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ICT Competency Level of Teacher in the MUST

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 ICT Competency Level of Teacher in the MUST
Ass. Prof. Dr. ARIUNAA Khashkhuu,
Associate Professor,
Department of Business Administration
School of Business Administration and Humanities
Mongolian University of Science and Technology
Ulaanbaatar, Mongolia
E-mail: [email protected]
[email protected],

Abstract – Information and communication technology (ICT) In developed countries, ICT in education is undeniably
plays a vital role in teaching and learning. This paper presents having produced significant positive impact, changing the
the landscape of teachers’ ICT competency of the Mongolian attitudes and approaches to education” [5]. Education in these
Higher Education. The ICT competency level is measured countries becomes more flexible, accommodating and
empirically in terms of work aspects described in the UNESCO’s increases the range of potential learners. E-learning, blended
ICT Competency Standards for Teachers. This study reveals that learning, open and distance learning, learner-centered
the ICT competency level of the respondents is in the knowledge environment, and mobile learning are just a few significant
deepening approach. The result suggests that the degree of ICT changes in these countries. ICT does not only change the way
competency is integrative and collaborative. The result signifies
the teachers teach, but the way the students learn as well. In
that teacher educators have utilized open-ended software tools
for the collaborative learning experience. There is a need to
contrast, ICT integration in the developing countries has been
improve the level of competency, particularly skills in using a long way to go and ICT infusion in education is an emerging
complex and pervasive ICT tools to achieve innovative teaching issue. The article [6] reported that the education sector
and learning. garnered 20% of Asia‟s top IT-using institution. Open
universities, e-learning programs, mobile learning and
Keywords –ICT in Education, ICT Competency Standards, computing, among others, are also embraced by the
technology literacy, knowledge deepening, knowledge creation. developing countries.

