smart school
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1. The document discusses challenges in integrating information and communication technology (ICT) into teaching and learning in schools, including lack of facilities, inadequate teacher training, and varying student learning styles. 2. It notes that while the Ministry of Education has invested in ICT skills training for teachers and students, there remain issues around lack of facilities, costs, workloads, and communication between teachers and students with the introduction of ICT. 3. The document poses questions about how to address challenges such as overcoming lack of facilities, improving student communication skills using ICT, managing time effectively when applying ICT in classrooms, and ensuring teachers are adequately trained to support student learning through ICT.
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This document contains notes from a class discussing challenges of integrating information and communication technology (ICT) into teaching and learning. It lists 3 student names and matriculation numbers and outlines 4 topics: 1) facts 2) ideas and issues 3) learning issues 4) action plans. It notes that ICT has become an important part of education but faces challenges like lack of facilities, inadequate teacher training, increased workload, and less teacher-student communication. It poses questions about overcoming challenges like varying learning styles with ICT, improving communication skills using ICT equipment, and effectively spending time applying ICT in the classroom.
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The document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in ICT training for teachers and equipment for students, there are still barriers. These include not all students having equal access to ICT exposure, teachers requiring continuous skills upgrading to effectively teach with technology, and ensuring adequate ICT facilities like appropriate classrooms are available. The presentation explores these issues and proposes actions like teachers understanding student abilities and the government providing sufficient ICT resources.
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This document discusses the issues and challenges of integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It identifies three main challenges: 1) many teachers do not have sufficient skills to use ICT equipment, 2) schools face high costs of purchasing and maintaining ICT equipment, and 3) questions around whether ICT effectively enhances the learning process. It proposes solutions like providing teacher training, allocating budgets for equipment, and restricting student access to non-educational websites. The objective is to determine how to address these challenges and better integrate ICT into Malaysian classrooms.
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The document discusses the issues and challenges of integrating ICT into the teaching and learning process in Malaysian schools. It identifies three main issues: 1) Teachers do not have enough skills to handle ICT equipment, 2) Schools spend a lot of money on ICT facilities, and 3) While ICT can enhance learning, it is also used by students for non-educational purposes. The document provides challenges and potential solutions for each issue, emphasizing the need for teacher training and limiting student access to distracting websites.
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1) The document discusses integrating ICT into teaching and learning, noting that ICT applications have become an important part of education. However, there are still challenges to overcome like lack of teacher training, facilities, and student access to technology.
2) Key issues that were identified include the absence of technology access for students at home, inadequate teacher training to teach ICT, and not enough time in school schedules for projects involving ICT.
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challenge of ict in teaching and learning
This document contains notes from a class discussing challenges of integrating information and communication technology (ICT) into teaching and learning. It lists 3 student names and matriculation numbers and outlines 4 topics: 1) facts 2) ideas and issues 3) learning issues 4) action plans. It notes that ICT has become an important part of education but faces challenges like lack of facilities, inadequate teacher training, increased workload, and less teacher-student communication. It poses questions about overcoming challenges like varying learning styles with ICT, improving communication skills using ICT equipment, and effectively spending time applying ICT in the classroom.
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The document discusses several issues and challenges in integrating information and communication technology (ICT) into the teaching and learning process in Malaysian schools. Key challenges include: (1) ICT utilities in schools are not fully utilized and sometimes misused; (2) a lack of ICT knowledge and experience among some teachers; and (3) the high costs of maintaining and installing ICT equipment which impacts development. Addressing these challenges will help improve the effectiveness of ICT integration in Malaysian classrooms.
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The document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in ICT training for teachers and equipment for students, there are still barriers. These include not all students having equal access to ICT exposure, teachers requiring continuous skills upgrading to effectively teach with technology, and ensuring adequate ICT facilities like appropriate classrooms are available. The presentation explores these issues and proposes actions like teachers understanding student abilities and the government providing sufficient ICT resources.
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This document discusses the issues and challenges of integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It identifies three main challenges: 1) many teachers do not have sufficient skills to use ICT equipment, 2) schools face high costs of purchasing and maintaining ICT equipment, and 3) questions around whether ICT effectively enhances the learning process. It proposes solutions like providing teacher training, allocating budgets for equipment, and restricting student access to non-educational websites. The objective is to determine how to address these challenges and better integrate ICT into Malaysian classrooms.
