REPRESENTATION OF INFORMATION AND COMMUNICATION

TECHNOLOGIES (ICT) IN EDUCATION-STATISTICAL ANALYSIS

Shpresa SULI ¹*

Amra SABOTIC 2

Gentiana SADIKU-SELIMI 3

¹ South East European University, Business and Economic, sh.suli@seeu.edu.mk *Correspondent Author.

2 South East European University, Faculty of Contemporary Sciences and Technologies, amrasabo@gmail.com

3 South East European University, Faculty of Contemporary Sciences and Technologies, jonki.gent@gmail.com

Article history:

Submission 01 March 2022

Revision 12 May 2022

Accepted 04 June 2022

Available online 31 August 2022

Keywords:

Information,

Communication,

Technology,

Education,

Students,

Teachers.

DOI:

https://doi.org/10.32936/pssj.v6i2.296

A b s t r a c t

Research “The presence of information and communication technologies in education” is

necessary, given that today the integration of these modern technologies is increasingly prevalent,

especially since the pandemic, when online learning became the main or even the only way of

learning. There are many other benefits that modern technology provides both in general in life and

while learning and acquiring new knowledge, providing the possibility of easier and longer-lasting

acquisition of knowledge.

The focus of this research is to study the situation in high schools and faculties, on how to integrate

information technology into the teaching and learning process, as well as to examine the degree of

positive impact. The research was conducted in schools and faculties in Istok, Peja, Prizren and

Presevo.

Students and teachers were interviewed about the application of ICT in teaching, as well as ways

of using it. Surveys of both students and teachers were conducted through an online questionnaire,

using Google Forms tools. A survey of professors who teach in high schools and colleges was

conducted. The questions were open-ended and close-ended. Scientific research methods such as

comparative, descriptive, and statistical methods were used for the analysis of theoretical data.

While the analysis of data collected through the questionnaire is presented in quantitative and

qualitative form. We use the regression model to find the relation between the integration of the

internet would and ICT of knowledge. In the last part, conclusions and recommendations are given,

for professors, students/teachers, as well as for the Ministry of Education, Science and Technology.

Based on the collected, processed and analyzed data, we came to the conclusion that ICT is

insufficiently used in our schools.

1. Introduction

Education is a key starting point that prepares the younger

generations for the future, helps them to navigate and use and

evaluate the available information correctly. This process begins

at their earliest age, at the first encounters with computers, but

certainly continues more seriously in school. Then an important

task is assigned to teachers who must not only convey

information, but also teach students how to turn information into

knowledge and how to effectively cope with the current

technological environment and teach them how to learn.

The competence of teachers for such responsible tasks primarily

depends on their education and motivation. The great

responsibility entrusted to them depends not only on their

readiness, but also to a large extent on the economic and political

https://prizrenjournal.com/index.php/PSSJ/issue/view/11
mailto:sh.suli@seeu.edu.mk
mailto:amrasabo@gmail.com
mailto:jonki.gent@gmail.com
https://doi.org/10.32936/pssj.v6i2.296
https://orcid.org/0000-0003-3692-3483
https://orcid.org/0000-0001-6789-6671
https://orcid.org/0000-0002-6561-6493

image of the entire state. In order for changes in the educational

process to start happening more effectively, it is necessary to

change the curriculum, make it more flexible and certainly

provide the necessary resources for work. If there is no good

financial support, it is not possible to successfully conduct classes

with the implementation of information and communication

technologies. Likewise, if there is not enough educated staff, the

necessary conditions are not provided. Achievements in

educating young people for future work with new information and

communication technologies are becoming more and more a

measure of a country's progress.

Therefore, it is important to look at the situation from different

angles, from different time periods and economic and political

circumstances in order to gain a more complete insight into the

current situation and predict the direction in which education is

moving in the context of technological communication progress.

In our country, a concerning occurrence is a fact that the ICT is

widely abused by students by using it for hours mostly for

interaction on social media and playing video games. These

children are missing specific orientation instructions and

guidelines for their proper use. Besides the family who has the

key role in the process of controlling how much time children

spent on their computers, the position of the professors is truly

important as well since they are able to stimulate the students in

using the ICT for the right purposes through different guidelines

that have on their disposal.

Spending students’ time abusing computers for social media

interaction and playing video games can turn its effective use if

teachers integrate ICT into the learning process. Using the old

traditional way of teaching where the professor is in the center

and the students are gathering information only on basis of the

theoretical part of the material, is also one of the factors that affect

students' passiveness and do not encourage them to participate in

the educational practice. Having this said, this survey contains

questions that will enable us to estimate how much and what ways

professors use to stimulate their students to use computer

technologies and the internet for educational purposes since that

is the most suitable way in achieving higher results when it comes

to education and acquisition of knowledge.