I. Introduction Mongolia has adequate infrastructure to develop e-

learning. This achievement is a result of the E-Mongolia
The word “literate” means to be “familiar with literature” National Program 2005–2012 which aimed to become one of
or “„well educated, learned” (UNESCO, 2006, p. 148). The the most Information and Communications Technology (ICT)
term “literacy” is an evolving concept derived from developed 10 countries in the Asia pacific region. Out of 144
conceptions of traditional (print) literacy and related literate nations, Mongolia ranked 73st in ICT use, 40rd in higher
practices (UNESCO, 2006; Area, Gutiérrez & Vidal, 2012). education and training, and 62th in Internet access in schools
Since the late nineteenth century, it has also referred to the in the 2014–2015 Global Competitiveness Report (World
ability to read and write text using traditional (print) literacy 1
Economic Forum, 2015 ). A study by the International Trade
(Belshaw, 2011; UNESCO, 2006). Today, this meaning has Union (ITU) and the United Nations Educational, Scientific,
been extended to include practices mediated by new and Cultural Organization (UNESCO; 2016) indicates that in
technologies – particularly computing and communications 2
Mongolia, 49.5% of population use internet and 29% of
technologies (Belshaw, 2011). In this new educational 3
landscape, many learners enter further and higher education households have an Internet connection . In 2016, Mongolia
without the skills they need to apply digital technologies to ranked per 100 inhabitants, 67th of 182 counties in fixed
education (European Commission, 2013). [1] broadband penetration, 47st of 184 countries in mobile
4
broadband penetration(ITU & UNESCO, 2016 ). Furthermore,
Information and communication technology (ICT) refers to Mongolia ranked 90nd out of 175 economies worldwide in the
information-handling tools used to generate, store, process, 5
information development index in 2016 (ITU, 2016).
spread and share information [2]. The use of ICT in education
is clearly not a new rally for the protection and promotion of ICT can support changes in pedagogy and improves in
life. There are many pieces of evidence that the use of ICT in teaching-learning, providing computers in the classroom do
education provides useful pedagogical, social and economic not improve outcomes. However it should be well-planned. An
benefits [3]. According to Shyamal Majumdar, director education policy for ICT in education should be the primary
general of the Colombo Plan Staff College for Technician policy in any institution [11]. The absence of these
Education [cited in 4], ICT in education has at least four complementary reforms may slow infusion of ICT in
stages. The first stage is emerging phase that means education. Inadequate government funding, affordability, lack
awareness. Second, applying stage that means learning. Third of infrastructure and scarce skilled human resources are
is infusing stage that involves the use and integration into the
curriculum. The last stage is transforming phase that means 1
http://www3.weforum.org/docs/WEF_Global_IT_Report_2015.pdf
innovative learning by developing new ways of teaching- 2
3
http://www.internetworldstats.com/asia.htm#mn
http://cita.gov.mn/wp-content/uploads/2015/06/KHARILTSAA_KHOLBOO_TAILAN.pdf
learning using ICT. 4
https://www.itu.int/en/ITU-D/Statistics/Documents/publications/misr2016/MISR2016-w4.pdf
5
http://www.itu.int/net4/ITU-D/idi/2016/
among the many obstacles for the diffusion of ICT in learning [10, 12]. As shown in Figure 1, it is arranged in three
education [5]. different approaches to teaching: technology literacy,
knowledge deepening, and knowledge creation. The first
This paper is part of a larger research on teachers‟ ICT teaching approach aimed to let students use ICT to learn more
competency in the higher education, Mongolia. Specifically, efficiently. The second teaching approach enables students to
this paper presents the teachers/lecturers‟ ICT competency acquire an in-depth understanding of their school subjects and
level in Mongolian University of Science and Technology use it for complicated and real-world problems. The third
(MUST). It also shows the relationships between the teaching approach allows students to create the new
respondent‟s demographic profile such as sex, age, status, type knowledge required for more harmonious, fulfilling and
of institution, number of years in teaching, and highest prosperous societies.
educational attainment. This profile is helpful in the analysis
and interpretation of data most especially in the formulation of The use of ICT in education provides a unique opportunity
the training program as well as in the development of the for teachers. Furthermore it benefits learners and other
proposed digital teaching applications. Competencies used in stakeholders as well. These advantages include the provision
this study are limited only to the teacher‟s work aspects as of a qualitative access to education [13]. It also offers cost
classified in the UNESCO‟s ICT Competency Standards for reduction, self-paced training, knowledge consistency, time
Teachers (ICT-CST). and place independence, and access to a global audience [14].
It should be considered as a valid sustainable strategy [15].
Objectives of the Study ICT in education changes attitudes, behavior and values, as
The study is aimed at answering the following research well as cognitive and perceptive processes [16]. In contrary,
questions: among the obstacles that teachers experience in integrating
1. What is the level of ICT competency of the respondents ICT in the teaching and learning are lack of knowledge,
according to the following teacher‟s work aspects: policy, outdated equipment, lack of time and lack of technical
curriculum and assessment, pedagogy, tools, organization competency [17].
and administration, and teacher professional learning?
2. What is the relationship between ICT competency level In case of developing countries whether IT is introduced as
and the respondent‟s demographic profile such as sex, age, an added course or infused into the curriculum the influence of
status, type of institution, number of years in teaching, and modernization and the desire of these countries to become
highest educational attainment? modernized are improved by using ITs as strategic tools [19].
3. Is there a difference of the level of ICT competency among
the groups of respondents? To address 21st-century issues and challenges HEIs should
rely on 21st-century tools and technologies [20]. These
II. Literature Review technologies include computers, the Internet, broadcasting
technologies and telephony that enable people to work
ICT has become one of the various themes and priorities in together to create networks at every corner of the globe.
the international communities. UNDP considers ICT as an According to UNDP [2], ICT is fundamentally a diverse set of
enabler of progress in education [2]. Word Bank‟s program on applications, goods, and services that allows teachers and
ICT concentrates on three pillars: infrastructure, skills students to create, share, connect and reflect on their learning
development, and the use of ICT applications, particularly in and that of others [10]. It should be noted that ICT tools are
education sector[9]. UNESCO has initiatives related to the use constantly evolving. Therefore, implementation strategies
of ICT in the teacher education institutions by supporting have to align better with the current needs. A good illustration
existing teacher development communities, multi-stakeholder of the evolution of ICT in education is the Singapore‟s ICT
partnerships, capacity building of policy-makers and the Master Plan in Education [cited in 10].
development of international standards for ICT competencies
for teachers. Framework of the UNESCO‟s ICT Competency Standards
for Teachers has three high-level goals of ICT in Education.
UNESCO‟s ICT Competency Standards for Teachers The year 1997-2002 described the state of shifting from an
