信息和通信技術(ICT)正逐步應用于社會生活的各個方面,它極大地改變了人們學習、工作、交流和休閑的方式。在發(fā)展中國家,信通技術是通過生產(chǎn)數(shù)字勞動力提高人民生活質(zhì)量的有效途徑。此外,它還能促進各國的經(jīng)濟增長,減少貧窮和社會歧視。通過網(wǎng)絡信息通信技術實現(xiàn)互動和協(xié)作學習,使教育領域發(fā)生巨大變化。巴基斯坦等發(fā)展中國家在教育領域?qū)嵤┬畔⒑屯ㄐ偶夹g的最大挑戰(zhàn)是權衡教育目標和經(jīng)濟現(xiàn)狀。信通技術的實施需要大量的資本投資,而巴基斯坦教育預算大部分用于修建校舍和教師工資開支。此外,現(xiàn)有的信通技術需要以計算機為載體,但由于國家仍處于改革時期,在教育領域尚未廣泛采用這種技術手段。與此同時,由于計算機操作較為復雜,教師對計算機的學習普遍缺乏興趣。因此,為所有公立學校提供充分的信通技術基礎設施對巴基斯坦政府來說是一項艱巨的任務。對于我們來說,在巴基斯坦的背景下提出有針對性的解決辦法是迫在眉睫的。巴基斯坦有超過1.4億移動用戶,而寬帶用戶只有4800萬,移動設備的激增促使計算機與智能手機相轉(zhuǎn)換。然而,盡管信息和通信技術得到廣泛使用,但教師的使用偏好仍無法確定。因此,本論文的主要目的是調(diào)查公立學校教師通過移動學習(M...

【文章頁數(shù)】：125 頁

【學位級別】：博士

【文章目錄】：
摘要
ABSTRACT
Chapter 1 Introduction
    1.1 Rationale of the Study
    1.2 Problem Statement
    1.3 Research Objectives
    1.4 Significance of the Study
    1.5 Ethical Considerations
    1.6 Dissertation Contributions
    1.7 Dissertation Structure
Chapter 2 Literature Review
    2.1 Introduction
    2.2 Theoretical Background
        2.2.1 Information and Communication Technology(ICT)
        2.2.2 ICT and Education
        2.2.3 Status of ICT in Pakistan
    2.3 Education System of Pakistan
        2.3.1 Analysis of Education System of Khyber Pakhtunkhwa Province
            2.3.1.1 Elementary and Secondary Education Department (KP)
            2.3.1.2 Directorate of Curriculum and Teachers Education(DCTE)
            2.3.1.3 Extension Arms of Directorate of Curriculum and Teacher Education(DCTE)
        2.3.2 Overview of Public Schools
        2.3.3 Statistics of Public School Teachers
    2.4 Impediments to the Integration of ICT
        2.4.1 Classification of Impediments in the Integration of ICT in Education
            2.4.1.1 Extrinsic Impediments
            2.4.1.2 Intrinsic Impediments
    2.5 Mobile Learning
        2.5.1 Factors Enhancing M-Learning in Education
        2.5.2 Challenges
        2.5.3 Paradigms of Theories for M-Learning
    2.6 Practices of M-Learning in the Learning Environment
    2.7 Factors Affecting M-Learning Integration
    2.8 Summary
Chapter 3 Research Methodology
    3.1 Introduction
    3.2 Research Paradigm
    3.3 Research Paradigm and ICT Integration in Education
        3.3.1 Positivist Paradigm
        3.3.2 Positivist Approach and ICT Integration
        3.3.3 Interpretive Paradigm
        3.3.4 The Critical Paradigm
    3.4 Research Approach Consideration for this Study
        3.4.1 Research Paradigm Consideration
        3.4.2 The Ontological Position of ICT Integration in Interpretive Approach
        3.4.3 The Epistemological Position
        3.4.4 The Methodological Position
    3.5 Research Methodology
        3.5.1 Designing and Creation
        3.5.2 Surveys
        3.5.3 Experiments
        3.5.4 Ethnographies
        3.5.5 Action Research
        3.5.6 Grounded Theory
        3.5.7 Case Study
    3.6 Types of Data
        3.6.1 Qualitative Data
        3.6.2 Quantitative Data
    3.7 Questionnaire Development
        3.7.1 Types of Questionnaire
        3.7.2 Use of Questionnaire
    3.8 Research Population
        3.8.1 Sample Size
        3.8.2 Survey
        3.8.3 Validity and Reliability of Data
        3.8.4 Data Analysis Methodology
    3.9 Summary
Chapter 4 Data Analysis & Findings
    4.1 Introduction
    4.2 Teachers' Willingness about the Use of ICT through M-Learning in Pakistan
        4.2.1 Research Background
        4.2.2 Purpose of the Study
        4.2.3 Literature Review
        4.2.4 Methodology
        4.2.5 Findings
        4.2.6 Study Outcome
    4.3 ICT and Students' Performance in Pakistan
        4.3.1 Problem Statement
        4.3.2 Literature Review
        4.3.4 Conceptual Model
        4.3.5 Research Methodology
        4.3.6 Findings
        4.3.7 Study Outcome
    4.4 Strategic Barriers in the Effective Integration of ICT in the Public Schools of Pakistan
        4.4.1 Purpose of the Study
        4.4.2 Theoretical Background
        4.4.5 Conceptual Model
        4.4.6 Methodology
        4.4.7 Findings
        4.4.8 Study Outcome
    4.5 Summary
Chapter 5 Conclusions & Recommendations
    5.1 Introduction
    5.2 Dissertation Conclusions
    5.3 Proposed Model and Recommendations
        5.3.1 For Government
        5.3.2 For Teachers
        5.3.3 Impact on Students' Performance
    5.4 Limitations of the Study
    5.5 Future Work
References
Appendixes
Acknowledgements
Dedication
List of Publications



本文編號：3858867