PROFESSIONAL ETHICS, CODES OF CONDUCT AND DRESS CODE DURING TEACHING PRACTICE EXERCISE

PROFESSIONAL ETHICS, CODES OF CONDUCT AND DRESS CODE DURING TEACHING PRACTICE EXERCISE

By

Fowowe, S.S.

HOD, ECCE,

AOCOED & Lagos State Chairman, Association for Childhood Education Practitioners.

“Teaching practice is the thrust and hub of teacher education. It is a programme (course) that pre-service students should not toy with; interns should take it with all seriousness because of its overt and covert importance/benefits. Teaching practice, you are an inevitable journey every pre-service teacher must embark on”… (Fowowe, 2015).

Let’s ponder and react to this conversation:

Student A:    Now that our T.P starts on the 12th of October, there is an urgent need to master and if possible, cram the content of subject matter we will be teaching in our schools.

Student B:    Why cramming, just load your pocket with Naira, as soon as the supervisor arrives, shower him/her with gifts, brown envelope and oratory comments, the rest is history.

Student C:    I disagree with you, what is important is to master the use of child-centred methods, sorry, methiodics and pedagogics, I meant to say jare, learnt during principle and practice classes held recently.

Student D:    Haba! Why do you all reason this way? T.P exercise is more than the way you’ve described it… Though I agreed with student A and C but disagreed totally with student B. T.P. provides opportunity to the beginning teachers to become socialized into the profession. It is dissemination in practical reality, of what has been learnt during the courses: principles and practice of teaching, micro teaching theory and practice, content knowledge, pedagogic content knowledge and general knowledge of the learners, etc. Students on teaching practice must therefore exhibit the professional ethics, codes of conduct and conform with the appearance and dress code of professional teachers.

Who is a student teacher?

A student teacher, as the name implies, is an intern posted to a school to perform some obligatory pedagogical, leadership and administrative role for a period of time.

In the context of College of Education, bearing in mind the demand of the new UBE curriculum, the T.P. students is a newly promoted 300L students who is posted to a crèche, nursery, primary, junior or senior secondary school or Adult/non-formal settings for practice teaching to give them appropriate exposure at that level and context.

It is for a period of six months October-March/April of the following year. T.P students are however expected during this internship, to uphold the following professional ethics mentioned by student D.

Teachers' Professional Ethics

Teachers' professional ethics, as contained in the Teachers' Handbook are as follows:

1.         Teachers shall live within their means; they shall not misappropriate funds, neither take bribes nor engage in corruption in any shape or form. 

2.         Teachers shall not have immoral dealing or be involved in any indecent relation with pupils.

3.         Teachers shall not smoke within the school premises nor be involved in any way in the possession use and offer of any illegal/hard drugs. 

4.         No teacher shall engage in any form of private practice or private lessons for fee during school hour or engage in remunerative activities except approved by the commission or by the appropriate authority, teachers shall not participate or encourage any act of indiscipline In the school.

5.         Teachers shall not make any defamatory statements or comments about their colleagues and the Head of school in the presence of the students or members of the general public.

6.         Teachers shall not belong to secret cults or organizations which are likely to be detrimental to the progress of the school.

7.         Teachers shall not reveal examination questions to anyone and shall not engage in any examination malpractice. 

8.         Teacher shall not exploit students put in their charge.

9.         Teachers shall not engage in any act of indiscipline like fighting, use of vulgar language, abusing and other acts that are unbecoming of a teacher.

10.       Teachers shall not use their position to promote partisan politics.

11.       Teachers shall not impose their religious beliefs on students and others.

12.       Teachers shall not be found wanting in their mode of dressing and comportment.

(Lagos State Post Primary Teaching Service Commission, 2003:34-46)

Codes of Conduct of student teacher should be mastered

i)         Student teachers are expected to stay in the school(s) to which they have been officially posted.

ii)        On no account should any student-teacher change his/her school of posting without due clearance from the Directorate of Teaching Practice.

