are being generated on a weekly basis and are subjected to be a leading
factor. More relevant data about ICT could be established form this process because there is
given a break into the process. This, as a result, had created an outcome that is much optimized
and flexible, just because the outcome keeps on changing over time.
The interview is being referred to as be the best process ever. This is just because the overview
of a particular person could be observed on an individual basis. The interviewing process has to
be opening ended and there should be the presence of follow-up question that would be asked in
the session. This would generally induce the speaker to generate some relevant areas of matter.
The main sessions are being done with the students till now. The last and one of the most
important sessions is the reflective term of the teachers. Teachers are basically the person who is
considered to lead a student, thereby providing with the proper guidance and preferences.
Therefore, the notation of the teachers would also be given equal importance. The teachers are
being addressed to provide the outcomes in their own word. This means in a reflective manner.
The self-reflective of the teachers though taken at the last of the session, yet is regarded as the
best option to determine the relevant topics (Tondeuret al. 2015). Then come is the process of
11
best process ever applied in the course of their work of learning. According to many previous
types of research it had been revealed those students are much attracted to fascinating things that
are related to their studies. It is a general human nature that people are attracted to interesting
things. Therefore, ICT is a part of the studies and the process is a change of taste for the aspiring
candidates. They can relate much with all the topics that they all have in their particular courses.
Moreover, ICT is a fresh start to the learning process. Therefore, it could easily be deduced that
it had been taken on a serious note by all the students (educationbusinessuk.net 2019).
The process that had been followed on in the method is also regarded as the integrated part of the
process only. This, as a result, had led to different overviews as mentioned earlier. This could
also be termed as the second one which includes the methodology of depth interview. Here in
this process a group of student is being taken and is asked to be part of the activity. The main
projection of the process is the identification or having an overview of ICT. This process is said
to be the best process because it basically has the involvement of students. It is the students only
who know the ICT implication very well. Therefore the data that had been concluded form the
part of the student would be referred individually and would be kept at the top of the list of
priority. The nesting process that arrives is a weekly session (Tondeuret al. 2016). These are the
specific sessions that are being generated on a weekly basis and are subjected to be a leading
factor. More relevant data about ICT could be established form this process because there is
given a break into the process. This, as a result, had created an outcome that is much optimized
and flexible, just because the outcome keeps on changing over time.
The interview is being referred to as be the best process ever. This is just because the overview
of a particular person could be observed on an individual basis. The interviewing process has to
be opening ended and there should be the presence of follow-up question that would be asked in
the session. This would generally induce the speaker to generate some relevant areas of matter.
The main sessions are being done with the students till now. The last and one of the most
important sessions is the reflective term of the teachers. Teachers are basically the person who is
considered to lead a student, thereby providing with the proper guidance and preferences.
Therefore, the notation of the teachers would also be given equal importance. The teachers are
being addressed to provide the outcomes in their own word. This means in a reflective manner.
The self-reflective of the teachers though taken at the last of the session, yet is regarded as the
best option to determine the relevant topics (Tondeuret al. 2015). Then come is the process of
11
Effects of ICT on improving engagement in secondary schools
sampling. Sample serves as the proper evidence to the research and the way the research
outcomes led to form the research. From the study, it could be concluded that the process applied
is much reliable and is considered to be the valid ones and could easily be trusted. The prime
objective is to maintain a reliable nature (files.eric.ed.gov 2019).
Coming to the topics of questions that had been stated in the previous section, it could be said
that the answers of the question could be met. However, the interpretation of the answers is
totally depended on the readers. The first question that arouses from the study is regarding the
capability to make changes in the educational system. The answer that had been derived is
basically a big yes (Purnawarmanet al. 2016). This statement states that ICT had been able to
alter some situation that had been needed. The alteration or rather the changes to be precise are
basically the changes in the learning process. The learning process could also be termed as
learning outcomes. It had been termed as learning outcome just because the process is totally
depended on it. This generally indicates a situation of dependence. Well, it could be said that
dependence is being observed in this kind of areas. There had been an equal reaction from both
the ends. ICT and the situation of availability are being referred to as different categories.
