信息和通信技術(shù)(ICT)正逐步應(yīng)用于社會(huì)生活的各個(gè)方面,它極大地改變了人們學(xué)習(xí)、工作、交流和休閑的方式。在發(fā)展中國家,信通技術(shù)是通過生產(chǎn)數(shù)字勞動(dòng)力提高人民生活質(zhì)量的有效途徑。此外,它還能促進(jìn)各國的經(jīng)濟(jì)增長,減少貧窮和社會(huì)歧視。通過網(wǎng)絡(luò)信息通信技術(shù)實(shí)現(xiàn)互動(dòng)和協(xié)作學(xué)習(xí),使教育領(lǐng)域發(fā)生巨大變化。巴基斯坦等發(fā)展中國家在教育領(lǐng)域?qū)嵤┬畔⒑屯ㄐ偶夹g(shù)的最大挑戰(zhàn)是權(quán)衡教育目標(biāo)和經(jīng)濟(jì)現(xiàn)狀。信通技術(shù)的實(shí)施需要大量的資本投資,而巴基斯坦教育預(yù)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(shù)需要以計(jì)算機(jī)為載體,但由于國家仍處于改革時(shí)期,在教育領(lǐng)域尚未廣泛采用這種技術(shù)手段。與此同時(shí),由于計(jì)算機(jī)操作較為復(fù)雜,教師對計(jì)算機(jī)的學(xué)習(xí)普遍缺乏興趣。因此,為所有公立學(xué)校提供充分的信通技術(shù)基礎(chǔ)設(shè)施對巴基斯坦政府來說是一項(xiàng)艱巨的任務(wù)。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(dòng)用戶,而寬帶用戶只有4800萬,移動(dòng)設(shè)備的激增促使計(jì)算機(jī)與智能手機(jī)相轉(zhuǎn)換。然而,盡管信息和通信技術(shù)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(xué)校教師通過移動(dòng)學(xué)習(xí)(M...

【文章頁數(shù)】：125 頁

【學(xué)位級(jí)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



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