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The document discusses the issues and challenges of integrating ICT into the teaching and learning process in Malaysian schools. It identifies three main issues: 1) Teachers do not have enough skills to handle ICT equipment, 2) Schools spend a lot of money on ICT facilities, and 3) While ICT can enhance learning, it is also used by students for non-educational purposes. The document provides challenges and potential solutions for each issue, emphasizing the need for teacher training and limiting student access to distracting websites.
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1) The document discusses integrating ICT into teaching and learning, noting that ICT applications have become an important part of education. However, there are still challenges to overcome like lack of teacher training, facilities, and student access to technology.
2) Key issues that were identified include the absence of technology access for students at home, inadequate teacher training to teach ICT, and not enough time in school schedules for projects involving ICT.
3) To address these challenges, the document suggests getting resources from the internet, books, and articles to help prevent misuse of ICT and build capacity through addressing questions around responsibilities for training and student learning issues.
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This document provides an overview of the Educational Technology 2 course. The course aims to help student-teachers integrate technology into their teaching by providing knowledge and skills related to educational technology. Specifically, the course focuses on introducing, reinforcing, and extending learners' skills in using technology so they can become proficient users of educational technology. The objectives of the course are to teach students how to use technology in instruction, plan technology-integrated lessons, learn computer-based educational theories and resources, and address practical issues of managing technology in classrooms. The document emphasizes that learning in this course should be an enjoyable experience given its focus on technology.
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The document discusses challenges in integrating ICT in teaching and learning in Malaysian schools. It identifies issues like lack of access to technology for rural students, the need for continuous teacher training, and high costs of maintenance. Potential solutions proposed include providing technology access in rural areas, online teacher development programs, encouraging students' interest in ICT, and ensuring adequate infrastructure and technical support in schools.
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1) The document discusses integrating ICT into teaching and learning, noting that the Ministry of Education has invested in training teachers and students in ICT skills.
2) Key challenges to integrating ICT include a lack of teacher training, inadequate facilities and technology access for students, especially those in rural areas, and not enough time in school schedules for ICT-focused projects.
3) The document raises issues around capacity building, preventing misuse of ICT, and problems students face in learning ICT. It concludes that overcoming challenges will require concerted effort to achieve Malaysia's goal of effective ICT integration in education by 2020.
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The document discusses educational technology in the Asia Pacific region. The goal is to support schools' development and use of information and communication technologies (ICT) for teaching, learning, and administration. Key strategies include using ICT to improve learning outcomes and school operations, and developing community partnerships to enhance access to learning through technology. Focus areas are increasing school access to ICT and providing teacher professional development on using technology. Initiatives include an online resource center and a computer recycling scheme.
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This document discusses the issues and challenges of integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It aims to identify the challenges, propose solutions, and understand how ICT can be applied to education. Some of the key challenges identified include a lack of teacher confidence in using ICT, unused equipment, students' lack of ICT skills, and ensuring ICT is not misused by students. Solutions proposed are sending teachers for ICT training courses, providing technical support, and blocking access to inappropriate websites.
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This document provides an overview of an Educational Technology 2 course. The course focuses on integrating technology into teaching and learning to help students become proficient users of educational technology. It involves developing a deeper understanding of computers as well as hands-on computer skills. The primary goal is to enhance teaching and learning through technology integration, not just promote computer skills. The course objectives are to provide instruction on technology integration, support instructional planning, teach IT learning theories, evaluate educational resources, address practical technology integration issues, and develop higher-level thinking and creativity in students.
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1) Three students were presenting on problems with integrating information and communication technology (ICT) into teaching and learning.
2) They discussed challenges like a lack of teacher training in ICT, inadequate facilities and access to technology, and not enough time in school schedules for ICT projects.
3) The presentation identified issues to address, such as who is responsible for ICT training and how to prevent misuse of technology. They concluded that overcoming challenges requires cooperation from all parties to accomplish the mission of integrating ICT by 2020.
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The document discusses ICT in education in Malaysia. It notes that the Ministry of Education has invested significant effort and funding to equip teachers and students with ICT skills. However, there are still challenges with fully integrating ICT into teaching and learning, such as the high costs associated with widespread adoption and teachers' varying skill levels in using technology. The document proposes potential solutions like fundraising to expand ICT infrastructure in rural schools and providing teacher training courses to help more educators incorporate technology into their lessons.