However, both the variables could never be termed as independent or dependent variables. This
is just because it is a new application for the process. The actual prediction could never be made
just because of the application of this particular process of ICT in the in some of the areas of
secondary schools in not that certain in nature. Therefore, the resulting effects or figures that had
been or is observed form the study generally indicates a positive effect till now. The main change
that is being observed is the application or execution of mass communication (Cheoket al. 2017).
Nowadays, the elements of mass communication are must or are considered to be a mandate
factor that determines the effectiveness of ICT.
Mass communication along with the technologies related to information is considered to be the
best elements to derive out some of the desired changes. The changes could either be on the side
of the learning process, or it could either be the outcomes that are keeping a relation to studies.
Both factors would be leading to a positive impact. ICT had been able to change the thinking of
many people. Te people were basically in a dilemma that whether the process would be helpful.
However, they are now clearly out of their confusions. Not only are the clearing of the
confusion, but people also relying on the elements or determinants of ICT. The basic application
that had been prevailed form the study is mainly the impacts that of ICT that it had generated on
12
sampling. Sample serves as the proper evidence to the research and the way the research
outcomes led to form the research. From the study, it could be concluded that the process applied
is much reliable and is considered to be the valid ones and could easily be trusted. The prime
objective is to maintain a reliable nature (files.eric.ed.gov 2019).
Coming to the topics of questions that had been stated in the previous section, it could be said
that the answers of the question could be met. However, the interpretation of the answers is
totally depended on the readers. The first question that arouses from the study is regarding the
capability to make changes in the educational system. The answer that had been derived is
basically a big yes (Purnawarmanet al. 2016). This statement states that ICT had been able to
alter some situation that had been needed. The alteration or rather the changes to be precise are
basically the changes in the learning process. The learning process could also be termed as
learning outcomes. It had been termed as learning outcome just because the process is totally
depended on it. This generally indicates a situation of dependence. Well, it could be said that
dependence is being observed in this kind of areas. There had been an equal reaction from both
the ends. ICT and the situation of availability are being referred to as different categories.
However, both the variables could never be termed as independent or dependent variables. This
is just because it is a new application for the process. The actual prediction could never be made
just because of the application of this particular process of ICT in the in some of the areas of
secondary schools in not that certain in nature. Therefore, the resulting effects or figures that had
been or is observed form the study generally indicates a positive effect till now. The main change
that is being observed is the application or execution of mass communication (Cheoket al. 2017).
Nowadays, the elements of mass communication are must or are considered to be a mandate
factor that determines the effectiveness of ICT.
Mass communication along with the technologies related to information is considered to be the
best elements to derive out some of the desired changes. The changes could either be on the side
of the learning process, or it could either be the outcomes that are keeping a relation to studies.
Both factors would be leading to a positive impact. ICT had been able to change the thinking of
many people. Te people were basically in a dilemma that whether the process would be helpful.
However, they are now clearly out of their confusions. Not only are the clearing of the
confusion, but people also relying on the elements or determinants of ICT. The basic application
that had been prevailed form the study is mainly the impacts that of ICT that it had generated on
12
Effects of ICT on improving engagement in secondary schools
secondary schools. People are now very much aware of the fact that many secondary schools had
implemented the use of ICT. They basically consider it as part of the process. The secondary
schools think they have been giving the right service wherever needed. However, later on, they
had realized that they need to add up more to increase the value of learning (Dwi, 2016). The
main function is ICT that had been recognized until now is to grab the attention of the students.
Not only that but also to provide them with the right-leaning abilities to cope up with today's fast
pacing business world. Therefore, it could be said to some extent that the application of ICT had
been successful until now (dera.ioe.ac.uk 2018).
Collection of the relevant data is being referred to as the necessary and important element that
would be adding up to a notion of importance to this research. Therefore, there consists of a
number of ways to collect the required data. The data generally had been collected by the process
of questionnaire and personal interviews. The process was a successful one and the data that had
been collected further were quite relevant to carry on the process of the research.
Reliability: The process is much more reliable than the traditional implication and has a vast
source that determines the relevancy of that particular process only.
Validity: From the valid explanation, it had been deduced that ICT implementation would be
there for the long run as it remain at the top of priority list
Credibility: ICT and the way it acts are much more credible than any other determinants of its
sector with same efficiency.