The development of modern ICT technologies has made online

classes a quite widespread form of the educational process. To

increase efficiency and achieve higher results, the usage of

information communication technologies is mostly combined

with other old traditional teaching methods which have been

confirmed to be the most effective system globally. This kind of

work enables acquiring of individual knowledge and on the other

site enables continuous monitoring and evaluation of the learning

process of the students and more realistic assessment.

Regarding the structure of the paper, the first part of the paper

provides an introduction that defines the problem and the subject

of research. Then, the next part of the paper contains a

presentation and analysis of research results, as well as

interpretation of collected data. Then, the conclusions and

recommendations made on the basis of the results of the

conducted research are given.

2. Literature Review

Regarding the structure of this paper, the first part provides an

introduction that defines the problem and the subject of this

research. The second part provides an overview of the concept of

information and communication technology, as well as their

representation in the educational system including the economic

impact and importance. The third part of this paper contains a

presentation and analysis of the results as well as an interpretation

of the acquired data. Furthermore, this paper includes conclusions

and recommendations according to the results of the conducted

research.

“Information Technology (IT) is a technology that uses a

computer to obtain process, store, protect and transmit

information”. The IT term is associated with communication

technologies since today in modern society is barely impossible

to work on a computer if it is not connected to the internet, so

basically, we are talking about information and communication

technology (ICT), (Ilic 2020).

Students learning from the images of science and technology not

only receive knowledge, but also learn about the process of

thinking, as well as thinking about what they can do well think

about any others you can do (Jonassen, Peck, & Wilson, 2000).

Not just that, but ICT have a lot of other contributions. One of

many is a better accessibility to learning materials, and the wider

access of students to education. According to (Young, 2002),

education is- Easy Access to Learning. with the help of ICT,

students can now browse through e-books, sample examination

papers, previous year papers etc. and can also have an easy access

to resource persons, mentors, experts, researchers, professionals,

and peers-all over the world. This flexibility has heightened the

availability of just-in-time learning and provided learning

opportunities for many more learners who previously were

constrained by other commitments.

Next, The World Bank estimated that more than 4 billion people

of the global population (7.4 billion people) do not have access to

the Internet. Besides that, it is estimated that only 1.1 billion

people have access to high-speed internet. In the United States

and other countries, this difference in internet access has created

a digital gap. The World Bank, many government offices, and

NGOs advocate programs and policies aimed to create a bridge in

the existing digital gap by providing greater access to ICT among

individuals and populations struggling to afford it, (Pratt, 2019).

According to the research conducted by the consultancy company

IDC, the value of the global informational technology in 2020 has

reached 5.2 billion dollars. The United States now is the biggest

technology market in the world, representing 32% of the total

amount of approximately 1.7 trillion dollars by 2020 (Brown,

2020).

If universities want their students and lecturers to use institutional

136 M. FLAVIN technologies, they would be well advised to

design technologies in line with these criteria but also to allow a

practice to determine a purpose quite distinct from designers’

intentions (M. Thomas; J. Palfrey; M. War Schauer 2017).

Based on ICT, learning and teaching no longer depend

exclusively on printed materials. Multiple resources are abundant

on the Internet, and knowledge can be acquired through video

clips, audio sounds, visual presentations, and so on. Current

research has indicated that ICT assists in transforming a teaching

environment into a learner-centered one (Castro Sánchez and

Aleman 2011). Since learners are actively involved in the

learning processes in ICT classrooms, they are authorized by the

teacher to make decisions, plans, and so forth (Lu, Hou, and

Huang 2010).

The problem of integrating ICT in education can be because there

is still lack of IT equipment in schools. This is global problem,

and this situation is not here or in region. Based on (Chapelle,

2011) Lack of adequate ICT equipment and internet access is one

of the key problems that schools specifically in rural areas are

facing now. For example, results of a research show that in

Kenya, some schools have computer but this could be limited to

one computer in the office only. Even in schools with computers,

the student-computer ration is high. In addition, the report

continues revealed that the schools with ICT infrastructure are

supported by parents’ initiative or community power.

Not just ICT have a benefits in education but according to (Plomp,

Pelgrumand Law, 2007), people have to access knowledge via

ICT to keep pace with the latest developments. And also as (Lim

and Chai, 2004) are saying., ICT can be used to remove

communication barriers such as that of space and time.