(iii)      Violation of (ii) above will attract appropriate sanction which could be repetition of the teaching practice exercise at the next available opportunity.

(iv)      Student-teachers are expected to come, to their schools of posting punctually (on or before 7.30am) and regularly (Mondays through Fridays) except on public holidays and to leave after afternoon assembly.

(v)       The attendance register provided by the school of posting must be duly adhered to.

(vi)      Persistent lateness, early departure and absence from school of posting without the permission of the Head-teacher/Principal would result in suspension from the teaching practice exercise and repetition at the next available opportunity.

(vii)     Cases of illness must be reported to the Head-teacher/Principal as soon as possible. If it’s serious enough to warrant absence from school, a medical certificate or report must be obtained from a Medical Director in any Government Hospitals or the College clinic. Medical certificate or report obtained from Private Hospitals will not be accepted and such cases may be treated as absence without permission.

(viii)    Shabby, flamboyant or indecent dressing to school would attract appropriate sanctions including suspension from the teaching practice and repetition at the next available opportunity.

(ix)      Any reported act of rudeness, insubordination to and non-cooperation with headteacher/principal, cooperative/subject teacher and other staff of the school would attract suspension from the teaching practice exercise and repetition at the next available opportunity.

(x)       Student teachers are expected to keep up to date records in the school especially lesson plan/note.

(xi)      Reported cases of immoral or indecent relationship with pupils will attract an immediate suspension from the teaching practice exercise. This will be followed by an investigation by the directorate of teaching practice. Thereafter, the student- teacher will face the College Disciplinary Committee and if found guilty, the student teacher may be suspended or dismissed from the college.

(xii)     Student-teachers are expected to participate in all curricular and co-curricula activities in their schools of posting.

Any other proven act of misconduct by the student-teachers will attract appropriate sanctions as may be prescribed by the Teaching Practice Directorate.

Students on T.P should appear like a well trained professional teacher at all times, especially while on duty. They should not appear like someone that is being forced to be a teacher. Therefore,

Appearance and Dress Code of Teacher-Trainees 

The student-teachers' demeanour is very important in portraying one as a bad professional. It has to do with whether the student-teacher is well composed, neat and simple or not. His personality is the totality of what makes him as an individual distinct from others around. The dressing should be modest enough and not like that o· someone going to a disco show or masquerade fiesta. Okunneye (2007) opined that the appearance of student-teacher should not depict someone that is being forced to be a teacher. 

v    There should be obvious signs of regular bathing and proper hair care to reflect neatness and modesty.

v    Teeth and the entire dentition should be well cared for,

v    There should be no mini-skirts, as student-teachers skirts should not be too short as to make pupils drop mirrors on the floor in order to reveal the few upper parts of her thigh that remain unexposed.

v    Female student teachers should not put on trousers except trouser suit and its top.

v    Native dress which involves tying a wrapper should not be put on by female student teachers except on Friday.

v    Male student-teachers should put on decent shirts and trousers corporate for the profession not those sewn for social outings. (suit and tie are excellently acceptable but jeans no matter how expensive should not be worn).

v    Slippers (however costly it may be), should not be put on by the student- teachers.

v    Back-less, sleeveless, show-your-navel etc, macaroni, spaghetti, indomie type of tops should not be put on by student- teachers; especially female.

v    Shoes to be put on by professional teachers and student-teachers should not produce knocking sounds that distract attention and adversely affects the teaching-learning process.

v    Make-ups by female students-teachers should be moderate and not like the "Karete" or well known "lagbaja", turning the student-teacher to a comedian; as such distracting the attention of the pupils.

Discipline of Student-Teacher

Maintaining discipline among the student-teacher is an important dose for any purposeful education. Student-teachers need discipline in order to be well adjusted professional teachers. They need discipline in order to appreciate what the ethics prescribe. The following are the professional misconducts that are not expected from student-teachers:

(i)        Unauthorized transfer of T.P Service to another school.