Trust: Trust is the main issue. When it comes to trust, people in general are literally in a
dilemma.
Discussion and Justification of Research Paradigm
This section mainly portrays the about how and what the people had learned. This statement
generally denotes the ability to understand the learning outcomes along with the knowledge that
had been there around the world. The implementation of this particular aspect identifies the
reflection of the knowledgeable experiences (Rogers et al. 2016). The situation would either be
changing which had been expected. However, there had been acquired the relevant ideas or
knowledge. The process mainly convey the implication of explore, question and assess. In a
classroom this process mainly indicates the teaching practices that are different in nature. Hence,
ICT is quite functional thereby changing certain situations. The system of education is now being
recognized by the construction of paradigm. This is just because there actually had been changes
13
secondary schools. People are now very much aware of the fact that many secondary schools had
implemented the use of ICT. They basically consider it as part of the process. The secondary
schools think they have been giving the right service wherever needed. However, later on, they
had realized that they need to add up more to increase the value of learning (Dwi, 2016). The
main function is ICT that had been recognized until now is to grab the attention of the students.
Not only that but also to provide them with the right-leaning abilities to cope up with today's fast
pacing business world. Therefore, it could be said to some extent that the application of ICT had
been successful until now (dera.ioe.ac.uk 2018).
Collection of the relevant data is being referred to as the necessary and important element that
would be adding up to a notion of importance to this research. Therefore, there consists of a
number of ways to collect the required data. The data generally had been collected by the process
of questionnaire and personal interviews. The process was a successful one and the data that had
been collected further were quite relevant to carry on the process of the research.
Reliability: The process is much more reliable than the traditional implication and has a vast
source that determines the relevancy of that particular process only.
Validity: From the valid explanation, it had been deduced that ICT implementation would be
there for the long run as it remain at the top of priority list
Credibility: ICT and the way it acts are much more credible than any other determinants of its
sector with same efficiency.
Trust: Trust is the main issue. When it comes to trust, people in general are literally in a
dilemma.
Discussion and Justification of Research Paradigm
This section mainly portrays the about how and what the people had learned. This statement
generally denotes the ability to understand the learning outcomes along with the knowledge that
had been there around the world. The implementation of this particular aspect identifies the
reflection of the knowledgeable experiences (Rogers et al. 2016). The situation would either be
changing which had been expected. However, there had been acquired the relevant ideas or
knowledge. The process mainly convey the implication of explore, question and assess. In a
classroom this process mainly indicates the teaching practices that are different in nature. Hence,
ICT is quite functional thereby changing certain situations. The system of education is now being
recognized by the construction of paradigm. This is just because there actually had been changes
13
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Effects of ICT on improving engagement in secondary schools
made by the entire educational scenario. Therefore, paradigm mainly focuses on the entire
framework of the concept that would keep an eye or a focus on the learning process of today’s
world (Milione et al. 2017). Many new ideas had been regenerated to have a better
understanding of the process in a well structured or in a precise way. The understandings would
generally be regenerated to have the correct preferences in such a manner that it makes a correct
justification. The criterion that is being followed in the paradigm consists mainly of the teaching
and the training process in the sector of education. If any changes in being made in or if there is
any situation generated that would make certain changes, and then it is for sure that it would
affect the entire paradigm that had been drawn.
The paradigm of the research mainly identifies that educational sector along with the
implementation or implication of ICT had generally made the process in an aligned way. Thus
the process involves not only the function or action of a single department, but makes the legit
assumption on the summation of all the sectors. Here the term sector means both the teaching
and the sector or the department of the student (Bebbington and Unerman, 2018). This is just
because the paradigm suggests that the final or the potential result that would be drawn would be
a result generated by the combination of both the sectors. In ICT the approach that is mainly
competence cased aims at attaining the expectations of the society and determining the goals that
had been determined previously. It also adds up to an ambience or a notion of interest. However,
on the other hand, the approach also bars to some of the stereotype action that includes the
traditional ways of teaching and the administrational work. This particular practice though needs
some more time to establish, yet is there for a long period of time. Still it had been unrealised
that whether ICT would be a right choice.
