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• W2151312137 abstract "This paper investigated teachers’ and educational consultants’ perceptions of ICT integration in Quebec English Schools, specifically with regards to the benefits and challenges of ICT integration therein. 23 teachers and educational consultants from seven different school boards participated in the focus group sessions. Results revealed higher student engagement levels, glocalization of the 21st century education and enhancement of the learning process as the main benefits of integrating ICT in English Quebec Schools. In addition, participants highlighted the following challenges: lack of supporting school leadership, inconsistent investments in ICT equipment, infrastructure and resources, inflexibility of funding, the need for additional professional development and support and incorporation of technology in evaluations and curricular plans. Benefits and Challenges of ICT integration in Quebec English Schools The job demands of our present era require individuals who are knowledgeable in their fields and who are technologically savvy. Since technology is a powerful and flexible tool for learning, it is needed and desired to meet globalization challenges, to advance our country’s economical status, and to motivate and aid students to learn better. In fact, technology is being integrated in educational institutions all around the country to make sure that Canadian citizens meet global technological criteria. The knowledge and communication breakthroughs that the world can achieve using information communication technologies (ICT) are so numerous that educational institutions are striving to invest in ICT tools in an attempt to help raise citizens who are ready to face the challenges of the 21st century where media, manufacturing industries as well as commerce have become increasingly technology-oriented. ICT tools integration is becoming a sine qua non in schools. The primary goal of educational technology as applied to pedagogical contexts is to facilitate the teaching/learning process. Accompanying this evolution has been ongoing research into the relative effectiveness and efficiency of educational technology to enhance learning and achievement. Many researchers claim that the successful incorporation/implementation of ICT in schools still faces myriad obstacles along the way (BECTA, 2004; Hew & Brush, 2007). Lim (2002) suggests that researchers need to take a more contextual approach when studying ICT integration in education, taking into consideration the environment in which ICT is being used (Lim, 2002). Tondeur, Devos, Houtte, Braak, and Valcke (2009) add that useable solutions can emerge only after taking into consideration the structural and cultural aspects of the school where ICT is being integrated. The structural aspects of the settings that need to be taken into account comprise elements such as the distribution of classroom space and resource availabilities and distribution, support and maintenance of ICT integration. The cultural aspects could include a school’s vision and mission for ICT integration or adequate guidance and support for all stakeholders involved in the process (Tondeur et al., 2009)." @default.
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• W2151312137 date "2015-04-01" @default.
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• W2151312137 title "Benefits and Challenges of Information and Communication Technologies (ICT) Integration in Québec English Schools." @default.
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