(ii)       Abusing a student verbally, physically, psychologically, emotionally or sexually.

(iii)      Drunkenness by the student teachers during school hours.

(iv)      Failure to keep statutory and appropriate records as expected e.g. Scheme of work, Diary, Lesson note, Attendance register, etc.

(v)       Disobedience and flagrant disregard to the constituted authority e.g. Head teacher, Principal, Officials from LGEA and Quality Assurance Unit, Directorate of Teaching Practice, Supervisors, etc.

(vi)      Perpetuating or engaging in illicit acts such as immodest dressing, stealing, fighting, laziness, loafing, etc.

(vii)     Instigating students to riot and protest against the interest of the school.

(viii)    Outright disregard for the co-operative teacher through gangsterism and the likes.

(ix)      Unguided utterances and leakage of information or divulging information of the school at your disposal without the authority of the school to do so.

Conclusion:

As you launch out for the highly rewarding exercise, always remember that you are an ambassador of this great College. I therefore challenge you to put into use the expertise, skills and pedagogy acquired during your 100 and 200 level days, most especially during micro teaching (theory and practice).

The seeds that you will be sowing as from Monday, will germinate when you least expected, therefore go out there to stir up the giant in the learner and make them unstoppable for the future endeavours….

Wish you all happy world teachers day as Nigeria joins the rest of the world to begin the implementation of the newly accepted seventeen (17) sustainable development goals (SDGs).

Thanks for listening.

Fowowe, S.S.

HOD, ECE

AOCOED.

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AOCOED ACTING PROVOST APPOINTED

The Governing Council of the College, at its 1st Emergency meeting of Thursday, April 17, 2014, approved the appointment of Mr. Ebenezer Oluwole AJOSE, a Chief Lecturer in the School of Arts and Social Sciences, SASS, as the substantive Deputy Provost of the College with effect from Thursday, April 17, 2014, for a period of two (2) years. Subsequently the new Governing Council led by Professor Tunde Samuel approved the appointment of Mr. Ebenezer Oluwole AJOSE as the Acting Provost for a period of 6 months with retroactive effect from 5th August, 2015.
Born on April 1, 1955, Mr. Ajose joined the service of the College on September 1, 1990 as a lecturer in the Social Studies department.
He is a bachelor’s degree holder in History Education, 1984 and has a Master’s degree in Curriculum (Social Studies), 1995, both from the University of Lagos. In addition, Mr. Ajose is a certified member of the Teachers’ Registration Council of Nigeria, TRCN, Social Studies Association of Nigeria, SOSAN, among a host of other professional bodies with quite a number of publications of both books and articles to his credit.
Before his appointment, he had served in several capacities in the College amongst which are; Head of Social Studies’ department, Sole Administrator of AOCOED Staff School, Acting Dean of the School of Arts and Social Sciences, Acting Director, Directorate of Teaching Practice and Director, Centre for Outreach programmes, COP.
He is happily married with children.

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ICT FOR EDUCATION – Induction Message for Teacher Trainee

ICT FOR EDUCATION – Induction Message for Teacher Trainee

         By

Victor Akinola

ICT Director, Adeniran Ogunsanya College of Education,

Ijanikin, Lagos, Nigeria.

The appreciation of ICT and man’s involvement in it has increased his curiosity to learn about computer. Its speed, accuracy and efficiency in the accomplishment of various tasks and events are particularly inviting if not supreme to all forms of planning, control and improvements. The use of ICT in education brings forth utmost achievements of individualism via differences and characteristic changes in time, things and events. ICT is gaining clearer recognition with modern applications and acquisition from generation to generation and environment to environment.