Consideration of the risks and the ethical considerations
As the use or the implication of modern technology is being applied into the classrooms, a
number of changes had been seen in the classroom and the in the learning abilities as well as in
the process. Therefore, it could be said that the application of ICT into classrooms had been a
successful process until now. The activities that had been generated under the implication of ICT
classes had deliberately helped out students to make their future decisions along with changes.
This had helped students to take the possible relevant decisions thereby gearing up the level of
decision making. Previously there had been noticed a situation of hesitation and dilemma among
the students. After ICT had been brought into classes, students feel free to express their demand
14
made by the entire educational scenario. Therefore, paradigm mainly focuses on the entire
framework of the concept that would keep an eye or a focus on the learning process of today’s
world (Milione et al. 2017). Many new ideas had been regenerated to have a better
understanding of the process in a well structured or in a precise way. The understandings would
generally be regenerated to have the correct preferences in such a manner that it makes a correct
justification. The criterion that is being followed in the paradigm consists mainly of the teaching
and the training process in the sector of education. If any changes in being made in or if there is
any situation generated that would make certain changes, and then it is for sure that it would
affect the entire paradigm that had been drawn.
The paradigm of the research mainly identifies that educational sector along with the
implementation or implication of ICT had generally made the process in an aligned way. Thus
the process involves not only the function or action of a single department, but makes the legit
assumption on the summation of all the sectors. Here the term sector means both the teaching
and the sector or the department of the student (Bebbington and Unerman, 2018). This is just
because the paradigm suggests that the final or the potential result that would be drawn would be
a result generated by the combination of both the sectors. In ICT the approach that is mainly
competence cased aims at attaining the expectations of the society and determining the goals that
had been determined previously. It also adds up to an ambience or a notion of interest. However,
on the other hand, the approach also bars to some of the stereotype action that includes the
traditional ways of teaching and the administrational work. This particular practice though needs
some more time to establish, yet is there for a long period of time. Still it had been unrealised
that whether ICT would be a right choice.
Consideration of the risks and the ethical considerations
As the use or the implication of modern technology is being applied into the classrooms, a
number of changes had been seen in the classroom and the in the learning abilities as well as in
the process. Therefore, it could be said that the application of ICT into classrooms had been a
successful process until now. The activities that had been generated under the implication of ICT
classes had deliberately helped out students to make their future decisions along with changes.
This had helped students to take the possible relevant decisions thereby gearing up the level of
decision making. Previously there had been noticed a situation of hesitation and dilemma among
the students. After ICT had been brought into classes, students feel free to express their demand
14
Effects of ICT on improving engagement in secondary schools
along with their feeling. This is considered to be one of the major changes seen due to ICT
implication. These are being considered as the positive side of the act. However, there is also
seen some issues that had been aroused form the insinuation of ICT (Vernonet al. 2015).
Therefore, the identification of those issues is considered to be necessary and relevant. This is
just because after the proper identification of the facts that are being regarded as issues would
obviously help to address certain ethical situations. There should also be the application of
changes whenever and wherever required to meet up to those certain issues. If the issue is not
being addressed soon, then it is for sure that it would be having a negative impact on the students
so far (oecd.org 2018).
There had been a large number of technological advancements until now. According to many
researchers ICT in secondary schools would be considered as a bad attempt for the authorities.
The attempt that is stated as harmful is not that harmful in nature, but would obviously lead to
the growth of the ethical issue (Villalba et al. 2017). Therefore, to cope up with such technology
the students need to be matured enough. However, ICT is still required to achieve the goal of
modern learning. Still, some issues are being noticed. These are the issues that are not being seen
at the first attempt but are located when it is being seen closely. One of the major issues that are
considered to be prompting major ethical consideration is the misuse of such technological
attempts. Misuse of such technology and that too at a large number is being noticed in various
secondary schools. There is seen a number of students who are seen to be engaged in some
activities such as social media. This generally induces all other students to do the same only.
Therefore, this determinant is being seen as a major problem. The fixation of such problem
should be done as soon as possible (iosrjournals.org 2019).
