PROMPTING ICT
COMPETENCIES IN TEACHER EDUCATION
Teaching
Administration and Evaluation
BASHORUN OLALEKAN WASIU
&
AKINOLA
VICTOR OLUSEGUN
Adeniran Ogunsanya College of Education,
Otto/Ijanikin.
1.0 Introduction
The
essence of technology is to support man to get work done more quickly, more
easily and more accurately, this was corroborated on the general aim of
technologies in instruction (Akinola, 2009) as thus;
i.
to introduce machine
and other instruments capable of improving speed and efficiency of learning the
application of knowledge and capabilities.
ii.
to make the learner an
active participant in the learning process.
iii.
to make the learner an
active supervisor of oral, written and practical activities of individual
learner.
iv.
to make the teacher
administer simultaneously instrument, assessments and adjustment using
acknowledgement, correction, reward and reinforcement concurrently and
v.
to achieve relative
ease in the teaching-learning process but with great achievement on knowledge
acquisition, transfer and consolidation.
2.0 Range of ICT for Education
The
understanding and mastery of basic skills involving ICT is now reckoned with as
part of education, alongside reading, writing and numeracy (UNESCO, 2002)
therefore teachers, teacher trainers and educationist who are not familiar with
the trend in the new teaching and training technologies find themselves being
threatened by professional obsolesce in a feeling that one is no longer useful
in his own profession.
Information
and Communication Technology (ICT) include diverse set of technological tools
and resources used to communicate, and to create, disseminate, store and
managed information.
It encompasses the following:
·
Medium for recording
information; magnetic tape, disc, optical disk, CD/VCD/DVD, flash drive
·
Technology for
communicating through voice a sound image paper, microphone, camera, loud
speaker, telephone, cellular phones, GSM, CPMD
·
Technology for
broadcasting information in radio, television, dishes, wireless mobile
telecommunication etc.
·
Varieties of computing
hardwares: PC’s servers, mainframes, PDA, workstation storage, personal organis
as Blackberry, Iphones, Ipad, Mp3 players etc
·
On line repositories
services: Saleforce.com Jamb.org.ng.AOCOED.edu.ng.
·
Network facilities:
Local Area Network (LAN), Wide Area Network (WAN) Internet
·
Application software
e.g. MS Word, MS Excel, Corel Draws, Power Point, Database, etc.
Hereman
(1999) stressed that the ICT potentials in education provides opportunities for
improving the quality of the teaching-learning process reducing training time
and cost, promoting interactivity and impacting generally on educational
theory, practices and research work.
Technological development as
expressed by Akinola (2009) lead to general changes in educational programmes,
specific changes in the organisation of content, organisation in the trend of
learning experiences, selection of methods/strategies as well as assessment and
adjustment procedures.
The challenge before teacher
trainers is to adopt and transmit the new technologies in teacher training viz
activity-based approaches that will enable teacher skilfully and competently
introduce ICT to learners and at the same time reflect in the call for the use
of those technologies to enhance teaching and learning.
Nigeria is joining the world in
providing launch and orientation for teachers in the new technologies for
teaching and learning, efforts radiating the hopes and aspiration of Nigerians
are engendered in the need to have a standardized and co-ordinated development
and deployment of ICT in education as stated in the National Policy on
Information and Communication Technologies (ICT) in education.
ICT is recognized as a driving force
in making any nation attain to National Vision, Millennium Development Goals
(MDGs) and Education For All (EFA). Nigeria’s National Policy has expressed the
ICT vision as ‘‘ICT furthered education engaging, enriching, empowering and
enabling’’ while by mission it aims to meet the human resources requirements of
the nation for attaining and enhancing sustainable socio-economic development,
global competitiveness as well as the individual’s ability to survive in a
contemporary environment.
3.0 Objectives of ICT in Education
Statement
in the 2010 edition of the National Policy includes:
i.
to facilitates the
teaching and learning processes.
ii.
to promote
problem-solving, critical thinking and in or actives skills
iii.
to promote life-long
learning.
iv.
to enhance the various
teaching/learning strategies required to meet the needs of the population
v.
to foster research and
development
vi.
to support effective
and efficient education administration
vii.
to enhance universal
access to information
viii.
to widen access to
educational options and opportunities at any-where, any-time, any-place and
any-path learning.
The national policy adaptation gave an all
encapsulatory definition of ICT as the art of applied sciences that deal with
data and information. It encompasses all (equipment including computational
machinery-computers, hardware, software, firmware etc and tools, methods, practice, processes, procedures,
concepts, principles and the sciences) that come into play in the conduct of
the information activities: acquisition, representation, processing,
presentation, security, interchange, transfer, management, organisation,
storage and retrieval or data and information.
A typical teacher who is active will therefore
radiate ICT skills and complete mastery of ICT as pedagogical tools, the
enhancement and use of ICT in content building, content presentation and
subject teaching is facilitated by the ratio/varieties of computer and ICT
devices that the teacher can use, the frequency of usage (quantitative) and the
extent of usage (qualitative).