The paper also presents the need for education of teachers in the

field of ICT and its implementation in teaching. According to

(Hrbak, 2012), teachers, as the main tools in schools, have a very

important role in transmitting knowledge to new generations. The

greater their information and computer skills, the easier it is for

them to integrate ICT into teaching and motivate students.

Therefore, it is desirable and important to educate them in a

timely manner about new programs and ways of working so that

they can use information and communication aids in teaching.

This primarily refers to the computer, which is the main tool of

teachers in the implementation of information and

communication technologies.

3. Research Methodology

3.1. Subject of the Research

One of the first assignments that were implemented was research

and analysis of the teaching methods through the integration of

ICT. We started this phase by reviewing the existing criteria,

studies, and research on the integration of ICT in the teaching

process. We have managed to achieve this through studying the

available literature and other sources related to this topic. The

research was conducted in high schools and universities in

different areas in Istok, Peja, Prizren, and Presevo. Two surveys

adapted to the professors and students were used as research

instruments. The survey was conducted online, using the Google

forms tools. After the acquisition of all the necessary data, the

same was processed using the excel program and as such will be

analyzed and presented.

The conducted research in the schools is qualitative and

quantitative research because it is a special way of collecting,

organizing, and analyzing data. The purpose of this research was

to collect comprehensive, systematic, and detailed information

for each case of interest for the study. The subject of this research

is the theoretical and empirical research of the defined research

problem. The theoretical part of the research includes the

definition of ICT, and its methodological aspects.

3.2. Purpose of the Research

The main purpose of this research has led the idea towards

realization. The purpose of our research is to determine the level

of presence of ICT (Information and Communication

Technology) in education as well as the ability of the professors

and the students to keep up with the new trends. Today’s students

are surrounded by new technologies on a daily basis, and they use

them mostly for entertainment.

3.3. Hypothesis

After examining the problems from several sources of available

literature, we are setting a hypothesis that is going to be the

subject of research to confirm or refute.

H0: “High schools and universities are not sufficiently equipped

with computers and modern information technology to improve

the learning effect either a scientific or technological

development is monitored to a sufficient extent as a specific

social necessity”.

In general, the professors are not satisfied with the schools’

equipment when it comes to computers and other modern

technologies such as interactive whiteboards, TV devices…

therefore the professors themselves consider they are not trained

enough effectively to use those devices in the educational

practice. In addition to all those hardware devices schools should

have their own electronic portals for students to have access to

the educative materials as well as notices and information.

H1: “There are significant variations in the use of ICT

depending on the work experience of the professors “.

Using the Internet and the computers in the active teaching class

not only for the preparation of materials but is also of huge

importance since it facilitates and accelerates the acquisition of

knowledge by students. It is strongly important for schools to

enable visual access to material for students because pictures and

Graphs are much easier to remember and in addition, they are

much more attractive and will help to attain and hold the attention

of the students during class.

H2: “There are significant variations in the use of ICT during

classes depending on the level of knowledge of modern

technologies by professors”.

Older professors certainly have less knowledge and experience in

using modern technology, and they think the old traditional way

of teaching is quite sufficient, based on their experience. It is a

bigger challenge for those professors to adopt new teaching

methods, but these professors are mostly interested in training

organized by the Ministry of Education, Science, and

Technology.

H3: “Most students use information technology mostly for

entertainment and less for educational purposes”.

The research was conducted in a form of theoretical and empirical

research. The theoretical part is based on the acquired data from

scientific literature as well as previously conducted research on

the same or similar topics. The theoretical part has been

completed by using research methods such as methods of analysis

and synthesis from the already existing literature, description

method, abstraction method and concretization.

The variables used in this research are mainly categorical,

nominal and ordinal as well as discrete and continuous

quantitative variables. For the processing of the data, it is used

SPSS (Statistical Package for Social Science) which includes

using techniques such as descriptive statistics, regression and

correlation analysis, pivot tables. The research was conducted

through a questionnaire, which is the most convenient tool for

acquiring and processing data as well as running analysis and

generating conclusions. We have managed to design qualitative

and quantitative research using a questionnaire. Questioners are

designed for teachers and students. The questions are mostly

closed-ended, with a few open-ended questions.

3.4. Sample

In order to get more comprehensive information concerning the

topic of the research and get more accurate insights about the

actual state in the research are included high school students,

university students and their professors.

Sample size: The student sample consisted of 100 people, 56 high

students, and 34 university students. The sample of the professors

is defined as 36.

