Importance Of Ict In Teaching And Learning Process Pdf
File Name: importance of ict in teaching and learning process .zip
Taban Habibu1 Md.
- Why schools should invest in ICT
- ICT: ITS SIGNIFICANCE IN TEACHING AND LEARNING PROCESS
- The role of ICT in learning – teaching process
ICT enables self-paced learning through various tools such as assignment, computer etc as a result of this the teaching learning enterprise has become more productive and meaningful. ICT helps facilitate the transaction between producers and users by keeping the students updated and enhancing teachers capacity and ability fostering a live contact between the teacher and the student through e-mail, chalk session, e-learning, web-based learning including internet, intranet, extranet, CD-ROM, TV audio-videotape. Edusat technology has become very powerful media for interactive participation of experts and learners and it reaches the unreachable.
AbstractWe are evolving in a digital world and rapid widespread of technology is transforming our daily life processes. From pat few decades, ICT is emerging as a pillar to countrys economy. Basically, it involves the technologies, which are accessible to provide information via utilizing telecommunications. To some extent, it sounds almost similar to information technology, but its main emphasis lies on communication technology.
Why schools should invest in ICT
Taban Habibu1 Md. A study aimed at finding out the difficulties faced by teachers in using Information and Communication Technology ICT in classroom teaching-learning in technical and higher educational institutions in Uganda. The use of ICT in the classroom is very important in providing opportunities for students to learn to operate in an information age.
Studying the obstacles to the use of ICT in educational institutions may assist educators to overcome these barriers and become successful technology adopters in the future. The findings of this study reveal that teachers had a strong desire to integrate ICT into teaching-learning process even though with difficulties.
The major barriers were lack of genuine software, inadequate computer in the classroom, low speed internet, lack of motivation from both teacher and student side to use ICT, lack of proper training skills, unavailability of latest ICT equipment, lack of expert technical staff, poor administrative support, poor course curriculum etc.
Suggested are made for ongoing professional development of teachers to model new pedagogies and tools for learning with the aim of enhancing the teaching-learning process. It is important for teacher trainers and policy makers to understand the barriers and cost-effectiveness of different approaches to ICT use in teacher training so that training strategies can be appropriately explored to make such changes viable to all.
Like other factors improper use of ICT in the classroom teaching-learning is a very important factor to be considered in the educational context of Uganda. ICT provides opportunities for teachers and students to operate, store, manipulate, and retrieve information, encourage independent and active learning, and self-responsibility for learning, motivate teachers and students to continue learning even outside school hours, plan and prepare lessons, design materials and facilitate sharing of resources, expertise and advice.
ICT as a versatile instrument has the capability not only of engaging students in instructional activities to increase their learning, but of helping them to solve complex problems to enhance their cognitive skills . Generally, three objectives are distinguished for the use of ICT in education:-a the use of ICT as object of study; refers to learning about ICT, which enables students to use ICT in their daily lives; b the use of ICT as aspect of discipline or profession; refers to the development of ICT skills for professional or vocational purposes; c the use of ICT as medium for teaching and learning; focuses on the use of ICT for the enhancement of the teaching and learning process .
It is a fact that teachers are at the center of curriculum change and they control the teaching and learning process. Therefore, they must be able to prepare young people for the knowledge society in which the competency of using ICT to acquire and process information is very important . ICT plays various roles in learning and teaching processes. According to Bransford et al , several studies have reviewed literature on ICT and learning and have concluded that it has great potential to enhance student achievement and teacher learning.
Wong et al. According to Flanagan and Jacobsen , technology integration is meant to be cross-curricular rather than become a separate course or topic in itself. Technology should be used as a tool to support educational objectives such as skills for searching and assessing information, cooperation, communication and problem solving which are important for preparation of students for the knowledge society .
In fact, innovative use of ICT can facilitate student centered learning . Hence, every classroom teacher should use learning technologies to enhance their student learning in every subject because it can engage the thinking, decision making, problem solving and reasoning behaviors of students .
These are cognitive behaviors that students need to learn in an information age. Although ICT may facilitate independent self- paced learning, the potential of ICT may not be optimized if there is no shift in the learning and teaching paradigm . In fact, teachers play an important role in the teaching-learning paradigm shift.
They must understand the potential role of technology in education. Also, they should become effective agents to be able to make use of technology in the classroom. Due to ICTs importance in society and possibly for the future of education, identifying the possible obstacles to the use of ICT in educational institutions would be an important step in improving the quality of teaching and learning in the education system of Uganda.
Balanskat, Blamire, and Kefala argue that although educators appear to acknowledge the value of ICT in institutions, difficulties continue to exist during the processes of adopting these technologies. This study therefore aimed to bring together the findings and the key points from a review of a significant part of the available literature associated with difficulties that teachers are facing in using ICT in teaching-learning process.
