This document summarizes a PBL presentation on issues and challenges in integrating ICT in teaching and learning in Malaysian schools. It outlines several facts, ideas, learning issues, and proposed action plans. For example, it notes that students in rural areas have difficulty practicing ICT skills at home due to lack of access. It also discusses the need for teachers to continuously upgrade their ICT skills through collaboration, online resources, and government training programs. Suggested actions include providing rural students access to ICT facilities and ensuring stable electricity in rural areas.
Presentation on ICT for Education – Successful Integration with Open Education Resources OERs. Looks at what is necessary and should be in place for ICT Integration to be successful in the education system.
PROPOSAL ISATT 2013
Sub division: 21st century learning
Capacity building for ICT integration in secondary schools in Kenya:
An exploratory case study
Jo Tondeur, Don Krug, Mike Bill, Maaike Smulders & Zhu Chang
Introduction and objectives
The demands of the 21st century dictate that learners should be equipped with requisite skills to competently engage and perform in the new information age. These skills commonly referred to as 21st century skills include inter-alia; critical thinking, problem solving, collaboration, creativity and communication (Voogt & Pareja, 2012). When the learning opportunities presented by Information Communication Technology (ICT) are well utilized, they have a great potential to develop 21st century skills (Selwyn, 2007). In view of the above, the Kenyan Ministry of Education expects ICT to be widely deployed for teaching and learning in primary and secondary schools across Kenya (see Quality Education and Training for Vision 2030). However, a simple placement of hardware and/or software will not make ICT integration naturally follow (Earle, 2002). One of the key failures of many past programs in Africa – and the rest of the world - was that schools were provided with equipment but with little or no support for teachers’ professional development, national and local ICT policies, and/or community involvement (Agyei & Voogt, 2011).
Clearly, the primary factor that influences the effectiveness of learning is not the availability of ICT, but the capacity to integrate of ICT in the different subject areas, the scope of the current study. This study investigates a professional development program that provides not only support to equip secondary schools in Kenya with ICT. The VVOB program was designed from a school improvement point of view to support the process of capacity building for ICT integration in the curriculum. It built upon teachers’ existing practices and facilities their reflection of an inquiry into these practices (see Lim, Tondeur, Nastiti, & Paragan, 2010). The school would be a collaborative community to create engaging content that would be shared and assessed (cf. Arntzen & Krug, 2011). We aim to gain insight into whether and how this program affects secondary school teachers and practices regarding the educational use of ICT.
Method
A case study was conducted in four pilot schools - with no previous ICT investments - to examine the process of capacity building for ICT-integration in the context of secondary education in Kenya. Based on a mixed method research approach, this study aims to critically evaluate the prospects and challenges through the lens of stakeholders at the different aggregation levels: policy makers (macro level), district managers, principals, and ICT coordinators (school level), and teachers and pupils at the micro level.
Presentation on ICT for Education – Successful Integration with Open Education Resources OERs. Looks at what is necessary and should be in place for ICT Integration to be successful in the education system.
PROPOSAL ISATT 2013
Sub division: 21st century learning
Capacity building for ICT integration in secondary schools in Kenya:
An exploratory case study
Jo Tondeur, Don Krug, Mike Bill, Maaike Smulders & Zhu Chang
Introduction and objectives
The demands of the 21st century dictate that learners should be equipped with requisite skills to competently engage and perform in the new information age. These skills commonly referred to as 21st century skills include inter-alia; critical thinking, problem solving, collaboration, creativity and communication (Voogt & Pareja, 2012). When the learning opportunities presented by Information Communication Technology (ICT) are well utilized, they have a great potential to develop 21st century skills (Selwyn, 2007). In view of the above, the Kenyan Ministry of Education expects ICT to be widely deployed for teaching and learning in primary and secondary schools across Kenya (see Quality Education and Training for Vision 2030). However, a simple placement of hardware and/or software will not make ICT integration naturally follow (Earle, 2002). One of the key failures of many past programs in Africa – and the rest of the world - was that schools were provided with equipment but with little or no support for teachers’ professional development, national and local ICT policies, and/or community involvement (Agyei & Voogt, 2011).