Virtually all facets of human endeavor now integrate Computer/ ICT to an extent that whoever is not computer literate will feel obsolete at home, at work, in the market, in the schools and even on their own. We all need to migrate to the digital world because the modern world in this century has evolved new species of man beyond the Homo sapien to Homo sapien digital. (Prensky, 2009)

Modern age humans can be classified further based on their digital inclination, adaptation and applications as follows:

Constant Application	Digital specification
No application (digital illiterate)	Homo sapien sapien (digital hesistants)
Varieties of digital devices	Homo sapien digital
Internet	Homo sapien interneticus
Youtube	Homo sapien youtubellian
Facebook	Homo sapien facebookian
Whatsapp	Homo sapien whatsappian
Google	Homo sapien google
Wikipedia	Homo sapien wikipedia
Skype	Homo sapien skypellian
Instagram	Homo sapien instagramatica
Linkedin	Homo sapien linkedinus
Blog	Homo sapien blogus
Eskimi	Homo sapien eskimi
Wechat	Homo sapien wechatian

Table 1: Faces in digital speciation.

while other digital faces can be isolated, a scholar can align with these enlisted faces.

These new species are the only people that will continue to work, to talk, to interact and to develop projects and Programmes. Those who refuse to belong will become obsolete and extinct in their profession and communities.

 It is indeed doubtful if the next 500 years will not produce machines that are versatile as man in skills, intelligence and maneuvering, the infusion of ICT springs prompt solubility and digitalization of teaching and learning through ICT resource networking, the use of ICT in education will among other things facilitate the making of a genius out of an idiot. Digitalized lessons will collapse classroom walls, distance from home to schools/resource centres as well as the gap between teacher and students.

Mobile devices are ubiquitous in the academic institutions (possessed by virtually all students) just as band-width

are also ubiquitous. Prospective students secure admission into respective institutions through on-line admission, on-line registration (learners are encouraged to imbide the doctrine of ‘do it yourself ’) got their results processed and published on-line. Now the academic interface that requests great infusion and integration to the digital platform is the class content contact. This is so because of the requirement for the Learning Management System (LMS), Integrated Learning System (ILS), strong bandwidth extension and constant electricity. This is however soluble because learning has began to take new dimensions (Akinola, 2015, Smith and okebukola, 2015).

The conceptual shift is in the direction of promoting constructivist and technology- mediated learning using mobile learning (ML) and social media.

Mobile learning (ML) simply involves the use of personal electronics devices to learn across multiple contexts with social contents interactions, It is a sub-set of e-learning. Learners can use mobile devices on any topic or content at their conveniences.

M-learning technologies include handheld computers, Mp3 players, notebooks and other fablets and tablets which focus on the mobility of the learner in interacting with various contents. Mobile learning is convenient in that it is accessible from virtually anywhere. While sharing is almost instantaneous among everyone using the same content, feedback is immediate.

Mobile learning replaces books and notes with miniature devices that are filled with generalized and tailored learning content. They are highly portable and they are used to drive Social media. Social media are computer mediated tools that allow people to create, share or exchange information, ideas, pictures& videos in virtual communities and networks. They generate substantial and pervasive changes in communication between individuals, groups, communities and organizations.

Learners are invited to use mobile learning and social-media platform with strong scholarship acumen and academic thoughtforms. Good practices also involve the use of module, e-portfolios, video conferencing and   Open Educations Resources (OER). These infusions, shall indeed expand access to education, strengthen the relevance of education to individuals & society and migrate teaching process to an engaging active process connected to the lives of the learners.

Our schools will no longer be mere venues for the transmission of presumed set of information from the teacher to students over a fixed period of time rather; schools will now be in a better stead to provide competency based learning through the acquisition of knowledge and skills that promotes continuous professional and lifelong learning.

Teachers will no longer be an authoritarian sage on the stage; teachers will no longer be an ordinary dispenser of information but an instructional engineer, a guide by the side, a facilitator, a learning mediator a motivator, a supervisor, a researcher and designer of instructional content and packages.

You are Welcome to our age of Digitalized Teacher Education.