Age happens to be the major factor here. Students those who are underage according to process
are also enjoying the facilities being availed in it. However, the students those who are at the
correct level of age are very much accustomed to the use of such technology generally knows the
correct use of it. It seems to be very easy to be accustomed to multimedia and to the internet as
well (Zakaria and Khalid, 2016). However, the use of such attempt had led many students to be
with the illegal attempts. Guidance plays the main role in the life of a student. Therefore, the
students who are being given permission to be active with the technology would definitely need
to keep a look on such factors (researchgate.net 2018).
15
along with their feeling. This is considered to be one of the major changes seen due to ICT
implication. These are being considered as the positive side of the act. However, there is also
seen some issues that had been aroused form the insinuation of ICT (Vernonet al. 2015).
Therefore, the identification of those issues is considered to be necessary and relevant. This is
just because after the proper identification of the facts that are being regarded as issues would
obviously help to address certain ethical situations. There should also be the application of
changes whenever and wherever required to meet up to those certain issues. If the issue is not
being addressed soon, then it is for sure that it would be having a negative impact on the students
so far (oecd.org 2018).
There had been a large number of technological advancements until now. According to many
researchers ICT in secondary schools would be considered as a bad attempt for the authorities.
The attempt that is stated as harmful is not that harmful in nature, but would obviously lead to
the growth of the ethical issue (Villalba et al. 2017). Therefore, to cope up with such technology
the students need to be matured enough. However, ICT is still required to achieve the goal of
modern learning. Still, some issues are being noticed. These are the issues that are not being seen
at the first attempt but are located when it is being seen closely. One of the major issues that are
considered to be prompting major ethical consideration is the misuse of such technological
attempts. Misuse of such technology and that too at a large number is being noticed in various
secondary schools. There is seen a number of students who are seen to be engaged in some
activities such as social media. This generally induces all other students to do the same only.
Therefore, this determinant is being seen as a major problem. The fixation of such problem
should be done as soon as possible (iosrjournals.org 2019).
Age happens to be the major factor here. Students those who are underage according to process
are also enjoying the facilities being availed in it. However, the students those who are at the
correct level of age are very much accustomed to the use of such technology generally knows the
correct use of it. It seems to be very easy to be accustomed to multimedia and to the internet as
well (Zakaria and Khalid, 2016). However, the use of such attempt had led many students to be
with the illegal attempts. Guidance plays the main role in the life of a student. Therefore, the
students who are being given permission to be active with the technology would definitely need
to keep a look on such factors (researchgate.net 2018).
15
Effects of ICT on improving engagement in secondary schools
Risk-benefit analysis
Form the study it had been understood that there could generate both the situation when the
condition arouses to the implementation of ICT. Thus, it could be denoted that there could be
both benefits as well as risks attracted to the process. Coming to the points of risks, the risks are
quite clear and justified. The risks could be termed as a misuse. There happens to be an exact
reason for the justification. This particular factor is being agreed by each and every one. On the
other hand there lie equal benefits as well. The benefits here are also being outsourced in a
justified way (Altbach and Choudaha, 2018). This means that it would be adding up to a new
learning way. Hence, from the study it could be concluded that there needs to be attempt made to
avoid the risks that would generate a situation of loss in the upcoming for future period of time.
The benefits that had been subjected would also be given the equal importance that would make
the outcome more explainable than before (Ashwin et al. 2015). These both are the factors are
having an equal importance and are being applied to have a cross-check on the applied process.
Statement of critical reflection and conclusion
From the study, it had been clear to me that technological advancements had taken long strides
towards the success of a student. However, it totally depends on the student and his or her
implication. The more honest the student would be, the more relevant the outcomes are.
According to my ICT is totally a fresh face to the process of knowledge and developments.