(ICT-CST) overall goal is to improve teacher practice. It aims acquisition process of learning to one that engages higher
to achieve it in a way that contributes to a higher quality order thinking like application, synthesis, and evaluation. The
education system for a better-informed citizenry and higher Internet, email, and video conferencing tools are among the
quality workforce. As a result, it advances the country‟s sample tools used. The year 2003-2008 described the shift of
economic and social development. The UNESCO ICT-CST learning from the information receiving to information
project aims to connect education reform to economic growth processing and knowledge creation. Integration of ICT into the
and social development that can improve the quality of curriculum and leveraging ICT for formative assessment and
teaching, reduce poverty and inequity, to raise the standards of summative assessment are among the implementing tools at
living, and prepare a country‟s citizens for the challenges of this stage. Finally, 2009-2014 aimed to have better integration
the 21st century [12]. According to UNESCO's framework of ICT starting from the planning of curriculum, its assessment
acquiring ICT skills and be able to teach them to students is and for teachers to consider pedagogical applications of ICT
not enough for teachers. Teachers need to be able to mold starting from lesson design and planning stage.
students become collaborative, problem-solving, creative
learners through using ICT so they will be capable citizens and III. Methodology
productive members of the workforce. The framework
The study utilized the descriptive-correlative design. The
addresses all aspects of a teacher's work such as understanding
study investigates the ICT competency level in MUST.
the policy, curriculum and assessment, pedagogy, ICT,
organization and administration, and teacher professional
 A total of 97 survey responses were analyzed in the study. The 37 (38%) were senior lecturer; The 39 (40%) were
The instrument used in data gathering to accomplish the lecturer/teacher; The 21% of respondents were teaching
particular objectives of the study was a questionnaire. “Management and Business Administration”; The 22% of
Questions related to ICT competencies are based on respondents were teaching “Information and
UNESCO‟s ICT Competency Standards for Teachers. Telecommunication Technology”; The 57% of respondents
Respondents were asked to evaluate the level of their were teaching other subjects. (Table I-V).
competency according to four choices as described in the
UNESCO‟s ICT Competency Standards for Teachers. Filled- IV. Results
up questionnaires from unqualified respondents were rejected,
including those questionnaires where in most of the items are ICT Competency Level
unanswered. In this case, four survey questionnaires were This study reveals that the ICT competency level of the
rejected. The statistical tools employed in the data processing respondents has an aggregate mean of 3.15 interpreted as
are the weighted mean for measuring the competency level knowledge deepening level, shown in Table VI. It is also
and chi-square for testing the relationships. explicitly indicated that the respondents‟ lowest level of
Respondents were asked to evaluate the level of their competency is in the aspect of ICT educational policy is
competency according to the five-point scale choices: 1 being
described as “understanding level” (x=3.05). Regarding
the lowest and 5 being the highest level of competency. Each
item has a different verbal interpretation that was adopted policy, the teachers of “Management and Business
from UNESCO‟s ICT Competency Standards for Teachers. In Administration” have the highest level of competency with an
these modules, each area is filled if the answer is “yes” or the aggregate mean of 3.19 while the teachers of “Information and
number is equal or more than 3. Telecommunication Technology” have the lowest level of
Sample competency with an aggregate mean of 3.06, described
separately as “policy innovation” and “understanding level”,
Respondents Demographic Analysis shown in Table VII and Table VIII.
Among the 97 respondents, most of the respondents gender
was 39 (40%) were male and 57 (60%) were female. Most of Regarding curriculum and assessment, the overall
the respondents‟ age (49%) was from 30 to 39 years old. There weighted mean of this competency level is 3.15 with the
were 43 (44%) respondents number of working years was description “knowledge society skills”. In this work aspect, the
between 10 to 19 years; 25 (26%) respondents number of respondents of “Information and Telecommunication
working years were between 6 to 9 years; 15 (15%) Technology” emerged to have the highest mean of
respondents number of working years was over 20 years; competency level (x = 3.55) described as “knowledge society
TABLE I. The respondents: gender TABLE II. The respondents: age skills” while the respondents of “Management and Business
Frequency Percent Freq. % Administration” got the lowest mean (x = 3.24) described as
Male 39 40% Less than 24 years
25 to 29 years
4
10
4%
10%
“knowledge society skills”. In the area of pedagogical
Female 57 59%
Total 97 100% 30 to 39 years 47 49% integration of ICT, the respondents‟ level of competency
40 to 49 years
50 to 64 years
23
13
24%
13%
across subject matter have within the description, “complex
TABLE III. The respondents: Total 97 100% problem solving” having an aggregate mean of 3.2, with
years of work experience
“Information and Telecommunication Technology” being the
Frequency Percent highest (3.49) and “Management and Business
0 to 1 year
2 to 3 year
5
1
5%
1%
Administration” as the lowest (3.31), same verbal described as
4 to 5 year 8 8% “complex problem solving”. In the area of tools and
6 to 9 year
10 to 19 year
25
43
26%
44%
technology of ICT, the respondents‟ level of competency
20 years or more 15 15% across subject matter have within the description, “complex
Total 97 100%
tools” having an aggregate mean of 3.37, with “Information
TABLE V. The respondents: job description and Telecommunication Technology” being the highest (3.6)
Frequency Percent and “Management and Business Administration” as the lowest
Professor 3 3%
Associated Professor 6 6% (3.53). With regards to organization and administration, the
Senior Lecturer/Teacher 37 38% teacher respondents‟ level of competency is within the verbal
Lecturer/Teacher
Assistant Lecturer/Teacher
39
3
40%
3% description, “collaborative groups” (3.09). In here, still
Adjunct Professor/Part-time teacher 1 1% “Information and Telecommunication Technology” appeared
Total 97 100%
to be the highest (3.28, collaborative groups) and
TABLE IV. The respondents: subject matter “Management and Business Administration” as the lowest
Frequency Percent (3.1, collaborative groups). Moreover, in the teacher
Language
Mathematics
6
4
6%
4% professional learning‟ level of competency across subject
Science 6 6% matter have within the description, “manage and guide”
Social and Environment
Humanity
7
3
7%
3%
having an aggregate mean of 3.07, with “Information and
Physical education 8 8% Telecommunication Technology” being the highest (3.27) and
Arts
Technology
2
8
2%
8%
“Management and Business Administration” as the lowest
Economics 3 3% (2.82).
Management and Business Administration 20 21%
Civil engineering and Architecture 2 2%
Industrial technology 1 1%
Geology and Mining Engineering 1 1%
Information and Telecommunication Technology 21 22%
Other 5 5%
Total 97 100%
Table VI. Teachers‟ ICT Competency Level: All respondents
Work aspects Technology literacy Knowledge Deepening Knowledge creation Aggregate mean Best Description
Policy 2.66 3.39 3.09 3.05 Policy understanding
Curriculum & Assessment 2.96 2.81 3.69 3.15 Knowledge society skills
Pedagogy 3.40 3.25 2.94 3.20 Complex problem solving
Tools 3.56 3.04 3.51 3.37 Complex Tools
Organization/Administration 2.99 3.04 3.24 3.09 Collaborative groups
Teacher Professional Learning 3.32 3.07 2.80 3.07 Manage and guide
KNOWLEDGE DEEPENING 3.15 3.10 3.21 3.15 Aggregate mean=3.15