3.5. Data Analysis

Data collection is the first step in every research. After finishing

this step, the next phase is referring to data processing and data

analysis. In the interest of obtaining the results of the research, we

used statistical and descriptive methods. The statistical method

that was used to get the results are presented through various

Graphs and tables. The descriptive method was used to identify

different topics and to present the results of this research. In other

words, this method was used to describe the data.

At the end of this research, we have composed a logical

conclusion, according to which hypotheses are proved or refuted

(assumptions made), which is followed by giving

recommendations regarding activities and action steps that need

to be taken concerning the inclusion of the information

technology in the learning and teaching process, which on the

other side will contribute toward the improvement of quality of

education. The processing of the collected data was made using

the SPSS.

4. Analysis of the Research Results

In this research, participation took 36 high school and university

professors. Of those 65,4% were female and 34,6% were male.

Graph 1. Gender structure of professors

Source: Personal calculations of the author

The age of the professors who took participation in this research

is categorized into the following groups: about 50% of the

professors are in the range of 25-30 years old, 30,8% are in the

range of 31-36 years old, which is almost half less, 15,4% of the

professors are 43 years, and 3,8% are professors in the range of

37- 42 years old.

Graph 2. Age of professors

Source: Personal calculations of the author

Most of the professors are young aged with less than 5 years of

working experience 54% of them, which certainly has an impact

on the fact that have higher knowledge in modern technologies,

can use them more and as a result of it, they integrate the

technologies more in the teaching process.

Graph 3. Work experience of professors

Source: Personal calculations of the author

The next question refers to the time professors spent using the

Internet, taking into account that a quite long part of the time

professors spent on the Internet while preparing classes and other

educational activities. Having this said, 38,5% of the professors

spend less than 2 hours online, 50% of them spend 3 to 6 hours

online and about 11,5% of them spend more than 6 hours online.

Graph 4. Time professors spend using the Internet

Source: Personal calculations of the author

We can make the conclusions according to the chart presented

above that over 60% of the professors spend more than two hours

a day using modern information technologies. It is certain that

they spend at least a part of that time preparing teaching materials

and literature for the classes. Modern literature technologies are

mostly used to navigate through different literature sources and

enable communication with the students using e-mail (62%), to

prepare presentations and other modern teaching methods and to

a lesser extent for performing quizzes and tests.

Graph 5. Use of modern information technologies

Source: Personal calculations of the author

Although more than 60% of the professors that took participation

in the research use the Internet more than 2 hours per day, also

there are professors that do not use computers and modern

information technologies during the lectures (4%), but they

adhere to the old traditional way of teaching and other educational

activities. In numbers this would be 8% rarely, 23% sometimes,

19% often and 27% always. This means that around 57% of the

surveyed professors integrate ICT in teaching classes to a large

extent almost every day.

34.6%

65.4%
Male

Female

0.0%

20.0%

40.0%

60.0%

25 - 30 31 - 36 37 - 42 43+

50.0%

30.8%

3.8%
15.4%

54%
23%

8%
15% 1 - 5

6 - 10

38.5%

23.1%

26.9%

11.5%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0%

1 - 2 h

3 - 4 h

5 - 6 h

more than 6 h

54% 54%
62% 62%

50%

10%

20%

30%

40%

50%

60%

70%

Graph 6. Level of integration of information technologies in

teaching classes

Source: Personal calculations of the author

On the question of what kind of modern technology equipment

professors use they answered that they mostly use the Internet

(69,2%), projectors (69,2%), laptops (65,4%) while schools and

universities are less equipped with interactive whiteboards and

TVs.

Graph 7. Equipment used in teaching classes

Source: Personal calculations of the author

Question: How many computers do you have at school? For one

educational institution, it is crucially important to be equipped

with computers and other computer equipment. From the

following chart, we can make a conclusion that the equipment of

high schools and universities is not at an enviable level and that

in the future we should certainly pay more attention to this issue.

More schools have less than 25 computers and only two have over

100 computers.

Graph 8. Number of computers in schools

Source: Personal calculations of the author

Table 1. Descriptive statistics - number of computers in schools

Number of computers in schools

Mean 29,04

Standard Error 6,10

Median 17,5

Mode 15

Standard Deviation 31,11

Sample Variance 967,56

Kurtosis 3,48

Skewness 1,78

Range 127

Minimum 1

Maximum 128

Sum 755

Count 26

From the above existing table that presents descriptive statistics

of the total number of computers in high schools and universities,

we can note that the maximum number of computers in high

schools is 128 and the minimum is only 1 computer. The standard

deviation is 31,11, which demonstrates high variation in schools’

equipment and the average number of school equipment is 29

computers per institution. The total number of computers in 26

schools and universities which were part of this research is 755

computers.