Therefore, there would be certain flaws in the application. The identification of the areas of flaws
would be termed as major concepts. In 2015, at the United Nations General Assembly, member
states renewed that their commitment towards the global development by the adopting of the
2030 Agenda for Sustainable Development (UNESCO, 2016[1]). The new agenda is a universal
call for the overall action to end poverty, planet protection and in ensuring that all people enjoy
peace and prosperity. It is divided into 17 Sustainable Development Goals (SDG) and in the
commitment of every single country to reach the SDG targets by 2030, unlike the previous
Millennium Development Goals. This is only focused on low- and middle-income countries. The
reason behind it is that it would generate an ambiance of suggestion in order to overcome such
areas of flaws. This, as a result, would allow me or any other students to make the relevant
16
Risk-benefit analysis
Form the study it had been understood that there could generate both the situation when the
condition arouses to the implementation of ICT. Thus, it could be denoted that there could be
both benefits as well as risks attracted to the process. Coming to the points of risks, the risks are
quite clear and justified. The risks could be termed as a misuse. There happens to be an exact
reason for the justification. This particular factor is being agreed by each and every one. On the
other hand there lie equal benefits as well. The benefits here are also being outsourced in a
justified way (Altbach and Choudaha, 2018). This means that it would be adding up to a new
learning way. Hence, from the study it could be concluded that there needs to be attempt made to
avoid the risks that would generate a situation of loss in the upcoming for future period of time.
The benefits that had been subjected would also be given the equal importance that would make
the outcome more explainable than before (Ashwin et al. 2015). These both are the factors are
having an equal importance and are being applied to have a cross-check on the applied process.
Statement of critical reflection and conclusion
From the study, it had been clear to me that technological advancements had taken long strides
towards the success of a student. However, it totally depends on the student and his or her
implication. The more honest the student would be, the more relevant the outcomes are.
According to my ICT is totally a fresh face to the process of knowledge and developments.
Therefore, there would be certain flaws in the application. The identification of the areas of flaws
would be termed as major concepts. In 2015, at the United Nations General Assembly, member
states renewed that their commitment towards the global development by the adopting of the
2030 Agenda for Sustainable Development (UNESCO, 2016[1]). The new agenda is a universal
call for the overall action to end poverty, planet protection and in ensuring that all people enjoy
peace and prosperity. It is divided into 17 Sustainable Development Goals (SDG) and in the
commitment of every single country to reach the SDG targets by 2030, unlike the previous
Millennium Development Goals. This is only focused on low- and middle-income countries. The
reason behind it is that it would generate an ambiance of suggestion in order to overcome such
areas of flaws. This, as a result, would allow me or any other students to make the relevant
16
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Effects of ICT on improving engagement in secondary schools
decisions. Therefore, the authority has to be careful enough for allowing such technical fields on
the campus.
17
decisions. Therefore, the authority has to be careful enough for allowing such technical fields on
the campus.
17
Effects of ICT on improving engagement in secondary schools
Reference list
Book
Nijholt, A., 2017. Playable Cities. Germany: Springer, Singapore.
Russell, S.J. and Norvig, P., 2016. Artificial intelligence: a modern approach. Malaysia; UK:
Pearson Education Limited.
Serway, R.A. and Jewett, J.W., 2018. Physics for scientists and engineers with modern physics.
USA: Cengage learning.
Journals
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), pp.655-673.
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Camilleri, M.A. and Camilleri, A.C., 2017. Digital learning resources and ubiquitous
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Camilleri, M.A. and Camilleri, A.C., 2017. Digital learning resources and ubiquitous
technologies in education. Technology, Knowledge and Learning, 22(1), pp.65-82.
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Effects of ICT on improving engagement in secondary schools
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curricula in secondary education: lessons from a technology-mediated, group-based learning
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Carver, L.B., 2016. Teacher perception of barriers and benefits in K-12 technology
usage. Turkish Online Journal of Educational Technology-TOJET, 15(1), pp.110-116.
Carver, L.B., 2016. Teacher perception of barriers and benefits in K-12 technology
usage. Turkish Online Journal of Educational Technology-TOJET, 15(1), pp.110-116.
Cheok, M.L., Wong, S.L., Ayub, A.F. and Mahmud, R., 2017. Teachers' Perceptions of E-
Learning in Malaysian Secondary Schools. Malaysian Online Journal of Educational
Technology, 5(2), pp.20-33.
Dwi, S., 2016. The role of mobile learning on the learning environment shifting at high school in
Indonesia. Internationa journal of mobile leaning and organisation, 10(3), pp.159-170.
