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Information Communication Tools (bingimlas) - Coggle Diagram
Information Communication Tools (bingimlas)
Benefits
provide opportunities for students to learn to operate in an information age
can help teachers enhance their pedagogical practice, they can also assist students in their learning. Technologies can play a role in student skills, motivation (increases motivation) , and knowledge.
encouragement of communication and collaboration
It is always successful?
it varies from curriculum to curriculum, place to place, and class to class, depending on the ways in which it is applied.
Can they replace normal classroom teaching?
they cannot replace normal classroom teaching. It can be used to provide new, authentic, interesting, motivating, and successful educational activities.
Barriers to integration of ICT into education
teacher-level barriers relate to the individual
lack of teacher confidence
teachers’ fear of failure caused a lack of confidence. Limitations in teachers’ ICT knowledge make them feel anxious about using ICT in the classroom and thus not confident to use it in their teaching.
Feel anxious about using it in front of a class of children who perhaps know more than they do. influence teachers’ motivation to use ICT in the classroom.
Teachers who have confidence in ICT identify that technologies are helpful in their teaching and personal work and they need to extend their use further in the future.
Lack of teacher competence
many teachers lacked the knowledge and skills to use computers and were not enthusiastic about the changes and integration of supplementary learning associated with bringing computers into their teaching practices
linked to lack of training, time and technical support. The lack of training in the use of modern technology in the classroom helps to invrease the teachers efficiency in using ICT in education effectively, self training is also important to increase competence and improve ICT use
resistance to change and negative attitudes
ntegrating the new technologies into educational settings requires change and different teachers will handle this change differently. Teachers’ beliefs influence what they do in classrooms. Their understanding of how these technologies will benefit their teaching and their students’ learning. Teachers who are not using new technology such as computers in the classroom are still of the opinion that the use of ICT has no benefits or unclear benefits
integrate ICT into teaching and learning have some difficulties. These difficulties are known as
barriers
- it is any condition that makes it difficult to make progress or to achieve and objective (Worldnet 1997)
Teachers should be open minded towards new approaches of teaching
teachers should be conviced of the importance of using ICT in the classroom. Then, they should be provided with access to resources. After that. teachers need to be able to use these resources successfully. Access to ICT and the ability to use it cannot be possible without sufficient time, effective training and and technical support
school-level barriers relate to the institution
Lack of time
teachers will make little use of technologies because they do not have enough time. They had to plan technology lessons, explore the different internet sites or look at various aspects of educational software. There is not enough time to accomplish plans.
Lack of effective training
there were not enough training opportunities for teachers in the use of ICTs in a classroom environment. Providing pedagogical training for teachers, rather than simply training them to use ICT tools, it is an important issue. They just knew how to run a computer and set up a printer not know how to use ICT in their classrooms. Training programmes do not focus on teachers’ pedagogical practices in relation to ICT but on the development of ICT skills. It is needed for teachers to develop appropriate skills, knowledge, and attitudes regarding the effective use of computers to support learning by their students. Inappropriate training leads to teachers being neither sufficiently confident to carry out full integration of ICT in the classroom.
Lack of accessibility
lack of access to resources, including home access. It is not always merely due to the non-ability of the hardware and software. A number of factors such as the poor organization of resources, poor quality hardware, inappropriate software, or lack of personal access for teachers. Insufficient numbers of computers, internet access
close
related to lack of time
there may be technical equipment available but there is no time for the teacher to operate and review those techniques, the time available during the class lesson is insufficient -
related to
the lack of teacher training.
Educational technological materials may be available in schools but teachers cannot use them because of a lack of pedagogical or skill-related (practical) training in how to use these ICT resources. Also it may be that the lack of access to resources leads to a reduction in training opportunities
Lack of technical support
these technical barriers included waiting for websites to open, failing to connect to the internet, printers not printing, malfunctioning computers and teachers having to work on old computers. making the lesson or the pace of the lesson lose the natural flow of the classroom activity. Discourage teachers from using ICT in their teaching because of the fear of equipment breaking down during a lesson. Need for a technician and if one is not available the lack of technical support can be an obstacle
it is difficult to classify the barriers into groups and think about the barriers in entirely separate categories
Possible implications for schools and teachers for the integration of ICT into education
lack of access
schools
provide ICT resources
teachers
take advantage of resources offered at schools
access to ICT resources at home
resistance to change
Schools
training in new pedagogical approaches
teachers
being open minded towards new ways of teaching
lack of time
teachers
acquire skills of self-organisation and time arrangements
schools
provide sufficient time: reduce the number of teacher lessons or increase the daily lesson time
lack of training
schools
provide training courses in dealing with the new devices, modern technologies, and new pedagogical approaches
teachers
prepare themselves by self-training
taking up opportunities for training offered at schools
know how to access to resources
lack of technical support
schools
Provided continued technical support
teachers
rely on themselves to be able to solve problems in their use of ICT
Access available support