Identifying the fundamental problems may assist teachers and educators to overcome these problems and become successful technology adopters. Moreover, this paper aims to investigate the difficulties of integrating technology and the nature of problems faced by teachers in teaching-learning process in technical and higher educational institutions in Uganda.
It also investigates the reasons behind various problems faced by teachers in using ICT in the teaching-learning environment. In fact, understanding the pedagogical, psychological and cognitive barriers to the successful use of ICT is a vital precondition for improving the utilization of computers and other technological aids in the educational institutions . Also, the detection of these barriers provides information that is helpful in.
Identifying the fundamental barriers may assist teachers and educators to overcome these barriers and become successful technology adopters . Based on this; the paper provides some recommendations on improving ICT integration in classrooms.
Several studies argue that the use of new technologies in the classroom is essential for providing opportunities for students to learn to operate in an information age. It is evident, as Yelland argued that traditional educational environments do not seem to be suitable for preparing learners to function or be poductive in the workplaces of today's society.
She claimed that organizations that do not incorporate the use of new technologies in institutions cannot seriously claim to prepare their students for life in the twenty-first century. This argument is supported by Grimus, who pointed out that by teaching ICT skills in educational institution the students are prepared to face future developments based on proper understanding p.
Similarly, Bransford et al. According to Bransford et al. Many researchers and theorists assert that the use of computers can help students to become knowledgeable, reduce the amount of direct instruction given to them, and give teachers an opportunity to help those students with particular needs.
It can help the teachers enhance their pedagogical practice and equip them with the knowledge and skills to use different computer technologies to access, analyze, interpret process and disseminate information to learners. It can also help the educational institutions to provide ICT capacity resources to ensure that all teachers and students have immediate access to all software that are required to support the curriculum and adequate support to implement its use in classroom teaching- learning process without any difficulties.
Furthermore, it can also help to enhance the quality of education by increasing learner motivation and engagement,. The act of integrating the use of ICT into teaching and learning is a complex process and one may encounter a number of difficulties.
Different categories have been used by researchers and educators to classify the problems in use of ICT in educational institutions and several studies have divided the problems into extrinsic and intrinsic categories. Ertmer referred to extrinsic problems as first-order and cited access, time, support, resources and training and intrinsic problems as second-order and cited attitude, beliefs, practices and resistance. Whereas, Hendren[cited in 12]saw extrinsic problems to institutions rather than individuals and intrinsic problems pertains to teachers, administrators and individuals.
Another perspective presents the obstacles in the use of ICT in educational institutions as pertaining to material and non-material conditions . The material conditions may be the insufficient number of computers and copies of software. The non-material obstacles include teachers insufficient ICT knowledge and skills, the difficulty of integrating the use of ICT in instruction, and insufficient teacher time.
However, since the purpose of the paper is to find the present and future problems in use of ICT, this study focuses on the teacher-level and institution-level problems. The study was a descriptive method with quantitative analysis.
The sample of the study was selected from. Stratified random sampling technique was used for data collection. Out of the response rate of teachers and 75 administrators, 55 percent of the teachers and 57 percent of the administrators were allocated in Eastern part of Uganda Mbale; 24 percent of the teachers and 25 percent of the administrators in West Nile Arua; 21 percent of the teachers and 18 percent of the administrators in Central Kampala.
A questionnaire was designed and divided into two parts. The second part contained the questions regarding different aspects of ICT use in the institutions based on Likert-type five point scales. The validity of. The analysis was carried out at the institutional level. Chi square test and weighted average were used to analyze and interpret the data.
Chi square test was used in finding out whether the opinions of the respondents were statistically significant or not. The significant value was compared with the critical value at 0. Thats why the weighted average of the teachers shows high confidence of 4. Also the chi square value of 0. The weighted average of the administrators show moderate value of 3. The weighted average is moderate about the quality of the ICT service received in the institution while the chi square value of the teachers shows 0.
On the other hand the chi square value of the administrators shows 0. Table 2 presents that The weighted average shows moderate value of 3. The weighted average value of 2. Results and Discussion of the Findings With respect to barriers to computer and ICT usage, figure 1 reveals that no factor has the supreme majority for limiting the use of ICT in teaching-learning process in technical and higher educational institutions in Uganda.
This means all factors depicted below greatly limit the use of ICT in educational institutions in Uganda. However, according to figure1 the problems are categorized into three levels-a top level, b middle level and the c lower level which are analyzed below-. In the top level problems lack of software, lack of sufficient training, lack of learning equipment and computer problems were identified.
This was one of the major factors that made difficulties in use of ICT. There were unreliable and pirated software that had been frequently changed in the computer labs which were difficult to use properly in teaching-learning process.
In majority of the cases it had been found that the ICT facilities were limited for both the teachers and students and they had to share with other teachers. According to Becta, the inaccessibility of ICT resources is not always merely due to the non-availability of the hardware and software or other ICT materials within the institution.