Howard, S.K. and Thompson, K., 2016. Seeing the system: Dynamics and complexity of
technology integration in secondary schools. Education and Information Technologies, 21(6),
pp.1877-1894.
Howard, S.K., Chan, A. and Caputi, P., 2015. More than beliefs: Subject areas and teachers'
integration of laptops in secondary teaching. British Journal of Educational Technology, 46(2),
pp.360-369.
Islam, M.S. and Grönlund, Å., 2016. An international literature review of 1: 1 computing in
schools. Journal of educational change, 17(2), pp.191-222.
Johnston, K., Conneely, C., Murchan, D. and Tangney, B., 2015. Enacting key skills-based
curricula in secondary education: lessons from a technology-mediated, group-based learning
initiative. Technology, Pedagogy and Education, 24(4), pp.423-442.
Jorgenson, D.W. and Vu, K.M., 2016. The ICT revolution, world economic growth, and policy
issues. Telecommunications Policy, 40(5), pp.383-397.
Kalogiannakis, M. and Papadakis, S., 2017. Combining mobile technologies in environmental
education: a Greek case study. International Journal of Mobile Learning and
Organisation, 11(2), pp.108-130.
Kerckaert, S., Vanderlinde, R. and van Braak, J., 2015. The role of ICT in early childhood
education: Scale development and research on ICT use and influencing factors. European Early
Childhood Education Research Journal, 23(2), pp.183-199.
Milione, M., Maisonneuve, P., Spada, F., Pellegrinelli, A., Spaggiari, P., Albarello, L., Pisa, E.,
Barberis, M., Vanoli, A., Buzzoni, R. and Pusceddu, S., 2017. The clinicopathologic
heterogeneity of grade 3 gastroenteropancreatic neuroendocrine neoplasms: morphological
19
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Effects of ICT on improving engagement in secondary schools
differentiation and proliferation identify different prognostic
categories. Neuroendocrinology, 104(1), pp.85-93.
Ochara, N.M. and Mawela, T., 2015. Enabling social sustainability of e-participation through
mobile technology. Information Technology for Development, 21(2), pp.205-228.
Purnawarman, P., Susilawati, S. and Sundayana, W., 2016. The use of Edmodo in teaching
writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), pp.242-
252.
Rogers, S.L., Barblett, L. and Robinson, K., 2016. Investigating the impact of NAPLAN on
student, parent and teacher emotional distress in independent schools. The Australian
Educational Researcher, 43(3), pp.327-343.
Shah, I. and Khan, M., 2015. Impact of multimedia-aided teaching on students’ academic
achievement and attitude at elementary level. US-China Education Review A, 5(5), pp.349-360.
Srivastava, S.C., Teo, T.S. and Devaraj, S., 2016. You Can't Bribe a Computer: Dealing with the
Societal Challenge of Corruption Through ICT. Mis Quarterly, 40(2), pp.511-526.
Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P. and Edirisinghe, S., 2016.
Responding to challenges in teacher professional development for ICT integration in
education. Educational Technology and Society, 19(3), pp.110-120.
Tondeur, J., Krug, D., Bill, M., Smulders, M. and Zhu, C., 2015. Integrating ICT in Kenyan
secondary schools: an exploratory case study of a professional development
programme. Technology, Pedagogy and Education, 24(5), pp.565-584.
Vernon, L., Barber, B.L. and Modecki, K.L., 2015. Adolescent problematic social networking
and school experiences: The mediating effects of sleep disruptions and sleep
quality. Cyberpsychology, Behavior, and Social Networking, 18(7), pp.386-392.
Villalba, A., González-Rivera, M.D. and Díaz-Pulido, B., 2017. Obstacles Perceived by Physical
Education Teachers to Integrating ICT. Turkish Online Journal of Educational Technology-
TOJET, 16(1), pp.83-92.
Zakaria, N.A. and Khalid, F., 2016. The benefits and constraints of the use of information and
communication technology (ICT) in teaching mathematics. Creative Education, 7(11), pp.1537-
1544.
Online Articles
20
differentiation and proliferation identify different prognostic
categories. Neuroendocrinology, 104(1), pp.85-93.