The equipment of schools and universities with computers and

other information technology is rated as mediocre by professors.

Graph 9. Level of equipped high schools and universities with

computers equipment

Source: Personal calculations of the author

For sure there are several reasons for insufficient usage of the

Internet and other modern information technologies. Most of the

professors consider that the main reason is a lack of training

among professors. What can be considered as an encouraging

statistic is that a really small percent of the professors believe that

books and traditional ways of teaching are sufficient in achieving

good results.

4% 8%

23%
19%

27%
Never

Rarely

Somethimes

Often

Always

46 69 92 115 138

N
u

m
b

e
r

o
f

sc
h

o
o
ls

Number of computers

Graph 10. Weaknesses and limitations of the inclusion of

computers in classes

Source: Personal calculations of the author

As we can see in the previous chart, the professors consider they

are not enough trained and competent to use modern information

technologies and that is one of the main core limitation factors

and weaknesses. The good thing is that even 88% of the surveyed

professors are willing to dedicate themselves and participate in

training if the Ministry of Education would provide them, having

in mind that the Ministry of education has been implementing this

practice for years so far. “The integration of ICT into Kosovo’s

education system is in progress. In this context, MEST in

cooperation with donors worked on human resources

development by providing training in ECDL (European

Computer Driving Lesson). In this training participation took

around 10.700 professors (Salihu, 2012).

Graph 11. Willingness for participation in ICT training

Source: Personal calculations of the author

It is important to mention that professors are really trying to

motivate students to use computers by giving them homework

and preparation of seminar papers for which they need to make

research and use computers and the Internet as well. The survey

showed that 65% of the professors motivate the students to do

their homework this way and 35% of them believe this is not

necessary or not feasible given the nature of the subject they

teach.

Graph 12. Motivating students to complete their homework

using computers

Source: Personal calculations of the author

We were also interested in the professor’s opinion on what they

think students do on the Internet and why young people spend so

much time online. Professors believe students use the Internet for

education to the lowest extent 19%, but much more for

communication through social networks 35%, as well as for

getting informed about general topics from different fields 35%.

Graph 13. What for are used the information technologies the

most by students

Source: Personal calculations of the author

Professors believe that the integration of modern information

technology with traditional teaching methods has a positive

impact on reaching higher results and contributes towards bigger

achievement by students.

Graph 14. The positive effect of computer uses in classes

Source: Personal calculations of the author

Considering the Covid-19 pandemics has caused disruption in the

world, both in life and education, professors in our country and in

the world, in general, were forced to switch to online classes.

Some professor has adapted easily and has done it much better

than others while expressing their satisfaction with the realization

of online classes, having in mind that not all schools have

provided adequate support both to professors and students.

Graph 15. Satisfaction level with online teaching

Source: Personal calculations of the author

In the end, it is very important how professors evaluate their

knowledge of modern information technologies. Actually, 85%

of the professors consider they have good or excellent

information technology knowledge and 16% are not satisfied with

their current competencies.

Graph 16. The expertise of modern technology

Source: Personal calculations of the author

Using regression analysis, we have determined a connection

between integration of ICT in classes and knowledge of ICT,

meaning integration depends on how competent the professors

are and how much they are familiar with the technological trends.

Table 2. Regression statistics - ICT integration

Regression Statistics

Multiple R 0,191337

R Square 0,03661

Adjusted R Square -0,003531

Standard Error 1,078217

Observations 26

Table 2.1. Continue of table 2

Coefficients Standard

Error

t Stat P-value Lower

95%

Upper

95%

Lower

95.0%

Upper

95.0%

Intercept 3,3970588 0,7041267 4,8244991 0,0000649 1,9438127 4,8503050 1,9438127 4,8503050

Integration of

ICT in

education

0,1701681 0,1781864 0,9550004 0,3490985 -

0,1975905

0,5379267 -

0,1975905

0,5379267

The following graph is the simple linear regression, where we can

graphically observe the connection and the dependence of the ICT

integration in education, depending on ICT knowledge and

expertise of professors – integration of the internet.

Graph 17. The integration of ICT in education depends on the

ICT knowledge

Source: Personal calculations of the author

If the integration of ICT would I0 then the ICT Knowledge would

be 3,3971, and if the integration of the internet would increase by

1, then ICT of knowledge would increase by 0,1702. Also, the

value of p<0,05 indicates that has statistical significance.

