The document discusses obstacles to using ICT effectively in education, including implementation failure and lack of teacher support. Implementation often fails due to a lack of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum, and insufficient planning, leadership, resources and access. Teacher support is also lacking due to poor teaching conditions, a need for ongoing training and support to develop technological skills, and accountability measures that don't allow sufficient time for changes. When implemented successfully with adequate teacher support, ICT has the potential to transform teaching and learning from a transmission model to a more constructivist approach.
The document discusses obstacles to effectively integrating information and communication technologies (ICT) into education. It identifies two major obstacles: implementation failure and lack of teacher support. Implementation often fails when initiatives do not originate from or are not shared with teachers. It also fails when objectives do not align between policies and teachers or when sufficient resources and leadership are not provided. A lack of teacher support also hinders integration, including inadequate training, skills development or consideration of teaching conditions. When these obstacles are addressed, ICT has the potential to transform learning by shifting approaches from transmission to construction of knowledge.
This document discusses the use of information and communication technologies (ICT) in education. It identifies two major obstacles to effective ICT integration: 1) implementation failure and 2) lack of teacher support. Implementation can fail when there is no shared vision between policymakers and teachers, a mismatch between technology initiatives and curriculum objectives, insufficient planning and leadership, and a lack of access to resources. Teachers also lack support through inadequate teaching conditions, a need for continuous training to develop technological skills, and a lack of accountability that allows time for changes to take effect. Overall, effective ICT integration requires a shared vision, adequate resources, ongoing teacher support through training and collaboration, and sufficient time for changes in teaching practices.
Teachers, students, and policymakers debate the effective integration of technology into education. While access to technology has increased, successful implementation and teacher support have proven difficult due to a lack of shared vision, variances in objectives between initiatives and teachers, and insufficient resources and training. For technology integration to succeed, initiatives must be developed collaboratively with clear goals, adequate equipment and support, and opportunities for professional development that allow teachers to experiment and support constructivist approaches to teaching and learning with technology.
This document discusses obstacles to effectively using information and communication technology (ICT) as a teaching and learning tool. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to an absence of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum goals, and lack of proper planning and leadership. Lack of teacher support also hinders effective technology integration due to inadequate teaching conditions, lack of technological skills among teachers, and insufficient accountability measures. The document provides recommendations to address these obstacles, such as developing shared goals, providing teacher support and training, and allowing time for teachers to experiment with technology.
The document discusses the use of information and communication technologies (ICT) as teaching and learning tools. It identifies two major obstacles to effectively integrating technology into education: implementation failure and lack of teacher support. Implementation failure can result from an absence of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum goals, and lack of proper planning, leadership, access to resources, and remedies like sufficient training and professional development. Lack of teacher support also hinders effective integration, as teachers require adequate conditions, skills training, collaboration time, and accountability structures that allow for changes to take time. When these obstacles are addressed, ICT has the potential to transform teaching and learning through more collaborative and constructivist approaches.
ICT and the changing role of the teacherSteve Wheeler
This document discusses the changing role of teachers with the introduction of information and communication technologies (ICT) in schools. It explores how ICT affects teaching and learning by promoting collaborative and autonomous learning. The introduction of ICT raises questions about the nature of teaching and requires teachers to acquire new skills. The document evaluates uses of ICT in US and UK schools, finding that ICT allows for shared resources and learning spaces. It concludes that ICT will continue to change teaching practices and the role of teachers.
This document is Marshelly Lumagui's portfolio on educational technology. It contains sections on Marshelly as a student, an introduction to educational technology, significant learnings from educational technology courses 1 and 2, and how educational technology has changed Marshelly. The portfolio emphasizes the importance of integrating technology effectively while not replacing the role of the teacher. It highlights how educational technology has helped Marshelly improve instructional material design and realize the value of student-centered learning approaches.