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ICT FOR EDUCATION - MIGRATION PROMPT

 

ICT FOR EDUCATION – Migration Prompt

Virtually all facets of Human endeavor now integrate Computer/ ICT to an extent that whoever is not Computer literate will feel obsolete at home, at work, in the market, in the schools and even on their own. We all need to migrate to the digital world because the modern world in this century has evolved new species of man beyond the Homo sapien to Homo sapien digital.

The appreciation of ICT involvement in every facet of life has increased the curiosity of man to learn about computer. It speed, accuracy and efficiency in the accomplishment of various tasks and event are particularly inviting if not supreme to all forms of planning, control and improvements. The use of computer in education brings forth utmost achievements of individualism that is differences and characteristics changes in time, things and event due to ICT are gaining clearer recognition with modern application to what he plans to acquire from generation and environment to environment.

These new species are the only people that will continue to work, to talk to interact and to develop projects and Programmes. Those who refuse to belong will become obsolete and extinct in their profession and communities.

It is indeed doubtful if the next 500 years will not produce machines that are versatile as man in skills, intelligence and maneuvering. The use of ICT in education will among other things facilitate the making of a genius out of an idiot. The infusion of ICT for Education springs prompt solubility and digitalization of teaching and learning through ICT resource networking. Digitalizing will collapse classroom walls distance from home to schools/resources centres as well as between teacher and students.

November, 2013.

-Victor Akinola 

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ADMISSION INTO THE COLLEGE FULL TIME NCE, PART TIME NCE, EVENING NCE, PRELIM, FULL TIME DEGREE AND SANDWICH DEGREE ONGOING

FULL TIME NCE

MINIMUM ENTRY REQUIREMENTS

Admission is open to all candidates with 4 O'Level credits, who sat for the last JAMB UTME and have a minimum score of 150 and above.

METHOD OF APPLICATION AND COST

N3,000 for Post UTME to be paid into: Acct No 1130036572 at any Zenith Bank Branch and be issued a PIN for your Online Registration on www.nce.aocoed.edu.ng

PART TIME NCE

MINIMUM ENTRY REQUIREMENTS

Admission is open to all interested candidates with 4 O'Level credits, in not more than two sittings and Grade II Teacher’s Certificate holders.

METHOD OF APPLICATION AND COST

N2,500 for Admission Form to be paid into: Acct No. 1011278882 at any Zenith Bank Branch.

PRELIM

MINIMUM ENTRY REQUIREMENTS

The College’s Prelim Programme is designed to prepare young school certificate holders for the UTME, NECO, NABTEB and SSCE exams.

METHOD OF APPLICATION AND COST

N3,500 for Admission Form to be paid into: Acct No. 1001510910 at any UBA Bank Branch.

FULL TIME DEGREE

MINIMUM ENTRY REQUIREMENTS

Admission is open to all candidates with 5 O'Level credits including English and Mathematics and any other three (3) relevant subjects, who sat for the last JAMB UTME and have a minimum score of 180 and above. Also, candidates with NCE certificates who had earlier purchased Direct Entry Forms from JAMB may apply.

METHOD OF APPLICATION AND COST

N5,000 for Post UTME to be paid into: Acct No 1013067725 at any Zenith Bank Branch and be issued a PIN for your Online Registration on www.degree.aocoed.edu.ng. Post UTME Test which will be a Computer Based test (CBT) will hold on Thursday, 27 August, 2015 by 9am at the College ICT Centre.

SANDWICH DEGREE

MINIMUM ENTRY REQUIREMENTS

Admission is open to all interested candidates with NCE, OND, NABTEB, SSCE, NECO and GCE O’Level certificates

METHOD OF APPLICATION AND COST

N5,000 for Admission/Application Form to be paid into: Acct No 0001112231 at any Union Bank Branch. 

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ICT COMPETENCY TRAINING PROGRAMME FOR TEACHERS

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. 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.

http://bit.ly/wSEZKV.

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

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