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The document lists three group members and their student IDs who are working on a project together. It also includes a short document about integrating ICT into teaching and learning in Malaysian schools. The group members then identified several facts, ideas, learning issues and actions related to defining ICT, determining its integration issues, and discussing integration challenges in Malaysian schools.
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Educational Technology 2 focuses on integrating technology into teaching and learning to introduce, reinforce, and supplement students' knowledge and skills so they can become proficient users of educational technology. The course objectives are to provide education on technology integration, impart experiences in instructional technology-supported lesson planning, and acquaint students with IT-related learning theories using computers as tutors. The goal is to enhance teaching and learning through technology integration in a way that makes learning fun, rather than solely promoting computer skills.
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The document discusses issues related to integrating information and communication technology (ICT) into education in Malaysia. It notes that the Ministry of Education has invested significant funds to equip teachers and students with ICT skills. However, there are challenges to ensuring successful integration, such as a lack of teachers with expertise in using ICT tools and the expense of maintaining smart school technologies. The document proposes potential solutions like providing teachers training modules and having schools take responsibility for maintaining equipment.
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This document discusses ICT in education in Malaysia. It notes that the Ministry of Education has invested significant effort and funding to equip teachers and students with ICT skills. However, there are still challenges to fully integrating ICT in teaching and learning, such as the high cost of long-term implementation in every school, lack of access in rural areas, and teachers not always being skilled in ICT use. The document presents a FILA chart outlining these issues and proposes potential solutions like fundraising and improving equipment/infrastructure.
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Singapore
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New Zealand
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The document discusses educational technology policies and initiatives in five Asia Pacific countries/regions: New Zealand, Australia, Malaysia, Singapore, and Hong Kong. All five places have implemented ICT policies and strategies in schools to improve learning outcomes through technology. They focus on providing infrastructure like computers and internet access; developing educational software; training teachers in technology integration; and establishing technology standards for "smart schools". The goal overall is to enhance education through strategic adoption of information and communication technologies.
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The document discusses challenges in integrating ICT in teaching and learning in Malaysian schools. It identifies issues like lack of access to technology for rural students, the need for continuous teacher training, and high costs of maintenance. Potential solutions proposed include providing technology access in rural areas, online teacher development programs, encouraging students' interest in ICT, and ensuring adequate infrastructure and technical support in schools.
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1) The document discusses integrating ICT into teaching and learning, noting that the Ministry of Education has invested in training teachers and students in ICT skills.
2) Key challenges to integrating ICT include a lack of teacher training, inadequate facilities and technology access for students, especially those in rural areas, and not enough time in school schedules for ICT-focused projects.
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This document discusses the issues and challenges of integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It aims to identify the challenges, propose solutions, and understand how ICT can be applied to education. Some of the key challenges identified include a lack of teacher confidence in using ICT, unused equipment, students' lack of ICT skills, and ensuring ICT is not misused by students. Solutions proposed are sending teachers for ICT training courses, providing technical support, and blocking access to inappropriate websites.
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This document provides an overview of an Educational Technology 2 course. The course focuses on integrating technology into teaching and learning to help students become proficient users of educational technology. It involves developing a deeper understanding of computers as well as hands-on computer skills. The primary goal is to enhance teaching and learning through technology integration, not just promote computer skills. The course objectives are to provide instruction on technology integration, support instructional planning, teach IT learning theories, evaluate educational resources, address practical technology integration issues, and develop higher-level thinking and creativity in students.
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1) Three students were presenting on problems with integrating information and communication technology (ICT) into teaching and learning.
2) They discussed challenges like a lack of teacher training in ICT, inadequate facilities and access to technology, and not enough time in school schedules for ICT projects.
3) The presentation identified issues to address, such as who is responsible for ICT training and how to prevent misuse of technology. They concluded that overcoming challenges requires cooperation from all parties to accomplish the mission of integrating ICT by 2020.
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The document discusses ICT in education in Malaysia. It notes that the Ministry of Education has invested significant effort and funding to equip teachers and students with ICT skills. However, there are still challenges with fully integrating ICT into teaching and learning, such as the high costs associated with widespread adoption and teachers' varying skill levels in using technology. The document proposes potential solutions like fundraising to expand ICT infrastructure in rural schools and providing teacher training courses to help more educators incorporate technology into their lessons.