The document discusses strategies for integrating technology into English education classrooms. It defines technology integration as using technology as an instructional tool to deliver curriculum content. It provides several models for technology integration and discusses barriers that teachers face in integrating technology. It also provides examples of technologies that can be used in the classroom and strategies to encourage higher levels of teacher technology integration, such as developing a clear vision, building professional learning networks, investing in professional development, and developing a reflective practice.
The document discusses obstacles to effectively integrating information and communication technologies (ICT) into education. It identifies two major obstacles: implementation failure and lack of teacher support. Implementation often fails when initiatives do not originate from or are not shared with teachers. It also fails when objectives do not align between policies and teachers or when sufficient resources and leadership are not provided. A lack of teacher support also hinders integration, including inadequate training, skills development or consideration of teaching conditions. When these obstacles are addressed, ICT has the potential to transform learning by shifting approaches from transmission to construction of knowledge.
This document discusses the use of information and communication technologies (ICT) in education. It identifies two major obstacles to effective ICT integration: 1) implementation failure and 2) lack of teacher support. Implementation can fail when there is no shared vision between policymakers and teachers, a mismatch between technology initiatives and curriculum objectives, insufficient planning and leadership, and a lack of access to resources. Teachers also lack support through inadequate teaching conditions, a need for continuous training to develop technological skills, and a lack of accountability that allows time for changes to take effect. Overall, effective ICT integration requires a shared vision, adequate resources, ongoing teacher support through training and collaboration, and sufficient time for changes in teaching practices.
Teachers, students, and policymakers debate the effective integration of technology into education. While access to technology has increased, successful implementation and teacher support have proven difficult due to a lack of shared vision, variances in objectives between initiatives and teachers, and insufficient resources and training. For technology integration to succeed, initiatives must be developed collaboratively with clear goals, adequate equipment and support, and opportunities for professional development that allow teachers to experiment and support constructivist approaches to teaching and learning with technology.
This document discusses obstacles to effectively using information and communication technology (ICT) as a teaching and learning tool. It identifies two major culprits that create obstacles: implementation failure and lack of teacher support. Implementation failure can occur due to an absence of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum goals, and lack of proper planning and leadership. Lack of teacher support also hinders effective technology integration due to inadequate teaching conditions, lack of technological skills among teachers, and insufficient accountability measures. The document provides recommendations to address these obstacles, such as developing shared goals, providing teacher support and training, and allowing time for teachers to experiment with technology.
The document discusses the use of information and communication technologies (ICT) as teaching and learning tools. It identifies two major obstacles to effectively integrating technology into education: implementation failure and lack of teacher support. Implementation failure can result from an absence of a shared vision between policymakers and teachers, variances in objectives between technology initiatives and curriculum goals, and lack of proper planning, leadership, access to resources, and remedies like sufficient training and professional development. Lack of teacher support also hinders effective integration, as teachers require adequate conditions, skills training, collaboration time, and accountability structures that allow for changes to take time. When these obstacles are addressed, ICT has the potential to transform teaching and learning through more collaborative and constructivist approaches.
ICT and the changing role of the teacherSteve Wheeler
This document discusses the changing role of teachers with the introduction of information and communication technologies (ICT) in schools. It explores how ICT affects teaching and learning by promoting collaborative and autonomous learning. The introduction of ICT raises questions about the nature of teaching and requires teachers to acquire new skills. The document evaluates uses of ICT in US and UK schools, finding that ICT allows for shared resources and learning spaces. It concludes that ICT will continue to change teaching practices and the role of teachers.
This document is Marshelly Lumagui's portfolio on educational technology. It contains sections on Marshelly as a student, an introduction to educational technology, significant learnings from educational technology courses 1 and 2, and how educational technology has changed Marshelly. The portfolio emphasizes the importance of integrating technology effectively while not replacing the role of the teacher. It highlights how educational technology has helped Marshelly improve instructional material design and realize the value of student-centered learning approaches.