Table 3. Correlation, work experience - ICT knowledge

Working experience ICT knowledge

Working experience 1

ICT knowledge -0,2 1

From the table above, which represents the correlation between

working experience and ICT knowledge, we can notice there is a

negative correlation of -0,2. This means that as more professors

have longer work experience, the less ICT knowledge they have.

Consequently, to it, we can make a conclusion that the older

professors mostly use the traditional old methods of teaching and

follow the technological trends less as well as computers and the

Internet.

Table 4. ICT integration based on school equipment

% of integration Level of integration

Equipment in schools Never Rarely Sometimes Often Always Grand Total

low 0,00% 0,00% 8,00% 0,00% 4,00% 12,00%

medium 4,00% 12,00% 16,00% 16,00% 20,00% 68,00%

high 0,00% 0,00% 4,00% 0,00% 16,00% 20,00%

Grand Total 4,00% 12,00% 28,00% 16,00% 40,00% 100,00%

The table above is a pivot table showing the relation between the

level of integration of information technology on classes and

school equipment according to the opinion of the professors.

Actually, from this table, we can notice that although the schools’

equipment is assessed as high, it doesn’t mean that the computers

are used at their maximum level indicating that the capacities are

not fully used. From the same table, we can notice that computers

are mostly used in the category of medium-equipped schools 68%

which means that the level of school’s equipment is important,

given the fact that in this category of poorly equipped schools

integration is only 12%, but not a crucial factor. In addition to the

fact that the school should be fully equipped it is more than

necessary to have personnel who have proper competencies, and

it is ready to actively use this equipment in an adequate way.

4.1. Data Acquired by Surveying Students

The purpose of this research is to prepare and analyze the results

acquired by surveying high school students and university

students. The survey was conducted online. The questionnaire

contained 15 questions. In this research, participation took 100

high school students and university students. Regarding the

gender structure of the participants, 70% are female and 30% are

male.

Graph 18. Gender structure of students

Source: Personal calculations of the author

Regarding the age of the participants most of the participants are

at age of 16 to 20 years’ old which is 66% and from 21-25 years’

old which is 24%.

Graph 19. Age of the students

Source: Personal calculations of the author

Of the total number of participants, 72% are high school students

and 28% are university students.

Graph 20. Level of education

Source: Personal calculations of the author

From the graph, we see that 76% spend more than 3 hours per day

and 24% less than 2 hours.

Graph 21. Time spent online

Source: Personal calculations of the author

Although students spent a lot of time online, a very small part of

that time they dedicate it to studying and using computer and

computer applications for education. Students spent much more

time on social media and watching movies, while a little less time

listening to music and playing video games.

Here are how students replied to the question: “Most of your time

you spent on the Internet for:

Table 5. What is the Internet mostly used for?

Using the table above, we can conclude that students do not spend

much time on the Internet and using modern internet technologies

for studying but to socialize and relax. In the following chart, we

can notice that mostly used application is Instagram (82%), then

YouTube (72%), Google (70%), in fourth place is Google

Classroom (52%) used in online teaching, then Facebook (44%),

then PowerPoint (26%) and Word (30%) which are considered as

very useful tools in writing seminar papers, homework and

preparation of presentations and in last place is Wikipedia (22%).

Graph 22. The most frequently used applications

Source: Personal calculations of the author

It is extremely important that almost 90% of the students have

internet access in school, but we can’t forget and neglect that 10%

who do not have this opportunity, so the focus must be on this

issue, and we must work on providing internet access to all

schools in all areas regardless they are in the cities or in rural

areas.

Graph 23. Internet access

Source: Personal calculations of the author

It is highly important what is the opinion of students about the

school’s equipment, meaning are they satisfied. From the chart

below we can conclude that students are quite satisfied with how

educational institutions are equipped with electronic devices,

only 20% of the students think that school equipment is low, 46%

think that equipment is medium and 34% think the schools are

highly equipped with modern devices which indicate their

satisfaction.

Internet is used mostly for Playing video

games

Listening to

music

Watching movies Social Networks Studying

Never 34% 10% 12% 4% 10%

Rarely 28% 24% 18% 10% 18%

Sometimes 32% 34% 52% 36% 38%

Always 6% 32% 18% 50% 34%

Graph 24. Level of satisfaction of the students concerning the

school equipment

Source: Personal calculations of the author

With the following question, we have examined the students'

satisfaction and opinion on whether professors motivate them

enough to use computers, either by their example in classes, by

taking them to computer laboratories, or by giving them

homework and preparation of seminar papers that must be done

online and by using electronic devices. Actually, this is the case

with 72% of the surveyed students but that is not the case with the

other 28% of the students which is an extremely high percentage.