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There are three levels of integration of information technology (IT) in pedagogical practice: simple, middle, and higher level integration. Simple integration involves minor technology use that does not significantly change teaching methods. Middle level integration purposefully uses technology to support key learning areas. Higher level integration makes technology the central instructional tool. Obstacles to IT integration include perceptions that it is time-consuming and expensive, may over-focus classrooms on technology, and could replace teachers. These obstacles can be addressed through proper time management, technical training, and acquiring computer skills.
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The document lists three group members and their student IDs who are working on a project together. It also includes a short document about integrating ICT into teaching and learning in Malaysian schools. The group members then identified several facts, ideas, learning issues and actions related to defining ICT, determining its integration issues, and discussing integration challenges in Malaysian schools.
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Educational Technology 2 focuses on integrating technology into teaching and learning to introduce, reinforce, and supplement students' knowledge and skills so they can become proficient users of educational technology. The course objectives are to provide education on technology integration, impart experiences in instructional technology-supported lesson planning, and acquaint students with IT-related learning theories using computers as tutors. The goal is to enhance teaching and learning through technology integration in a way that makes learning fun, rather than solely promoting computer skills.
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The document discusses information and communication technology (ICT) initiatives in education from several countries. It provides details on ICT goals, strategies, and focus areas in New Zealand from 2001, as well as common features of ICT planning, funding, and implementation seen in Australia. Examples of ICT projects in Malaysia, Singapore, Hong Kong are also summarized, including infrastructure development and teacher training programs.
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This document discusses using technology in education and outlines key areas to consider including facts, ideas, issues, actions and references. It explores learning through technology by examining the facts of the matter, generating new ideas, identifying issues that may arise, determining actions that can be taken, and citing references used to inform the discussion. The document aims to provide guidance on effectively integrating information and communication technologies into educational practices.
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The document discusses issues related to integrating information and communication technology (ICT) into education in Malaysia. It notes that the Ministry of Education has invested significant funds to equip teachers and students with ICT skills. However, there are challenges to ensuring successful integration, such as a lack of teachers with expertise in using ICT tools and the expense of maintaining smart school technologies. The document proposes potential solutions like providing teachers training modules and having schools take responsibility for maintaining equipment.
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This document describes an experiment to measure the rate of change in pH of hydrochloric acid when different antacid tablets are added. The experiment involves calibrating a pH sensor, setting up the experiment in Science Workshop software, running trials adding various antacids to the acid solution, and recording the pH over time. The results show graphs of pH versus time for each antacid brand as they neutralize the acid. The discussion explains how antacids work to neutralize stomach acid through neutralization reactions, and which ingredients make some brands more effective than others.
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The document discusses issues and challenges in integrating information and communication technology (ICT) in teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in equipping teachers and students with ICT skills, there are still barriers to effective integration. The key issues are the effectiveness of ICT, lack of personal interaction, and over-reliance on virtual experiments. Major challenges include lack of infrastructure in remote schools, distracting presentations, lack of motivation among senior teachers, and delays in maintenance/upgrades.
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Fila ict
This document contains information about a course on information and communication technology (ICT) in science. It lists 3 students enrolled in the course along with their matriculation numbers. It then discusses several issues and challenges related to integrating ICT into teaching and learning, including the need for facilities, well-trained teachers, varying student learning styles, and improving communication between teachers and students. It poses questions about how to address challenges such as lack of facilities, helping students use ICT, overcoming inadequate teacher training, and efficiently spending time applying ICT in the classroom.
Fila ict
This document contains information about a course on information and communication technology (ICT) in science. It lists 3 students enrolled in the course along with their matriculation numbers. It then discusses several issues and challenges related to integrating ICT into teaching and learning, including the need for facilities, well-trained teachers, varying student learning styles, and improving communication between teachers and students. It poses questions about how to address challenges such as lack of facilities, helping students use ICT, overcoming inadequate teacher training, and efficiently spending time applying ICT in the classroom.