The document discusses strategies for integrating technology into English education classrooms. It defines technology integration as using technology as an instructional tool to deliver curriculum content. It provides several models for technology integration and discusses barriers that teachers face in integrating technology. It also provides examples of technologies that can be used in the classroom and strategies to encourage higher levels of teacher technology integration, such as developing a clear vision, building professional learning networks, investing in professional development, and developing a reflective practice.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
This document discusses the role of information and communication technology (ICT) in commerce education at the higher secondary level in India. It outlines how ICT can enhance teaching and learning processes by making information more accessible and motivating for students. ICT allows for more flexible delivery of education and learner-centered approaches. When integrated effectively, ICT is shown to improve student engagement, academic performance, and development of skills needed for future careers. Commerce teachers are encouraged to utilize ICT tools like e-learning, internet resources, PowerPoint presentations, and interactive CD-ROMs to support instruction.
The document provides an overview of educational technology. It discusses educational technology as integrating technology into teaching and learning, which involves a deeper understanding of computers and hands-on application of computer skills. The aims of educational technology are to infuse technology into student teacher training to help them adapt to technological changes. The document also discusses basic concepts of integrating technology, such as different levels of integration from simple to more complex uses. It provides examples of how technology can be used in the teaching and learning process.
The research paper discussed ICT impact on schools, through discussing its impact on teachers and students, and their general attitudes towards use of ICT in their classroom and as a medium of teaching and learning. The majority of the research indicated that the use of ICT was fruitful; its implementation raised the motivation of the students towards learning through breaking the conventional methods of teaching. Moreover, some of the studies showed that the student's rates of success, and that their participation improved, in addition to advancement in their computer skills and most importantly, their achievement. The use of ICT in schools is challenging and requires careful planning since the new generations have advanced skills in most of the new technological innovations, which threatens the educational process through using the ICT provided at schools for purposes beyond learning and teaching.
The role of the teacher in the use of ictChris Kwei
This document discusses the role of teachers in using information and communication technologies (ICT) in the classroom. It addresses how ICT is changing pedagogy and the skills teachers need to be effective in ICT-based learning environments. The document examines experiences using ICT in UK and US schools, how ICT enables shared resources and collaborative learning. It argues that ICT will change the role of teachers from directors of learning to facilitators, and explores emerging ICT applications and their potential impacts on education.
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
The document discusses criteria for successful integration of information and communication technologies (ICT) in education. It notes that while ICT integration aims to improve learning, research findings are inconclusive on its actual benefits. Several challenges are identified, including a lack of guidance on curriculum integration and teacher training. The document concludes that activities using ICT should focus on constructivist learning, collaboration, and flexible access to information to promote higher-order thinking skills.
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
This document defines computer-based instruction (CBI) as an interactive instructional approach where the computer takes the place of an instructor by providing stimuli and feedback to students. CBI uses methods like tutorials, drills, games, and simulations. It has advantages like allowing self-paced learning, providing interesting and individualized feedback. However, barriers to its implementation in schools include lack of funding, training, time, access at home, and supportive policies. While some teachers have innovated with technology, others avoid it, and professional development is needed to address both how and why to integrate information and communication technology (ICT) in teaching and learning.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on both students and teachers when integrated meaningfully into the curriculum. It leads to improved academic performance, as seen through higher test scores. It also enhances meaningful learning when used for real-world simulations and applications, rather than just drill-and-practice. For learning to be meaningful, students must see relationships between new concepts and their prior knowledge. The document also notes that technology is most effective when teachers shift to a more student-centered approach in their instructional practices.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
The document discusses the ongoing challenges of integrating technology meaningfully in K-12 classrooms. It outlines that while technology has changed how classrooms operate, teachers often struggle to use technology in ways that enhance learning. One of the biggest inhibitors is lack of time for teachers to learn technology and how to apply it to their curriculum. The document proposes using curriculum mapping to help teachers better understand what students need to learn, which could then help teachers integrate technology as a tool to support student inquiry and engagement.
This document discusses the impact of technology in education. It finds that technology has positive effects on academic performance, meaningful learning, and students with learning disabilities when integrated properly. It provides examples of how technology improves standardized test scores and problem solving skills. The document also explores applications of technology like productivity tools and how they allow independent learning. It concludes that technology enhances education when applied to learners' lives and recommends further research on educational technology.