To a large extent, the teacher should operate this
routine following the suggested outline below, on the principle of practice
make perfect;
i.
diffusion of ICT
enabled learning then teaching.
ii.
formal, non-formal and
informal use of ICT in learning
iii.
using ICT facilities to
provide support devices in presentation, illustration and creating interfaces
(multi-media approach).
iv.
keeping and monitoring
sequence of instruction: e-portfolio, Journal, Diary etc.
v.
ICT enable learning
through social diffusion, simulation.
vi.
using ICT to assess
learning outcomes e-assessment i.e. ICT alternatives of paper tests.
In specific terms, the table below shows the various
roles of teacher (educator) and a list of ICT skills that hover around the
profession.
4.0 Teachers roles and competences- associated ICT tools and competences
Applying,
infusing and integrating ICT into education should be structured as an intervention
programme in synoptic profiso to ICT enabled learning and teaching as given
below;
·
Reduced talking and
paper writing to the barest minimum, use interaction/communication through
chatting (Blackberry binging, email, facebook, twitters etc.)
·
Open opportunities for
mobile teaching, e-conferencing, e-meeting etc.
·
Capitalize on the
passion of individuals
Teachers-ICT
integration can be prompted and sustained through good knowledge and good
practice via three major pre-requisites which are: ‘what we teach’; ‘how we
teach’; and available technology for supporting the teaching exercise (see fig.
1 below)
Fig. 3 Network Paradigm for Teachers
Fig. 1: TEACHER
ICT INTEGRATION
The necessity for the application of computer and
ICT in education and schooling has been reinforced by Kozma (1991, 1994) and
Dede (1996) when they argued that computer possess properties and affordances
that can directly change the nature of teaching and learning, there view by
implication encouraged the study of computer and other educational media in the
classroom to foster better achievements and students attitudes towards
schooling and learning.
Table 1.0: Roles of Teachers and
area upon which skills should be developed and rebranded for efficient and
effective instructional delivery.
Overall hopes and aspiration of the
ICT infusion is to
i.
develop capacity
building on ICT in line with the global challenges.
ii. make
teaching and learning ICT compliant for easy dissemination and acquisition,
Conduct, Assessment and Communication of results in education.
iii. use
ICT to promote lifelong learning through social responsibilities and moral
fulfilment.
Fig
2: Shows the wheel of Roles and competencies in ICT4TE
Adapted from the use of ICT for T and L good
practice
Media
features or instructional design and pedagogy provide the real active
ingredients that determines the value of educational experiences.
Socio-educational networking though on-line and off-line media offers a wide
vista of opportunity to integrate cognitive tools, interaction tools and
information retrieval tools taking cognizance of the goals content, strategies
and barriers.
Fig. 3 Network Paradigm for Teachers
Invariably,
the system will attain an hemisphere as shown above ( fig. 3)in which the teacher-teacher, interrelationship on
teaching, learning assessment research: administration and results will find
each individual hooked up, wire connected, engaged in multi-tasking parallel
processing generating of educators (teachers and teachers-kin training) will ultimately
mature into a paperless, chalk-less and less face-to-face teaching behaviour.
For
ICT to be effective in an educational system, following features should be put
in place:
·
Provision of functional
computers and ICT facilities,
·
Provision of resources-based
ICT Mother Board for facilities, facilities maintenance, information reservoir,
residual pot and resource peninsula for know hows and operation,
·
Need for a clear vision
and organogram on the role of teachers in harnessing the power of ICT in the
classroom and beyond,
·
Provide motivation for
teacher and students, and
·
Graduate a workforce
that are ICT competent.
Conclusion
Teacher Training Institutions should
operate academic Programmes and Processing through the application and infusion
of ICT into.
The four stages of Teaching and
Learning with ICT includes; Discovering ICT tools, Learning how to use ICT
tools, Understanding how and when to use ICT tools, and specializing in the use
of ICT tools.
References
Akinola Victor (2009):
Consolidation of Education through ICT Provision for schools in developing
nations. South-West Journal of Teacher Education SOWEJTED vol 2, no. 4
Akinola Victor (2010): Computer in
ICT for Education and Schooling.
Chaka J.G. (2008): ‘Information and
Communication Technology (ICT) as a vital tool in the Education sector reform
in Nigeria.
Common Wealth of learning (COL):
FME 2010: National Policy on
Information and Communication Technologies (ICT) in Education. Federal Ministry
of Education Nigeria.
Newhouse C.P, Trinidad S and
Clarkson B. D. (2002): A Teacher Professional ICT Attributes Framework
Outcomes, Guidelines Equipments and Processes. Australia Department of Education
Specialist Educational Services. Perth Western Australia.
Nigeria Journal of Sociology in
Education. NJSE 2(2) 182-190.
UNESCO (200):
Information and Communication Technologies in Teacher Education – A planning
guide. ED/HED/TED/3 Paris france
Written by AOCOED BLOG
Adeniran Ogunsanya College Of Education Blog, Where happenings and trendings going on in the school is being posted and commented upon, leave your comment below, Thanks.
0 comments:
Post a Comment