It may be the result of one of a number of factors such as poor organization of resources, poor quality hardware, inappropriate software, or lack of personal access for teachers . According to Osborne and Hennessy , the limitations on access to hardware and software resources influenced teachers motivation to use ICT in the classroom.
Most of the teachers lack the skill to use the ICT in teaching-learning process because they did not get. Teachers were rarely seen using ICT in a classroom environment because most of the teachers were reluctant to use new technology. New technologies need to be integrated in the classroom and teachers have to be trained in the use of these ICT in particular. In this regard some initial training is needed for teachers to develop appropriate skills, knowledge, and attitudes regarding the effective use of computers to support learning.
According to Beggs, one of the top three problems to teachers use of ICT in teaching was the lack of training. According to Becta, the issue of training is certainly complex because it is important to consider several components to ensure the effectiveness of the training. These were time for training, pedagogical training, skills training, and ICT use in initial teacher training. Providing pedagogical training for teachers, rather than simply training them to use ICT tools, is an important issue .
Lack of learning equipment tools and resources It was found that most of the institutions had computers. But the computers were very few and most of the time they were being used by students who were offering computers science and information technology IT leaving the rest of the students and teachers in dilemma.
Various research studies indicated several reasons for the lack of access to technologies. In Sicilias study , teachers complained about how difficult it was to always have access to computers.
The author gave reasons like Computers had to be booked in advance and the teachers would forget to do so, or they could not book them for several periods in a row when they wanted to work on several projects with the students p. In other words, a teacher would have no access to ICT materials because most of these were shared with other teachers. Teachers identified lack of insufficient numbers of computers, insufficient peripherals, and insufficient numbers of copies of software, and insufficient simultaneous internet access as the main obstacles to the implementation of ICT in educational institutions.
According to Balanskatet al.
ICT: ITS SIGNIFICANCE IN TEACHING AND LEARNING PROCESS
Marina Marina Universitas Malikussaleh Indonesia. Brown, H. Language Assessment - Principles and Classroom Practices. New Tork: Pearson Education Inc. Language Assessment - Principles and Classroom Practices 2 ed. New York: Pearson Education Inc.
The appearance of new technologies in our day to day has made it possible for the use of ICT in education to increase considerably in recent years. ICTs have gained great relevance in our environment , having a wide catalog of applications in various sectors such as entertainment, administration, robotics, education and all kinds of companies. Specifically, in this blog article we would like to analyze the impact of the use of ICT in education and we will begin by understanding the term ICT. When we talk about ICT we are referring to information and communication technologies. To this we could add the process of obtaining, storing, processing and transmitting information digitally.
ICT means technologies which help us record, store process, retrieve, transfer, and receive information. Forms of ICT. ICT (Information and Communication.
The role of ICT in learning – teaching process
This idea further stresses the importance of teaching social studies to school children. Through business programs and early stage financing, we help developing countries in the Caribbean, Africa, and Asia go green and develop solutions to local problems. It is affecting every aspect of education from teaching-learning to assessment and evaluation.
The world we live in is a result of constant change. What might be there one day is never there the next. Look at what has happened with Covid!
What is ICT?
Стратмор пожал плечами. - Слабое сердце… да к тому же еще испанская жара. Не забывай и о сильнейшем стрессе, связанном с попыткой шантажировать наше агентство… Сьюзан замолчала. Какими бы ни были обстоятельства, она почувствовала боль от потери талантливого коллеги-криптографа. Мрачный голос Стратмора вывел ее из задумчивости. - Единственный луч надежды во всей этой печальной истории - то, что Танкадо путешествовал .
СЛЕДОПЫТ ОТКЛЮЧЕН Следопыт отключен. У нее даже перехватило дыхание. Почему. Сьюзан охватила паника. Она быстро проверила отчет программы в поисках команды, которая могла отозвать Следопыта, но ничего не обнаружила. Складывалось впечатление, что он отключился сам по. Сьюзан знала, что такое могло произойти только по одной причине - если бы в Следопыте завелся вирус.
Я человек, - подумал. И с ироничной усмешкой вспомнил: - Без воска. Беккер стоял с закрытыми глазами, а человек в очках в металлической оправе приближался к. Где-то неподалеку зазвонил колокол. Беккер молча ждал выстрела, который должен оборвать его жизнь.
В куполе нет света.
Личный помощник директора отказывался верить ее словам. - Никогда не слышал об. - Никто не слышал.
Но нам известно, где. - И вы не хотите ничего предпринять. - Нет. Он подстраховался - передал копию ключа анонимной третьей стороне на тот случай… ну, если с ним что-нибудь случится. Это можно было предвидеть, - подумала Сьюзан.
Беккер достал из кармана бумажник. - Конечно, я буду счастлив тебе заплатить. - И он начал отсчитывать купюры. Глядя, как он шелестит деньгами, Меган вскрикнула и изменилась в лице, по-видимому ложно истолковав его намерения.
Идемте, мисс Флетчер, - сказал Фонтейн и прошел .