The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

This study aimed to explore communication techniques based on the information and communication technology (ICT) used in the implementation of instructional supervision to determine their effect on the teacher’s learning process and find effective techniques to improve the quality of the teacher’s l...

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Autores principales:	Bambang Budi Wiyono, Agus Wedi, Saida Ulfa, Arda Purnama Putra
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	information and communication technology synchronous sharing information recording tools instructional supervision teaching-learning process Information technology T58.5-58.64
Acceso en línea:	https://doaj.org/article/bfe583df978d4d40bc7974f2e5c7d310
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spelling	oai:doaj.org-article:bfe583df978d4d40bc7974f2e5c7d3102021-11-25T17:58:39ZThe Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality10.3390/info121104752078-2489https://doaj.org/article/bfe583df978d4d40bc7974f2e5c7d3102021-11-01T00:00:00Zhttps://www.mdpi.com/2078-2489/12/11/475https://doaj.org/toc/2078-2489This study aimed to explore communication techniques based on the information and communication technology (ICT) used in the implementation of instructional supervision to determine their effect on the teacher’s learning process and find effective techniques to improve the quality of the teacher’s learning process. This research was conducted in Blitar City with a sample of 60 teachers through a random sampling technique. The data collection technique used a rating scale, checklist, and open-form questionnaire. Descriptive statistics were used to describe the data, while the Pearson product-moment correlation techniques and multiple regression were used to test the research hypotheses. The results show that the most widely used ICT-based communication techniques are WhatsApp, Google Meet, Zoom, Skype, and Google Forms. These are followed by email, video-recording, and audio-recording techniques. The use of ICT is still rare. There is a significant relationship between the use of ICT in instructional supervision and the quality of the teacher’s teaching-learning process, except when using telephones and televisions. ICT techniques are most commonly used for synchronous communication, followed by use for sharing information, and recording activities. The use of ICT in instructional supervision simultaneously affects the teacher’s instructional process.Bambang Budi WiyonoAgus WediSaida UlfaArda Purnama PutraMDPI AGarticleinformation and communication technologysynchronoussharing informationrecording toolsinstructional supervisionteaching-learning processInformation technologyT58.5-58.64ENInformation, Vol 12, Iss 475, p 475 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	information and communication technology synchronous sharing information recording tools instructional supervision teaching-learning process Information technology T58.5-58.64
spellingShingle	information and communication technology synchronous sharing information recording tools instructional supervision teaching-learning process Information technology T58.5-58.64 Bambang Budi Wiyono Agus Wedi Saida Ulfa Arda Purnama Putra The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality
description	This study aimed to explore communication techniques based on the information and communication technology (ICT) used in the implementation of instructional supervision to determine their effect on the teacher’s learning process and find effective techniques to improve the quality of the teacher’s learning process. This research was conducted in Blitar City with a sample of 60 teachers through a random sampling technique. The data collection technique used a rating scale, checklist, and open-form questionnaire. Descriptive statistics were used to describe the data, while the Pearson product-moment correlation techniques and multiple regression were used to test the research hypotheses. The results show that the most widely used ICT-based communication techniques are WhatsApp, Google Meet, Zoom, Skype, and Google Forms. These are followed by email, video-recording, and audio-recording techniques. The use of ICT is still rare. There is a significant relationship between the use of ICT in instructional supervision and the quality of the teacher’s teaching-learning process, except when using telephones and televisions. ICT techniques are most commonly used for synchronous communication, followed by use for sharing information, and recording activities. The use of ICT in instructional supervision simultaneously affects the teacher’s instructional process.
format	article
author	Bambang Budi Wiyono Agus Wedi Saida Ulfa Arda Purnama Putra
author_facet	Bambang Budi Wiyono Agus Wedi Saida Ulfa Arda Purnama Putra
author_sort	Bambang Budi Wiyono
title	The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality
title_short	The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality
title_full	The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality
title_fullStr	The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality
title_full_unstemmed	The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality
title_sort	use of information and communication technology (ict) in the implementation of instructional supervision and its effect on teachers’ instructional process quality
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/bfe583df978d4d40bc7974f2e5c7d310
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The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

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