Clearly, the primary factor that influences the effectiveness of learning is not the availability of ICT, but the capacity to integrate of ICT in the different subject areas, the scope of the current study. This study investigates a professional development program that provides not only support to equip secondary schools in Kenya with ICT. The VVOB program was designed from a school improvement point of view to support the process of capacity building for ICT integration in the curriculum. It built upon teachers’ existing practices and facilities their reflection of an inquiry into these practices (see Lim, Tondeur, Nastiti, & Paragan, 2010). The school would be a collaborative community to create engaging content that would be shared and assessed (cf. Arntzen & Krug, 2011). We aim to gain insight into whether and how this program affects secondary school teachers and practices regarding the educational use of ICT.
Method
A case study was conducted in four pilot schools - with no previous ICT investments - to examine the process of capacity building for ICT-integration in the context of secondary education in Kenya. Based on a mixed method research approach, this study aims to critically evaluate the prospects and challenges through the lens of stakeholders at the different aggregation levels: policy makers (macro level), district managers, principals, and ICT coordinators (school level), and teachers and pupils at the micro level.
A National ICT Competency Framework for Student TeachersJeroen Bottema
As emerging technologies provide access to the new resources in society, teachers’ roles need to transform to cater to individual students’ learning preferences. As a result, adequate ICT training for student teachers should provide technology rich experiences throughout the whole program. The Ministry of Education, Culture and Science, and several other Dutch educational partners, have delineated an ICT Competency Framework for student teachers, which they would like to see each institution adopt as the pre-eminent agenda for improving student teachers’ ICT knowledge and skills. This National ICT Competency Framework was developed based on broad comparative research on current educational trends and practices in a global context by a workgroup and review group consisting of educational professionals and ICT experts. This presentation addresses and discusses the National ICT Competency Framework consisting of four different domains (attitude, basic digital skills, digital media and information literacy, and pedagogical practice), and issues concerning its implementation.
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I deeply understand the problems that the Primary school teachers and their pupils experience in the education process, they always find it hard relating I.C.T with education today. I realized that it is necessary to lay integration guidelines to secure their pupil’s education.Lets Embrace I.C.T, Togather we can.
A National ICT Competency Framework for Student TeachersJeroen Bottema
As emerging technologies provide access to the new resources in society, teachers’ roles need to transform to cater to individual students’ learning preferences. As a result, adequate ICT training for student teachers should provide technology rich experiences throughout the whole program. The Ministry of Education, Culture and Science, and several other Dutch educational partners, have delineated an ICT Competency Framework for student teachers, which they would like to see each institution adopt as the pre-eminent agenda for improving student teachers’ ICT knowledge and skills. This National ICT Competency Framework was developed based on broad comparative research on current educational trends and practices in a global context by a workgroup and review group consisting of educational professionals and ICT experts. This presentation addresses and discusses the National ICT Competency Framework consisting of four different domains (attitude, basic digital skills, digital media and information literacy, and pedagogical practice), and issues concerning its implementation.
Educational Technology 2 presentation a brief outlie of the lesson under the course EDTECH 2 this will serve as simple guide for students who are taking this course.
I deeply understand the problems that the Primary school teachers and their pupils experience in the education process, they always find it hard relating I.C.T with education today. I realized that it is necessary to lay integration guidelines to secure their pupil’s education.Lets Embrace I.C.T, Togather we can.
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3. FACTS IDEAS L ARNING ISSUE
E S ACTION P AN
L
•Problem and •Students in rural area •Why students in rural •Search on the internet
challenges arises by cannot practice at their area cannot practice at that has valid information
stakeholders in home. their home? about the rapid changing
integrating ICT. •Different student’ s need, •How different student’ s of technologies around
interest and language need, interest and us, ICT applications on
•Ministry Of barrier. language barrier affect teaching and learning,
Education invested a •Teacher professional teaching and learning by etc.
huge effort in development should have using ICT?
development of ICT. skills in using ICT with •What are the skills and
particular application. knowledge that the
teachers acquire in
integrating ICT in
teaching and learning?