1. The document discusses the use of information and communication technology (ICT) in education, particularly its integration into the teaching and learning process at higher secondary schools.
2. ICT is changing the roles of teachers and students, with learning becoming more student-centered and both taking on co-learner roles. ICT provides alternative knowledge sources, allowing teachers to focus on enhancing learning.
3. The document outlines several benefits of using ICT in teaching, including motivating students, allowing access to information anytime and from anywhere, facilitating higher-order thinking skills, and enabling greater teacher-student interaction and flexibility.
The document discusses the impact of information and communication technologies (ICT) in education across several areas:
1) ICT has positively impacted learning processes and student achievement, though more rigorous research is still needed.
2) ICT integration has enhanced communication skills and allowed for asynchronous teaching approaches. It has also changed the role of teachers to more of mentors.
3) The interactive use of ICT between students, teachers, and parents has shown benefits to math learning outcomes for students. ICT also allows for teacher self-improvement through professional development opportunities.
The document discusses the use of technology in Greek education. It finds that while Greek schools now all have internet access and students are developing digital literacy, many teachers still lack confidence and competence with technology. Some teachers feel overwhelmed by other educational initiatives and view learning technology as a low priority. As a result, technology is getting between students and teachers as students' technology skills often surpass teachers'. The document recommends an extensive teacher education program to help teachers embrace new roles using technology, learn how to integrate it effectively in classes, and overcome beliefs holding them back from keeping pace with students in the digital age.
1) Teachers will need to adapt to rapid changes in technology and integrate new methods and technologies like ICT into the classroom.
2) The introduction of ICT into classrooms will have a long term impact on pedagogy and the teaching/learning process by changing the nature of motivation to learn.
3) For teachers to be effective in technology-based learning environments, they will need to acquire new skills to make use of technologies like using networked computing facilities that allow students to communicate and share work.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
This document discusses the role of information and communication technology (ICT) in commerce education at the higher secondary level in India. It outlines how ICT can enhance teaching and learning processes by making information more accessible and motivating for students. ICT allows for more flexible delivery of education and learner-centered approaches. When integrated effectively, ICT is shown to improve student engagement, academic performance, and development of skills needed for future careers. Commerce teachers are encouraged to utilize ICT tools like e-learning, internet resources, PowerPoint presentations, and interactive CD-ROMs to support instruction.
The document provides an overview of educational technology. It discusses educational technology as integrating technology into teaching and learning, which involves a deeper understanding of computers and hands-on application of computer skills. The aims of educational technology are to infuse technology into student teacher training to help them adapt to technological changes. The document also discusses basic concepts of integrating technology, such as different levels of integration from simple to more complex uses. It provides examples of how technology can be used in the teaching and learning process.
The research paper discussed ICT impact on schools, through discussing its impact on teachers and students, and their general attitudes towards use of ICT in their classroom and as a medium of teaching and learning. The majority of the research indicated that the use of ICT was fruitful; its implementation raised the motivation of the students towards learning through breaking the conventional methods of teaching. Moreover, some of the studies showed that the student's rates of success, and that their participation improved, in addition to advancement in their computer skills and most importantly, their achievement. The use of ICT in schools is challenging and requires careful planning since the new generations have advanced skills in most of the new technological innovations, which threatens the educational process through using the ICT provided at schools for purposes beyond learning and teaching.
The role of the teacher in the use of ictChris Kwei
This document discusses the role of teachers in using information and communication technologies (ICT) in the classroom. It addresses how ICT is changing pedagogy and the skills teachers need to be effective in ICT-based learning environments. The document examines experiences using ICT in UK and US schools, how ICT enables shared resources and collaborative learning. It argues that ICT will change the role of teachers from directors of learning to facilitators, and explores emerging ICT applications and their potential impacts on education.