Issues and challenges in Teaching and Learning ICT
This document discusses issues and challenges in teaching and learning with information and communication technologies (ICT) in Malaysia. It outlines roles of ICT in education such as restructuring education systems and enhancing teaching methods. Key challenges identified include the high costs of implementing ICT, lack of teacher ICT skills training, and barriers both intrinsic and extrinsic to teachers integrating ICT. The document argues that with proper support and training, ICT can help achieve education goals by creating a new open learning environment and improving access for students in rural areas.
Slide presentation 1
The document discusses issues and challenges in integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in ICT training for teachers and equipment for students, there are still barriers. These include not all students having equal access to ICT exposure, teachers requiring continuous skills upgrading to integrate ICT applications effectively, and ensuring adequate ICT facilities and infrastructure in schools. The presentation explores ideas for addressing these challenges, such as teachers understanding student abilities and helping them learn ICT skills, as well as the government providing sufficient ICT resources.
Challenges
There are several key challenges to integrating information and communication technology (ICT) into education in developing countries, especially for rural schools. These include a lack of trained teachers with ICT skills, outdated attitudes and beliefs among teachers that are resistant to change, insufficient time for teachers to learn and incorporate ICT into their lessons, inadequate and obsolete equipment due to lack of funds for maintenance and upgrades, insufficient internet access and resources, and socio-cultural and infrastructure barriers in rural areas. These challenges prevent schools from maximizing the educational benefits of ICT.
Ict pbl issues in integrating ict
The document discusses issues related to integrating information and communication technology (ICT) into education. It notes that ICT application has become an important part of teaching and learning, and that the Ministry of Education has invested significant funds and training to equip teachers and students with ICT skills. However, there are challenges to consider, such as ensuring teachers and staff have expertise to handle ICT tools and addressing the potential for projects to be too expensive. The document outlines learning issues, challenges, and potential solutions, as well as an action plan for the group to further research and discuss the topic.
Issues & challengers in integrating ict
The document discusses issues and challenges in integrating information and communication technology (ICT) into teaching and learning. It notes that while the government has invested in ICT equipment and teacher training, there remain gaps like a lack of experience among teachers and limited access in rural areas. The document then presents ideas on how teachers can improve their ICT skills through training courses. It also suggests ways the government could enhance ICT facilities in rural schools, such as by providing internet access and notebooks. Finally, it outlines the roles of teachers, schools, and parents in utilizing ICT applications, such as giving students computer access at school and enrolling them in computer classes.
Slide pbl
The document discusses challenges and recommendations for integrating ICT into teaching in Malaysian schools. It identifies that teachers face difficulties integrating ICT and lack skills, while students sometimes misuse technology. It recommends providing intensive ICT training for teachers to help them integrate technology better. It also suggests schools install internet monitoring software to prevent student misuse of facilities. The document also notes rural schools often lack reliable electricity, hindering ICT use, and recommends authorities ensure adequate power supply and IT support.
Information communication & technology skills
ICT teachers require both technical skills like operating hardware and software, as well as soft skills like patience and lifelong learning. These skills allow teachers to effectively integrate technology into the classroom in ways that enhance the learning experience for students. Some challenges to ICT integration in Indian schools include lack of teacher confidence, technical issues, and timetabling difficulties. However, when implemented properly with a constructivist teaching approach, ICT can help students learn more independently, produce higher quality work faster, and broaden their educational horizons.
ISSUES AND CHALLENGES ICT
1) Three students were presenting on integrating information and communication technology (ICT) into teaching and learning, listing their names and student IDs.
2) The document discussed challenges of integrating ICT into the curriculum including a lack of teacher training, inadequate facilities and technology access for students, and not enough time in the school schedule for projects involving ICT.
3) Ideas proposed getting resources from the internet, books and articles to address issues like capacity building, responsibilities for teacher training, and problems faced by students in learning ICT.
Content Analysis PBL
The document discusses issues and challenges in integrating information and communication technology (ICT) in teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in equipping teachers and students with ICT skills, there remain issues such as ICT not always being used effectively, an inability to interact personally, and over-reliance making students less skilled manually. Challenges include not all schools, especially in remote areas, being able to apply ICT effectively due to lack of infrastructure or teacher skills/motivation. The replacement of damaged equipment is also a long process.
PBL
The document discusses issues and challenges with integrating information and communication technology (ICT) into teaching and learning in Malaysian schools. It identifies several key challenges: 1) some teachers lack formal training in using ICT and are uncomfortable teaching with it; 2) many students do not have access to necessary technology at home; and 3) there is insufficient access to computer hardware and facilities at schools for all students. It argues that teachers need more opportunities for ICT professional development courses and schools need improved infrastructure and facilities to effectively integrate ICT into the curriculum.