4. FACTS IDEAS L ARNING ISSUE
E S ACTION P AN
L
• Teachers need to • How to continuously
continuously upgrade upgrade teacher’ s
their skills and must skills in ICT?
have all the • How to boost up
knowledge for the teachers confidence
content. and competence in
• Lack of teacher integrating ICT?
confidence and • What is the
competence. preparation to face
• Teacher resistance to the rapid change of
change their technology?
traditional teaching
approaches.
5. •Rapid change of • How to decrease cost when
technology. there is technical problem
•Increase operating occurred such as software
costs and hardware failure?
•Maintenance of • How to make sure ICT
hardware and software. components always in
•Lack of inadequate adequate quantity, and
technical support for school always have enough
ICT projects. space for ICT project?
• What government should do
to make sure
students/teachers in rural
area can apply ICT skill?
6. W hat are the skills and knowledge that
the teachers acquire in integrating ICT in
teaching and learning?
• Basic skills of ICT.
• Knowledge about ICT-pedagogy integration.
• Knows how to select appropriate ICT tools.
• Knowledge on how to use developed
educational software.
• Teachers should have proficiency in English.
7. H to continuously upgrade teacher’s
ow
skills in ICT?
• Teacher share information with their
colleagues and exchange information
regarding the latest technologies and way to
integrate ICT in classroom.
• A number of the websites may help learners to
learn about some ICT applications.
• Teachers can have on-line interactive
multimedia educational websites to assist
them.
8. H to boost up teachers confidence and
ow
competence in integrating ICT ?
• Teachers need to have visions of the technologies
potential, given opportunities to apply them,
training, support, and time to experiment.
• Teachers among themselves should shows
positive attitude towards the implementation of
ICT in teaching and learning.
• Government can provide a variety of teacher
trainer training methods, ranging from face-to-
face workshops to online self study programs.
9. Why students in rural area cannot
practice at their home?
• In rural area, some of the student’ s family do
not have computer and Internet service in
their house because they do not afford to buy
it.
• Cause students to forget about what they have
learned in school.
• Ministry of Education can provide facilities for
students in rural area to practice it.
10. How different student’ s need, interest and language
barrier affect teaching and learning by using ICT?
• Some students do not interest in using ICT in
their learning such as building blog to publish
their homework because they feel difficult and
requires a lot of time.
• The computer system is mainly in English
causes some students that not fluent in English
not skill enough to use it.
• Encouraged campaign on ICT-based project to
attract students interest.
11. W hat is the preparation to face the rapid
change of technology?
• Forward planning with the help of industry
leaders is essential to predict the future trends
of technology.
• School need to encourage every student to
have at least the basic knowledge of ICT in
order to avoid drop out in technology.
12. H to decrease cost when there is technical
ow
problem occurred such as software and
hardware failure?
• Every school needs to do maintenance
occasionally
• Train students especially to those who take
engineering and vocational courses to be a
member of Cyber Brigades to do small technical
maintenance works.
• Rarely go to the computer service and technical
centre.
13. H to make sure ICT components always in
ow
adequate quantity, and school always have
enough space for ICT project?
• Efforts by the government agencies, NGO,
corporate organization and individuals to donate
to as many schools as possible are welcome.
• Government should give continuous supply of
ICT components to the school and monitor their
use.
• School should provide a special building for ICT
class.
14. W hat government should do to make sure
students/
teachers in rural area can apply
ICT
skill?
• The Federal Ministry of Mines and Power
should work towards stabilizing electricity
supply in rural areas.
• Rural areas should also have procurement of
generator to supplement electricity supply.