Graph 25. The motivation provided by professors

Source: Personal calculations of the author

Students express what they can use in school, can clearly tell us

that they have the most access to the Internet (76%), computers

(52%), projectors for different kinds of presentations (48%),

slightly fewer websites (34%), and interactive whiteboards

(12%).

Graph 26. Available resources in schools

Source: Personal calculations of the author

The world trends in the field of information communication

technology in terms of usage of presentations, e-books, various

quizzes, and online classes themselves are summarized that 56%

use online classes, 52% presentations, 46% quizzes, and to a

lesser extent 40% digital e-books.

Table 6. Teaching classes following the ICT trends

Alignment of classes with ICT

trends

Using presentations E-books Educative quizzes Online classes

Not at all 18% 28% 22% 16%

Not enough 30% 32% 32% 28%

To a high extend 32% 22% 22% 32%

Totally 20% 18% 24% 24%

Online classes have been present in the world for some time.

Since the pandemic started, this practice started to implement in

our country to an extremely large extent. Students and professors

as well managed this new situation differently and the level of

satisfaction on how the online classes were organized primary

from the Ministry of Education and after the schools and

universities themself was not the same. In the next graph, we can

see that students are quite satisfied with how online classes are

organized. This result is supported by the fact that most of the

students choose this kind of class compared with the traditional

way of teaching which requires physical presence in classrooms.

Graph 27. How well do students manage with online classes?

Source: Personal calculations of the author

Based on the following question, in your opinion, how does the

use of ICT affect education? Students express their opinion, on

whether and to what extent the use of ICT has a positive impact

on teaching-learning activities and consequently on students'

success.

Table 7. The effect of ICT on education

The effect of

ICT on

education

Getting information from

professors faster and more

efficiently

Sharing educational

and entertaining

texts

Developin

teamwork

Increasing students'

interest in the

subject

Higher access to

educative

materials

I don’t agree 16% 14% 18% 12% 14%

Generally, I

don’t agree
20% 18% 18% 24% 18%

I am not sure 20% 30% 24% 22% 20%

Generally, I

agree
24% 8% 22% 20% 22%

I totally agree 20% 30% 18% 22% 26%

All of the surveyed students have some experience when it comes

to technology, so none of them stated that they have poor

knowledge, meaning 100% of the students believe they have

average, good, or even excellent knowledge in this area.

Graph 28. Knowledge in modern technologies by students

Source: Personal calculations of the author

5. Conclusions

To face the fundamental changes that became challenges for the

educational communities, especially with the integration of the

ICT, it is more than necessary to create policies and strategies

with long-term educational goals and new educational

achievements. ICT is not only a tool for introducing existing

content through a new environment, but it is also a tool for

introducing new learning patterns. However, during the research

and based on the analysis of the presented results, we came to

those results. According to the results, we found out that some

educational institutions do have computers and others do not, but

it is not only important the existence of the computers but also the

training for proper use provided for professors and students as

well. Professors were trained only through the ECDL program,

organized by the Ministry of Education, Science, and

Technology. According to the results, this program was

successfully implemented.

Many students have computer skills, but there is an obvious

difference between ICT skills and usage of ICT for educational

purposes. The lack of guidance for the professors on the

integration of ICT in classes is evident. Students are missing more

specific information and instructions on how to use ICT for

educational purposes. Most students use computers for playing

video games and interacting, but extensive usage can even create

an addiction in children. Also, professors motivate students to

make Internet research for school’s needs as well for the

preparation of their homework, but to an insufficient level.

However, in Kosovo, this kind of lecturing is not so common and

not developed enough, but due to the coronavirus has started to

be implemented much more frequently. The main purpose of this

research was to identify the advantages and disadvantages, and

problems that arise from this type of lecturing in high schools and

universities in Kosovo, so we can give recommendations to

eliminate these disadvantages and improve the efficiency of this

type of education. According to it, we have defined one main

hypothesis and three auxiliary hypotheses which are based on the

results of the research and analysis of the attained results

(confirmed or refuted), which will be individually explained

below.

H1: “There are significant differences in the usage of the ICT

depending on the professor’s work experience”

From the correlation analysis between the working experience

and ICT knowledge, we have noticed a negative correlation,

which means the more working experience professors have, the

less modern information technologies knowledge they have. This

means that the above hypothesis is confirmed.

