1. Successful integration of ICTs in teaching requires more than just introducing technology - it requires transforming teaching practices through enabling conditions like ongoing professional development and support. 2. Teachers' pedagogical approaches and subject knowledge influence how they use ICTs, and effective ICT use depends on more than technical skills. It requires extensive planning and facilitating constructivist learning. 3. Factors like access to resources, time for skills development, administrative support, and functioning infrastructure are crucial enablers for teachers to optimize use of ICTs.

1. 2017
General
Universityof Johannesburg
1/1/2017
Use of ICT in the classroom

2. FOLDER ON DOCUMENTS THAT ANSWER
Teachers can collaborate on padlet and share ideas on how to address these
questionby clicking on this link https://padlet.com/mthembubeauty10/xxvkbiy3puwe
What do we know about successful pedagogical strategies utilizing
ICTs for teaching and learning?
Introducing technologyalone will not change the teachingand learningprocess The existence of
ICTs doesnottransformteacherpracticesinand of itself.However,ICTscanenable teachersto
transformtheirteacherpractices,givenasetof enablingconditions.Teachers’pedagogical practices
and reasoninginfluence theirusesof ICT, and the nature of teacherICTuse impactsstudent
achievement.
Teacherscan usingsome teachingblogs suchas https://teach.com/what/teachers-teach/teaching-
methods/ toenhance theirteachingstrategiesandknowledgeof ICT
The use of ICTs as presentationtools overheadandLCDprojectors,television,electronic
whiteboards,guided"web-tours",where studentssimultaneouslyview the same resourceson
computerscreens) isseentobe of mixedeffectiveness.While itmaypromote classunderstandingof
and discussionaboutdifficultconcepts(especiallythroughthe displayof simulations),suchusesof
ICTs can re-enforce traditional pedagogical practicesanddivertfocusfromthe contentof whatis
beingdiscussedordisplayedtothe tool beingutilized.
What is the role of the teacher when using ICTs for teaching and
learning
Teachers remaincentral to the learningprocess
A shiftinthe role of a teacherutilizingICTstothat of a facilitatordoesnotobviate the needfor
teachersto serve asleadersinthe classroom;traditional teacherleadershipskillsandpracticesare
still important(especiallythose relatedtolessonplanning,preparationandfollow-up).
Lessonplanning iscrucial whenusingICTs
Teacherlessonplanningisvital whenusingICTs;where little planninghasoccurred,researchshows
that studentworkisoftenunfocusedandcanresultinlowerattainment.
Teachers can also go to slide share to learn more about their role in
ICT by visiting this
https://www.slideshare.net/ChrisKwei/the-role-of-the-teacher-in-the-use-of-ict
How important are teachertechnical abilitiesandknowledge ofICTs?
PreparingteacherstobenefitfromICTuse isaboutmore than justtechnical skillsTeachertechnical
masteryof ICT skillsisa nota sufficientpreconditionforsuccessfulintegrationof ICTsinteaching.
'One-offtraining' isnot sufficient

3. Teachersrequire extensive,on-goingexposure toICTstobe able toevaluate andselectthe most
appropriate resources.However,the developmentof appropriate pedagogical practicesisseenas
more importantthat technical masteryof ICTs.
The use of technologyineverydayteachingandlearningactivitiesappearstobe more important
than specificinstructionin"computerclasses".Whilethe developmentof technologyskillsisseento
have a role in the teachingandlearningprocess,itismore importantasan enablerof otherteaching
and learningpractices,andnottooimportantinand of itself
Studentsare more sophisticatedin theiruse oftechnologythan teachers In some countries, there
appearsto be a greatdisconnectbetweenstudentknowledge andusage of ICTsthe knowledge and
abilitiesof teachertouse ICTs.This suggeststhatteacherinexperience andskilldeficienciesmay
oftenbe an importantfactorinhibitingthe effectivenessof ICTuse ineducationbystudents.
How teachers use ICTs is dependent on their general teaching styles
Typesof usage of ICTs correlate withteacherpedagogical philosophies.Teacherswhouse ICTsthe
most-- andthe mosteffectively-- are lesslikelytouse traditional 'transmission-method'
pedagogies.Teacherswhouse more typesof software tendtopractice more "constructivist"
pedagogies.
Teacherscoulduse the followingtoassessandteach theirlearnerstosave time andbe innovative
Padlet
Socrative
Websites
quiz
Teaching withICTs takes more time
IntroducingandusingICTsto supportteachingandlearningistime consumingforteachers,bothas
theyattemptto shiftpedagogical practicesandstrategiesandwhensuchstrategiesare used
regularly.Simplyput:TeachingwithICTstakesmore time (estimatesvaryonhow muchextratime is
requiredtocoverthe same material;10% isa commonestimate).
What role does teacherconfidence and motivationplay in ICT implementation?
Fewteachers are confidentusersof ICTs
Fewteachersare confidentinusingawide range of ICT resources,andlimitedconfidence affectsthe
waythe lessonisconducted.
Fear preventsmany teachers from usingICTs
In OECD countries,manyteachersstill fearusingICTs,andthusare reluctantto use themintheir
teaching.
ICTs motivate (some) teachers,at least at the start
At leastinitially,exposure toICTscan be an importantmotivationtool topromote andenable
teacherprofessionaldevelopment.