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
The document discusses criteria for successful integration of information and communication technologies (ICT) in education. It notes that while ICT integration aims to improve learning, research findings are inconclusive on its actual benefits. Several challenges are identified, including a lack of guidance on curriculum integration and teacher training. The document concludes that activities using ICT should focus on constructivist learning, collaboration, and flexible access to information to promote higher-order thinking skills.
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
This document defines computer-based instruction (CBI) as an interactive instructional approach where the computer takes the place of an instructor by providing stimuli and feedback to students. CBI uses methods like tutorials, drills, games, and simulations. It has advantages like allowing self-paced learning, providing interesting and individualized feedback. However, barriers to its implementation in schools include lack of funding, training, time, access at home, and supportive policies. While some teachers have innovated with technology, others avoid it, and professional development is needed to address both how and why to integrate information and communication technology (ICT) in teaching and learning.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on both students and teachers when integrated meaningfully into the curriculum. It leads to improved academic performance, as seen through higher test scores. It also enhances meaningful learning when used for real-world simulations and applications, rather than just drill-and-practice. For learning to be meaningful, students must see relationships between new concepts and their prior knowledge. The document also notes that technology is most effective when teachers shift to a more student-centered approach in their instructional practices.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
The document discusses the ongoing challenges of integrating technology meaningfully in K-12 classrooms. It outlines that while technology has changed how classrooms operate, teachers often struggle to use technology in ways that enhance learning. One of the biggest inhibitors is lack of time for teachers to learn technology and how to apply it to their curriculum. The document proposes using curriculum mapping to help teachers better understand what students need to learn, which could then help teachers integrate technology as a tool to support student inquiry and engagement.
This document discusses the impact of technology in education. It finds that technology has positive effects on academic performance, meaningful learning, and students with learning disabilities when integrated properly. It provides examples of how technology improves standardized test scores and problem solving skills. The document also explores applications of technology like productivity tools and how they allow independent learning. It concludes that technology enhances education when applied to learners' lives and recommends further research on educational technology.
1. The document discusses the use of information and communication technology (ICT) in education, particularly its integration into the teaching and learning process at higher secondary schools.
2. ICT is changing the roles of teachers and students, with learning becoming more student-centered and both taking on co-learner roles. ICT provides alternative knowledge sources, allowing teachers to focus on enhancing learning.
3. The document outlines several benefits of using ICT in teaching, including motivating students, allowing access to information anytime and from anywhere, facilitating higher-order thinking skills, and enabling greater teacher-student interaction and flexibility.
The document discusses the impact of information and communication technologies (ICT) in education across several areas:
1) ICT has positively impacted learning processes and student achievement, though more rigorous research is still needed.
2) ICT integration has enhanced communication skills and allowed for asynchronous teaching approaches. It has also changed the role of teachers to more of mentors.
3) The interactive use of ICT between students, teachers, and parents has shown benefits to math learning outcomes for students. ICT also allows for teacher self-improvement through professional development opportunities.
The document discusses the use of technology in Greek education. It finds that while Greek schools now all have internet access and students are developing digital literacy, many teachers still lack confidence and competence with technology. Some teachers feel overwhelmed by other educational initiatives and view learning technology as a low priority. As a result, technology is getting between students and teachers as students' technology skills often surpass teachers'. The document recommends an extensive teacher education program to help teachers embrace new roles using technology, learn how to integrate it effectively in classes, and overcome beliefs holding them back from keeping pace with students in the digital age.
1) Teachers will need to adapt to rapid changes in technology and integrate new methods and technologies like ICT into the classroom.
2) The introduction of ICT into classrooms will have a long term impact on pedagogy and the teaching/learning process by changing the nature of motivation to learn.
3) For teachers to be effective in technology-based learning environments, they will need to acquire new skills to make use of technologies like using networked computing facilities that allow students to communicate and share work.
Building a Raspberry Pi Robot with Dot NET 8, Blazor and SignalR - Slides Onl...Peter Gallagher
In this session delivered at Leeds IoT, I talk about how you can control a 3D printed Robot Arm with a Raspberry Pi, .NET 8, Blazor and SignalR.
