Quantitative Analysis of ICT's Role in Communication, Collaboration, Creativity, and Critical Thinking: Perspectives of Students and Teachers
DOI:
https://doi.org/10.63062/tk/2k25a.41027Keywords:
Information and Communication Technology (ICT), Communication, Collaboration, Creativity, Critical Thinking, Secondary School Education, Curriculum Integration, Khyber PakhtunkhwaAbstract
This research aims to ascertain how FG students and teachers interpret the role of ICT in the areas of Communication, Collaboration, Critical thinking, Creativity, Advantages, and limitations of ICT use in the Classroom. The objectives of the study are to analyze students' insights into the role of ICT in the 21st Century Classroom and determine teachers' perceptions of ICT's role within the same environment. The other objective is also to investigate, for selected subjects within the curriculum, the advantages and disadvantages of using ICT in the classroom for both teachers and students. The population of the study consisted of 2880 (Students Population) and 127 (Teachers Population), out of which 246 (Sampled Students) and 14 (Sampled Teachers) were selected through the Simple Random Sampling Technique. The data was collected through a close-ended questionnaire Consisting of 30 items main facets, Communication, Collaboration, Creativity, and Critical thinking. The findings of the study reveal that both teachers and students agree on the significant role of ICT in enhancing communication, collaboration, creativity, and critical thinking in 21st-century secondary school classrooms. However, concerns about its limitations, including cheating, misinformation, and accessibility issues, are widely recognized. Major recommendations of the study are (1) ICT should be integrated into the curriculum to enhance communication, collaboration, creativity, and critical thinking in secondary school classrooms, (2) Its use should be time-regulated to avoid distractions, made accessible to all students, and include checks for the authenticity of information sources, (3) teachers may be trained to effectively incorporate ICT into their lessons.
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