Ochara, N.M. and Mawela, T., 2015. Enabling social sustainability of e-participation through
mobile technology. Information Technology for Development, 21(2), pp.205-228.
Purnawarman, P., Susilawati, S. and Sundayana, W., 2016. The use of Edmodo in teaching
writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), pp.242-
252.
Rogers, S.L., Barblett, L. and Robinson, K., 2016. Investigating the impact of NAPLAN on
student, parent and teacher emotional distress in independent schools. The Australian
Educational Researcher, 43(3), pp.327-343.
Shah, I. and Khan, M., 2015. Impact of multimedia-aided teaching on students’ academic
achievement and attitude at elementary level. US-China Education Review A, 5(5), pp.349-360.
Srivastava, S.C., Teo, T.S. and Devaraj, S., 2016. You Can't Bribe a Computer: Dealing with the
Societal Challenge of Corruption Through ICT. Mis Quarterly, 40(2), pp.511-526.
Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P. and Edirisinghe, S., 2016.
Responding to challenges in teacher professional development for ICT integration in
education. Educational Technology and Society, 19(3), pp.110-120.
Tondeur, J., Krug, D., Bill, M., Smulders, M. and Zhu, C., 2015. Integrating ICT in Kenyan
secondary schools: an exploratory case study of a professional development
programme. Technology, Pedagogy and Education, 24(5), pp.565-584.
Vernon, L., Barber, B.L. and Modecki, K.L., 2015. Adolescent problematic social networking
and school experiences: The mediating effects of sleep disruptions and sleep
quality. Cyberpsychology, Behavior, and Social Networking, 18(7), pp.386-392.
Villalba, A., González-Rivera, M.D. and Díaz-Pulido, B., 2017. Obstacles Perceived by Physical
Education Teachers to Integrating ICT. Turkish Online Journal of Educational Technology-
TOJET, 16(1), pp.83-92.
Zakaria, N.A. and Khalid, F., 2016. The benefits and constraints of the use of information and
communication technology (ICT) in teaching mathematics. Creative Education, 7(11), pp.1537-
1544.
Online Articles
20
Effects of ICT on improving engagement in secondary schools
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(Accessed on: 19th April 2019)
oecd.org (2018), oecd, Available at: http://www.oecd.org/education/ceri/39458760.pdf
(Accessed on: 19th April 2019)
files.eric.ed.gov (2019), files, Available at: https://files.eric.ed.gov/fulltext/EJ1139346.pdf
(Accessed on: 20th April 2019)
files.eric.ed.gov (2018), files, Available at: https://files.eric.ed.gov/fulltext/EJ855017.pdf
(Accessed on: 20th April 2019)
semanticscholar.org (2019), semanticscholar, Available at:
https://pdfs.semanticscholar.org/09a6/2d0c51d773656626d90122a5601e5003050b.pdf
(Accessed on: 21st April 2019)
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infodev.org (2018), infodev, Available at: http://www.infodev.org/articles/impact-icts-learning-
achievement
(Accessed on: 21st April 2019)
leeds.ac.uk (2019), leeds, Available at: http://www.leeds.ac.uk/educol/documents/00001201.htm
(Accessed on: 22nd April 2019)
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21
Effects of ICT on improving engagement in secondary schools
Appendices
Appendix 1
(Source: https://www.techlearning.com/tl-advisor-blog/261)
22
Appendices
Appendix 1
(Source: https://www.techlearning.com/tl-advisor-blog/261)
22
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Effects of ICT on improving engagement in secondary schools
Appendix 2
(Source: https://youthincmag.com/the-influence-of-technology-in-the-education-industry-
teaching-methods-artificial-intelligence-ai-and-machine-learning-ml)
23
Appendix 2
(Source: https://youthincmag.com/the-influence-of-technology-in-the-education-industry-
teaching-methods-artificial-intelligence-ai-and-machine-learning-ml)
23
Effects of ICT on improving engagement in secondary schools
Appendix 3
(Source: https://www.madhattertech.ca/chatter/integrated-learning-begins-technology-
partnerships)
24
Appendix 3
(Source: https://www.madhattertech.ca/chatter/integrated-learning-begins-technology-
partnerships)
24
1 out of 24
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