Table VII. Teachers‟ ICT Competency Level: Management and Business Administration
Work aspects Technology literacy Knowledge Deepening Knowledge creation Aggregate mean Best Description
Policy 2.42 3.38 3.77 3.19 Policy innovation
Curriculum & Assessment 2.73 3.07 3.93 3.24 Knowledge society skills
Pedagogy 3.32 3.55 3.06 3.31 Complex problem solving
Tools 3.68 3.27 3.65 3.53 Complex Tools
Organization/Administration 2.78 3.55 2.98 3.10 Collaborative groups
Teacher Professional Learning 3.40 3.03 2.04 2.82 Manage and guide
KNOWLEDGE DEEPENING 3.06 3.31 3.24 3.20 Aggregate mean=3.20

Table VIII. Teachers‟ ICT Competency Level: Information and Telecommunication Technology
Work aspects Technology literacy Knowledge Deepening Knowledge creation Aggregate mean Best Description
Policy 2.24 3.67 3.25 3.06 Policy understanding
Curriculum & Assessment 3.50 3.15 3.99 3.55 Knowledge society skills
Pedagogy 3.81 3.42 3.25 3.49 Complex problem solving
Tools 4.00 3.26 3.53 3.60 Complex Tools
Organization/Administration 3.70 3.03 3.10 3.28 Collaborative groups
Teacher Professional Learning 3.87 3.65 2.28 3.27 Manage and guide
KNOWLEDGE DEEPENING 3.52 3.36 3.23 3.37 Aggregate mean=3.37

The result is a representation of where a teacher is situated

V. Discussion in the framework, and is shown above on Figure I.
ICT Competency Teachers at this level are able to use ICT to create and
The overall level of the teachers‟ ICT competency in the monitor individual and group student project plans, as well as
teacher‟s work aspects have in the knowledge deepening access to experts and collaborate with other teachers making
approach. The result suggests that the degree of ICT use of networks to access information, colleagues, and other
competency is integrative and collaborative. The result experts in supporting their professional development”.
signifies that teacher educators have utilized open-ended Shown in Figure II is the visualization of the result based
software tools for the collaborative learning experience. on UNESCO‟s standard. The figure shows that ICT integration
UNESCO model states that in the knowledge deepening about policy is understanding stage. It also shows that ICT
approach, teachers have the “ability to manage information, integration about curriculum and assessment is a knowledge
structure problem tasks, and integrate open-ended software society skills stage; pedagogy is a integrate technology; basic
tools and subject-specific applications with student-centered tools regarding technology; learning regarding organization
teaching methods and collaborative projects in support of and administration, and digital literacy regarding teacher
students‟ deep understanding of key concepts and their use to professional learning.
solve complex real-world problems”.

Figure II. The all teachers‟ ICT Competency

Figure I. A rough representation of how the all teacher is situated in the

framework The Information and Telecommunication Technology‟s
teachers‟ ICT competency have very high than all teachers‟
and management teachers‟ competency (shown in Figure III).
Figure III. Management and Business Administration‟s and Information and VII. References
Telecommunication Technology‟s teachers‟ ICT Competency
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