I also show how you can use a Unity app on an Meta Quest 3 to control the arm VR too.
You can find the GitHub repo and workshop instructions here;
https://bit.ly/dotnetrobotgithub
Google Calendar is a versatile tool that allows users to manage their schedules and events effectively. With Google Calendar, you can create and organize calendars, set reminders for important events, and share your calendars with others. It also provides features like creating events, inviting attendees, and accessing your calendar from mobile devices. Additionally, Google Calendar allows you to embed calendars in websites or platforms like SlideShare, making it easier for others to view and interact with your schedules.
1. ICT as a Teaching and
Learning Tool
Group #2 Presentation
Gwen Coffin
Carlene Walter
John Brisebois
***All the information on the slides is automatic; therefore, just click between slides.
2. Coffin, Walter, and Brisebois 2
Obstacles to Using ICT Effectively
The use of ICT as an effective tool for student learning inspired a
growing debate among educators and policy makers.
Teachers, students, parents and many others with an interest in
technology integration frequently are overwhelmed by providing
and assessing quality technological instruction.
Although this outcry created many obstacles to the effective
integration of technology into educational programs, there are
two major culprits:
1. Implementation failure
2. Lack of teacher support
3. Coffin, Walter, and Brisebois 3
Implementation Failure:
Absence of a Shared Vision
Often, the impetus for a
technology initiative stems
from the educational policy
makers.
If this vision is not adequately
communicated to the
teacher, the success of this
technological initiative will
be in jeopardy.
Implementation of technology
into educational programs
fail when the initiatives do
not originate or are not
shared with the teachers.
4. Coffin, Walter, and Brisebois 4
Implementation Barriers:
Variances in Objectives
“… technology is integrated
when it is used in a
seamless manner to
support and extend
curriculum objectives and to
engage students in
meaningful learning. It is
not something one does
separately; it is part of the
daily activities taking place
in the classroom.”
Dias, L. (2001). Technology Integration. Learning and Leading with
Technology, 27 (3).
5. Coffin, Walter, and Brisebois 5
Implementation Failure:
Variances in Objectives
The initiative to incorporate technology effectively into
classroom instruction must begin with the curriculum
objectives. This ensures a consistent goal. A mismatch
between values of the teacher and the technology initiative
will cause an incorporation failure.
Infusing technology initiatives into
curricular standards allows teachers
to readily create meaningful learning
experiences for students and
increase technological literacy.
6. Coffin, Walter, and Brisebois 6
Implementation Failure:
Planning and Leadership
School divisions require tech planning and leadership in order
to ensure the success of integrating technological
initiatives. This involves the provision of clear goals and
a collaborative effort between the policy makers and all
educational stakeholders
Failure to provide sufficient inservicing or modeling of effective
technology usage will lead to unsuccessful implementation.
Integrating technology into the curriculum requires:
1. numerous professional development opportunities,
2. a shared vision, and
3. time for professional interaction and planning.
7. Coffin, Walter, and Brisebois 7
Implementation Failure:
Lack of Access and Resources
Successful tech programs and initiatives hinge on:
1. a clear vision and
2. the availability of the required technology.
Immense frustration and eventual abandonment of initiatives
occur if teacher are unable to access adequate technology.
This resource-intensive endeavor is
a continual process as technology
continues to evolve. Technology
must be continually upgraded,
support is readily available, and
there is a low student/computer
ratio.
8. Coffin, Walter, and Brisebois 8
Implementation Failure:
Remedies
1. As teachers, administrators, and policy makers develop a
unifying set of goals that links technology initiatives to
curricular goals, teachers are provided the sufficient time,
resources and opportunities to implement the use of
technology in the classroom.
2. During teachers’ investigation of their values and
instructional practices in regards to technology integration,
support is readily available. This includes professional
development opportunities and provision for professional
discourse.
