However, using ICT that is not tailored to educational proposes is found to have an insignificant effect on educational outcomes. Our results show that using ICT for educational proposes can help improve Thai students’ PISA scores. Using Thailand as a case study of a developing country, a nationally representative survey of 8249 students from the Programme for International Student Assessment (PISA) in Thailand was analyzed. However, does a higher level of ICT familiarity always help promote learning skills and educational outcome? This empirical research paper investigates the impacts of ICT familiarity on educational outcomes in developing countries where access to ICT infrastructure is limited. Since education is a major step toward long-term human capital development, it is assumed that facility in the use of information and communication technology (ICT), which can help complement, enrich, and transform education, should be promoted among students. This study strongly recommends that responsible authorities for schools and the Ministry of Primary and Secondary Education in Zimbabwe should come up with serious measures that assist school heads to procure ICT appliances and learn about them. This research also revealed that there were other external forces that compelled school heads to introduce ICT at their schools. The mind-set of the head was seen as being very instrumental in encouraging teachers to embrace or ignore ICT. It was also observed that the attitude of the head was a pivotal factor that determined the manner and extent of ICT usage at a school. Most of the problems emanated from the fact that these schools did not have solid revenue bases. It was also noted that school heads faced a multiplicity of problems which heavily militated against the smooth introduction of ICT in schools. School heads did not have adequate knowledge on ICT and very little was being done to address the situation through in-service programmes. The major findings were that although school heads had generally embraced ICT at their schools, they did not have proper ICT qualifications and were not fully equipped to deal with all issues that would lead to meaningful interventions. The researchers used questionnaires, interviews, observation and document analysis to elicit data that were needed to provide responses to research questions. An entirely qualitative research design was used since the researchers were dealing with unstructured and non-numeric data. Purposive sampling was used to select ten secondary schools and thirty-seven teachers for detailed study.
The study population comprised forty-two secondary schools with a combined enrolment of around ten thousand two hundred students and thirty secondary school heads. This study was designed to investigate interventions that were being introduced by secondary school heads in effective implementation of Information and Communication Technology (ICT) in Mutasa District of Manicaland in Zimbabwe. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience.
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