Content analysis pbl
The document discusses issues and challenges in integrating information and communication technology (ICT) in teaching and learning in Malaysian schools. It notes that while the Ministry of Education has invested in equipping teachers and students with ICT skills, there remain issues such as ICT not always being used effectively, an inability to interact personally, and over-reliance making students less skilled manually. Challenges include not all schools having effective ICT access, presentations distracting students, content becoming boring if not varied, and lack of technical support and teacher ICT skills and motivation.
Syncing digital learning
This document discusses syncing digital learning to key learning areas and ICT pedagogy in education. It notes that classroom teachers require flexible practices to engage modern students. ICT is seen as a catalyst for change that requires evaluation of its effectiveness. The document recommends that teachers integrate ICT based on pedagogical needs, to provide creative problem-solving opportunities. It also suggests that inquiry learning can be enhanced through ICT to create accelerated and personalized learning, while ethical issues around internet use need supervision and filtering. Professional development in ICT is most effective when contextual, collaborative, sustained and supports teachers' self-efficacy and system-based needs.
geetha rani ict.pptx
This document discusses the role of information and communication technology (ICT) in teacher education. It outlines several purposes of ICT in education, including keeping pace with scientific and technological development and improving student learning and performance. The document also describes different approaches to integrating ICT in teacher education programs, such as improving ICT skills, focusing on ICT pedagogy, incorporating ICT into specific subjects, and practice-driven approaches. It emphasizes that ICT allows teachers to upgrade their knowledge and resources to become more effective educators who can help students succeed.
21st century learning pp
The document discusses 21st century learning and the role of information and communication technologies (ICT) in education. It defines 21st century skills as core competencies like collaboration, digital literacy, and problem-solving. ICT in education refers to teaching and learning with technologies, which research shows can improve student learning and teaching methods when implemented effectively. The document also outlines advantages, like using images to improve memory retention, and disadvantages, such as the trouble of setting up devices and lack of teacher experience, of incorporating ICT tools. It emphasizes that teachers remain central to the learning process and their leadership, lesson planning, and preparation are still important when utilizing ICTs.
Ict applications have become an important part of teaching and learning
The Ministry of Education in Malaysia has made a significant investment in equipping schools with ICT resources like laptops, projectors, and printers to facilitate greater integration of ICT in education. However, there are still issues and challenges that need to be addressed, including providing continuous technical support to help teachers overcome difficulties when using technology, ensuring teachers have proper training to effectively utilize ICT resources, and expanding internet access especially in rural areas to optimize the use of ICT in teaching and learning.
Smart school presentation
The document discusses Malaysia's Smart School initiative which aimed to modernize education through technology. The Ministry of Education and Multimedia Development Corporation launched a pilot program in 1999 that provided 88 schools with computer labs, WiFi, and other digital resources. The goals were to develop students' creative and critical thinking skills and prepare them for the digital age. However, implementing Smart Schools faced challenges such as high costs, lack of ICT skills among some teachers, and ensuring resources kept up with increasing technology usage.
ICT in secondary schools in africa: An Exploratory Case Study
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.
Pedagogy of teaching
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.
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Ict applications have become an important part of teaching and learning
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ICT in secondary schools in africa: An Exploratory Case Study
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smart school
- 4. 1. Facts 2. Ideas ISSUES AND CHALLENGES IN INTEGRATING ICT IN TEACHING AND LEARNING 3. Learning 4. Action issues plans
- 6. The Ministry ICT of education application has invested a have huge effort in become terms of important finding and part of training to equip teaching teachers and and students with learning. ICT skills
- 8. Lacks of Have to Inadequates Student spend huge well-trained have facilities cost teacher different style of learning
- 9. The way use to practice ICT skills Need especially among students is not more time really practical for apply ICT in classroom Increase workload Less of teacher communication between teacher and students
- 11. How to vary learning style among student by using ICT? How to improve communication skill by using ICT equipment? How to spend time wisely in applying the ICT?
- 12. What is the way to overcome the lack of facilities? What are the challenges How to faces by overcome student to inadequate use ICT in well-trained learning teacher? process?