3. Fostering a positive climate allows teachers to engage in
risk-taking and modify their beliefs of how students learn in
a technology advanced environment.
9. Coffin, Walter, and Brisebois 9
Lack of Teacher Support
Computer access and to other
forms of technology have
dramatically increased.
However, the level of classroom
utilization does not correlate
with this significant rise.
Despite improved access, several
factors prevent the effective integration
of technology into instruction.
These barriers stem from a lack of
teacher support.
10. Coffin, Walter, and Brisebois 10
Lack of Teacher Support:
Teaching Conditions
Technology initiatives can only be successful if they are compatible
with the conditions of teaching.
If inadequate computer access or if there is a high pupil/computer
ratio, teachers will be reluctant to employ technology as an
instructional tool.
The technology that is available must be reliable. Computers that
are outdated or frequently requiring repair will cause frustration
rather than a strong commitment to change.
The training of a teacher as a technical specialist is instrumental to
successful integration. As the specialist provides suggestions for
integration technology into the curriculum and instructional
activities, teachers understand how technology can be used as an
instructional tool across all disciplines.
11. Coffin, Walter, and Brisebois 11
Lack of Teacher Support:
Technological Skill of Teachers
Teachers require continuous support and training to
effectively integrate technology initiatives.
Successful technology integration involves the
allocation of time for teachers to experiment with
new technologies, collaborate with peers, and the
provision of professional development opportunities.
As teachers collaborate and plan lessons that
integrate technology, they reframe their perceptions
towards innovative technology implementation and,
ultimately, student achievement.
12. Coffin, Walter, and Brisebois 12
Lack of Teacher Support:
Accountability
If teachers are held immediately
responsible for changes that take time to
show results, the process will undoubtedly
fail.
• Significant changes to perspective and
pedagogy require time and support.
Exemplary technology use requires more
than access and training; it also involves
the support and mentorship to make the
vision clear and attainable.
13. Changes in Teaching and
Learning as a Result of ICT
It appears that major changes in the ways in which teachers
and learners view and practice teaching and learning may result
from the shift to using ICT.
Comments from a principal of a school in New Zealand that is “part of the government's
ICT contract which provides professional development over three years to a cluster of
schools in our city.”
“What has pleasantly surprised us is that the focus of this contract has been
on learning and teaching. … We have focused on thinking and how ICT can help us to
think…. Now that information and data is so easily attainable, children are
being taught to use it to solve a problem, complete a task or apply to
existing knowledge in a new way…. They can co-operatively work on a project with
children in another country who sleep while they are awake!”
(Ballantyne, H. message posted to Change Agency electronic mailing list, May 23, 2003)
14. Coffin, Walter, and Brisebois 14
From ICT in the schools - Government of the UK
ICT is used as a tool for whole-school improvement;
A hugely powerful medium for transforming teaching and learning
About the Mayo Demonstration School of Science and Technology, USA
“What is critical about the success of Mayo is not the use of technology
but the expectations of children and educators to work collaboratively.”
About the Apple Classrooms of Tomorrow project
• … broader implications for schooling became apparent. Meaningful use of technology in
schools, we realized, goes far beyond just dropping technology into classrooms. By the time
our sites were reporting new kinds of outcomes for students, we had witnessed what
amounted to a transformation of their learning cultures. For example, teachers' instructional
beliefs and practices underwent an evolution and we believed the improvement in students'
competencies to be a result of teachers' personal appropriation of the technology.
(Dwyer, 1994)
Changes in Teaching and Learning as a Result of ICT
(con’t)
15. Coffin, Walter, and Brisebois 15
It would seem that the shift is not just about technology. It’s about learning to work
collaboratively to construct meaning.
It’s a shift from a philosophy which supports a transmission
model of instruction
one which embraces constructivism, in which learners construct
their own knowledge out of their experiences.