H2: “There are significant differences in the use of ICT in classes

depending on the level of professor’s information technology

knowledge”.

Based on graph 17 where the regression analysis is presented, we

can see there is a correlation between how educated professors in

terms of ICT are and how much they integrate computers and the

Internet into teaching activities. According to it, the above

hypothesis can be confirmed.

H3:” Most students use information communication technology

mostly for entertainment and less for educational purposes”.

According to the results obtained after the realization of this

research, this hypothesis was confirmed. considering the answers

to the question “how much time do you spend on the internet

daily” we can make a conclusion that today the Internet occupies

a prestigious place in life generally and basically and we spent a

quite large part of our time online. However, the answers to the

question “why do you spend most of your time on the Internet”

indicate that high students and university students generally use

the Internet for entertainment, mostly for social networks, and to

a lesser extent for learning and educational activities. In addition,

in the research, there was also a question related to the most

frequently used applications, where the results showed that social

network applications are used the most, such as the Internet 82%,

YouTube 72%, Facebook 44%, and to the lesser extent

applications used in the educational practice such as Google

classroom 52%, Word 26%, PowerPoint 30%.

H0: “High schools and universities are not enough equipped to

contribute towards the improvement of the students’ educational

results and these institutions are not paying enough attention to

scientific and technological development as a specific social

need”.

Taking into account the answers to the question “in your opinion

evaluate how much the implementation of the ICT effects the

learning process” we can conclude that the students believe that

ICT generally has a very positive impact on the learning process

and allows easier and faster access to educative materials,

provides easier communication with the professors, enables and

facilities collaborative work between themselves, develop team

spirit and enables learning in a fun and non-traditional way.

However the results of the previous auxiliary hypothesis as well

as the results of the research in which professors consider the

school’s equipment is “mediocre”, the results that show there are

schools with only one computer, many of the professors said that

they do not integrate modern technologies enough in the

educational practice and the fact that students spent a lot of time

online using social network applications and to a lesser extent

learning and educative applications and tools, we can wrap up that

all the benefits of the information communication technologies

are underused. According to these results, the basic hypothesis

has been confirmed.

Some of the recommendations we can give to increase the quality

of education through the integration of the ICT are the following:

Professors need to implement a variety of modern educative

strategies and methods, applying diverse visual teaching methods

and using different hardware and software tools that we have at

our disposal today.

Professors should pay more attention to students who have

misbehavior issues, which might be a consequence of the

improper usage of computer devices and the Internet mostly for

playing video games than for learning and useful research, so they

can notify the parents concerning their child educational progress.

Professors should guide students and present them the benefits of

the usage of ICT in terms of providing them with the necessary

information on different topics which are part of the teaching

program through using a different kind of sources such as books,

newspapers, magazines, educative videos, websites, etc.,

comparing the usefulness and the reliability of different media

and information collected from diverse sources and to inspire the

students to do the same in preparation of their seminar papers or

homework.

Professors should encourage their students to prepare their

assignments in forms such as text boxes, headlines, subheadings,

illustrations, tables, graphs, and many more tools by giving them

assignments to prepare the seminar paper using these tools in high

schools not only universities, because this is the only way they

will independently or with an assist by the professors acquire

information and communication skill, which is the 21-century

skill.

Professors need to locate and apply appropriate online tools for

students’ assessment, creating interesting online quizzes and

competitions when the main objective will be encouraging

students to gain new knowledge and get data for different subjects

of interest.

It is recommended for students to communicate as much as

possible about school-related issues via e-mail and other forms.

To educate as many students as possible in the field of

information and communication technologies and in that way to

prepare students for their future careers, regardless of the field of

activity they choose, given that computers and the Internet are

present in every field or life segment.

Students should have insight about the information provided in

the e-books, but also about the information available on the

Internet and have a critical opinion towards all information

regardless of the source.

The key recommendation of the Ministry of Education is that

besides the required additional investments in equipment in both

urban and rural schools it is necessary to organize and deliver

training concerning information technology usage for professors

so they can effectively use all the available devices and

adequately integrate them into the educative activities in order to

make the classes more attractive and acceptable as much as

possible for the students.

When we talk about the integration of ICT, we do not only mean

about equipping classrooms with computers and their usage only

for the needs of the computer science subject but also about the

modernization of the educative programs in general for all the

subjects and their adaptation in the order they can become more

efficient and applicable following the scientific trends -

technological revolution.

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