4. Incentivesmustbe developedtopromote effective teacherparticipationin continuing
professional development
Teachersrequire additional motivationandincentivestoparticipate activelyinprofessional
developmentactivities.A varietyof incentivescanbe used,includingcertification,professional
advancement,payincreases,paidtime off toparticipate inprofessional development,formal and
informal recognitionatthe school andcommunitylevelsandamongpeers,reducedisolation,and
enhancedproductivity.
Access to ICTs is the most significantfactor in whetherteachersuse them
The most significantfactorforcontinuingthe developmentof teachers’ICT-relatedskillsisforthem
to have regularaccessto functioningandrelevantICTequipment.
How important is teacher subject knowledge?
TEACHERS COULD ALSO DOWNLOAD MINDSET LEARN APP AND GAIN SUBJECT KNOWLEDGE
Teachers' subjectknowledge influenceshowICTsare used
The way ICT isusedin lessonsisinfluencedbyteacherknowledge abouttheirsubjects,andhow ICT
resourcescan be utilizedandrelatedtoit.
Teacher contentmastery and understandingof studentcomprehensionmake ICT use more
effective The evidence showsthatwhenteachersuse theirknowledge of boththe subjectandthe
waypupilsunderstoodthe subject,theiruse of ICThas a more directeffectonstudentachievement.
Exposure to new/additional informationvia ICTs isnot enough
The effectonattainmentisgreatestwhenpupilsare challengedtothinkandto questiontheirown
understanding,ratherthanonexposure tonew andadditional information.

5. ICTs can aid teacherself-learninginsubjectmatter
By providingaccesstoupdatedandadditional learningresources,ICTscanenable teacherself-
learninginhis/hersubjectarea.
How important isteacher professional developmentinICT integration?
On-goingteacher trainingand support iscritical to the successful utilizationof ICTs in education
Teachertrainingandprofessional developmentisseenasthe keydriverforthe successful usage of
ICTs ineducation.
Teacher professional developmentisa process,not an event
Traditional one-time teachertrainingworkshopshave not beenseenaseffective inhelpingteachers
to feel comfortableusingICTs,letalone inintegratingitsuccessfullyintotheirteaching.Discrete,
'one-off'trainingeventsare seenaslesseffective thanon-goingprofessional developmentactivities.
Introducing ICTs expandsthe needsforon-goingprofessional developmentofteachers
Effective ICTuse ineducationincreasesteachers’trainingandprofessionaldevelopmentneeds.
However,ICTscan be importanttoolstohelpmeetsuchincreasedneeds,byhelpingtoprovide
access to more andbettereducational content,aidinroutine administrativetasks,provide models
and simulationsof effectiveteachingpractices,andenable learnersupportnetworks,bothinface to
face and distance learningenvironments,andinreal time orasynchronously.
Training in assessmentmethodsisimportant
Professionaldevelopmentshouldinclude methodsforevaluatingandmodifyingpedagogical
practicesand expose teacherstoavarietyof assessmentmethods.
Effective professional developmentrequiressubstantial planning
A needsassessmentshouldprecedethe creationof andparticipationinteacherprofessional
developmentactivities,regularmonitoringandevaluationshouldoccurof these activities,and
feedbackloopsshouldbe established,if professionaldevelopmentistobe effective andtargetedto
the needsof teachers.
On-going,regularsupport for teachersis crucial
On-goingandregularsupportisessential tosupportteacherprofessional developmentandcan be
facilitatedthroughthe use of ICTs(inthe formof websites,discussiongroups,e-mailcommunities,
radioor televisionbroadcasts).
What are the enabling factors in ICT integration?
http://wiredspace.wits.ac.za/handle/10539/12267
A variety of changesmust be implementedtooptimize teacheruse of ICTs
Shiftingpedagogies,redesigningthe curriculumandassessment,andprovidingmore autonomyto
the schoolshelptooptimize the use of ICT.Withsufficientenablingfactorsinplace,teacherscan
utilize ICTsinas‘constructivist’amanneras theirpedagogical philosophieswouldpermit.
Functioningtechnical infrastructure is (obviously) crucial

6. Teachersmusthave adequate accessto functioningcomputers,andbe providedwithsufficient
technical support,if theyare to use ICTseffectively.
Introducing ICTs takes time
Adequate time mustbe allowedforteacherstodevelopnew skills,explore theirintegrationinto
theirexistingteachingpracticesandcurriculum, andundertake necessaryadditional lessonplanning,
if ICTs are to be usedeffectively.
Support from school administrationand the community can be important
Supportof school administratorsand,insome cases,the surroundingcommunity,forteacheruse of
ICTs isseenas critical if ICTsare to be usedat all,letalone effectively.Forthisreason,targeted
outreachto bothgroups isoftennecessaryif investmentsinICTstosupporteducationare to be
optimized.