Henry J. Becker (2000), used the 1998 national survey of teachers, Teaching Learning and
Computing, to examine Larry Cuban’s earlier assertion that computers are incompatible with the
requirements of teaching. He wondering if developments in technology might have made it
possible to use computers more effectively in the classroom. His findings stated:
that academic subject matter teachers who use computers most productively with
adequate resources tend to embrace a constructivist philosophy
that those who used computer regularly over a three-year period were twice as likely to
have made constructivist-oriented changes in their teaching practices and to be
more skilled at conducting parallel activities in the classroom.
He concluded that teachers are “creating classrooms where both they and their students are
engaged in authentic efforts at increased academic understanding.”
16. Coffin, Walter, and Brisebois 16
Dias and Atkinson (2001) describe the progress teachers
experience as they move through the stages of learning to use
technology finishing with reexamining beliefs about education,
their subject matter and themselves. They refer to the Apple
Classrooms of Tomorrow experiment in which teachers at the
final stage of integration of technology into curriculum moved
into “interdisciplinary project-based instruction, team teaching
and individually paced instruction (p. 4).
17. Coffin, Walter, and Brisebois 17
The Relationship of ICT and
Education
Many futurists view technology and education as a
symbiotic relationship.
Scott Reid (2002), Graham White (2003), Kathie Felix
(2003), Leila Henderson (2002), James Grylls (2001)
are just a few authors who envision an evolution in the
parasitic partnership between technology and
education today, to promise of a synergistic bond
between ICT and curriculum in the future.
Ebsco username: merrittbc
Ebsco password: inspire
18. Coffin, Walter, and Brisebois 18
What Do Teachers Believe to be
Their Role in the Future?
“Some teachers made the point that they
thought that “the main role of the teacher
[was] in helping students [to] learn” and
that was not going to change, but how that
objective is accomplished would change”
(Reid, 2001, para. 15).
19. Coffin, Walter, and Brisebois 19
What Do Teachers Believe
to be Their Role in the Future?
Teachers see their role evolving around character building
and teaching morals and ethics to students who are
spending time in front of a computer. One particular
teacher warned educators that schools were going to be
the only institution where youths would learn manners,
values and ethics (Reid, 2001, para. 17).
The ‘tech-generation’, who is graduating now, will acquire
powerful, decision-making positions in approximately 7
years. Their knowledge and abilities about using
technology will influence educational direction and result
in major innovations.
20. Coffin, Walter, and Brisebois 20
What Do Teachers Believe
to be Their Role in the Future?
The creation of a “virtual school where students would
not come to a brick-and-mortar facility but rather log on
to connect with teachers and other students” (Reid,
2001, para. 20). Teachers who are experts in certain
fields can also offer specific disciplines over the Internet
to numerous students in various countries.
21. Coffin, Walter, and Brisebois 21
What Do Teachers Believe
to be Their Role in the Future?
Some teachers believe that software programs, like
PowerPoint and other presentation programs, will have a
profound effect on student assignments and homework
projects.
One particular teacher wants students to take on more
responsibility concerning learning. Educators would become
less like a teacher and more like a facilitator.
The traditional physical structure of the classroom would be
reorganized. The desks and chalkboard at the front of the
class be removed; the new classroom would resembles a
library where students have the freedom to openly and
independently search for knowledge through access to
technology.
22. Coffin, Walter, and Brisebois 22
3 Questions to Ponder & Discuss
1. What have you
experienced in your own
work with regards to the
use of ICT? If you have
noted changes in your
own philosophy or
practice, please describe
them with reference to
the articles you/we have
read.
23. Coffin, Walter, and Brisebois 23
3 Questions to Ponder & Discuss
2. If implementation is successful and there is
adequate teacher support, does teacher
disposition and style of teaching play a role in
the success of ICT initiatives?
24. Coffin, Walter, and Brisebois 24
3 Questions to Ponder & Discuss
3. If a true partnership between education
and technology is inevitable, how do we,
as educational leaders, envision our
teaching environment in 5, 10, or 20 years
from now?
25. Coffin, Walter, and Brisebois 25
The End
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discussion in the appropriate location in
WebCT.
Thanks
for your
time.