Integration of Information and Communication Technologies in Enhancing
Teaching and Learning
Bandhana Bhasin, KCS College of Education for Women, Jammu-India
Contemporary Educational Technology, 2012, 3(2), 130-140
Summary
The integration of
technology does not only mean that we put the intended equipment in the
classroom, bet rather, the pedagogical aspect of the information is what the
focus should be on, (ICT: information, communication and technology). There are
four steps how students engagements in the usage of ICT, starting from
watching, then thinking using their mind, feelings of emotions and doing using
their muscles could help them attain a better understanding of the process, (I
hear and I forget, I see and I remember, I do and I understand). The aim of
using ICT in education is to improve and transform the educational practices by
infusing ICT into the school curriculum systems. The questions of how should
ICT be used in the teaching and learning process may vary in terms of
integration process. The first is the technological point of view, which
supports the integration of technological infrastructures and systems into the
educational environment; the second is the pedagogical point of view, which
supports the integration of ICT materials and programs in terms of social
constructivist learning principles (Richards, 2006). The effective use of ICT
in the classroom are very much dependent on the learning process; the selection
of materials, the lesson contemplation, class management, as well as skills of
managing the difficulties that arise during the lesson in order to make it
work. Moreover, there are the issues of “whom”, “why”, “how”, “what”, “where”
and “when”. Why should ICT resources and applications be used? It is to
strengthen the learning process of students, help in carrying out acquisitions
of field of subject matter, aid in the development of higher level learning
skills and to support individual differences of students. For whom shall ICT
resources and applications be used? The answer lies in the matter of ICT
literacy of learner, their interests and necessities, their individual
differences, their individual characteristics and Learning strategies. How will
ICT resources and applications be used? The question to “what” and “which”, the
answers lie in; learning strategies, teaching methods, Evaluation processes as
well as the individual characteristics of students. To answer where, ask, Where
to use supplied ICT resources and applications? Where to provide support for
the use of ICT resources and applications? Where students can access ICT
resources and applications as well as the necessary support? Lastly, “when”, we
look from the aspect of Time and duration, Which ICT resources and application
to use and when to use them in accordance with the characteristics of learners and
Time of the use of ICT resources and applications in the evaluation process.
Reactions/reflections
I
have learned a lot from the journal as how to fully utilized the ICT into the
teaching and learning process in order to maximize the input and output in a lesson. This research talks about the usage of ICT in the context of teaching
and learning. Numerous things being highlighted, like where should the
implementation of the ICT begins as well as the need to prepare
teachers with ICT skills. The teachers
need training to use ICT tools in the process of teaching. Do not simply add something new into the teaching and learning environment with the hope that the teachers could do it. Better yet, why not
train the new teachers with ICT skills. New teachers can adapt and use it better. They
are the hope for making a better future educators, and provide meaningful educational
process to our next generations of world successor. There would be a lot of
advantages in using ICT in schools. We are getting into a state where the
teacher does not have to be the director, but rather the guide showing the way
for the students to learn. In a way, the teacher does not simply scoop and
spoon-feed the students, but the teacher lead the way, show how it is done,
while the students try to do it themselves. For me, the issue of ICT has long
been a debate for the Ministry of Education (MOE). Then again, there is no clue to where this will lead.
Yes, there is some training done on the school level for teachers to learn ICT,
but how well did the training give impact, I dare not say. Moreover, we could
spice up the learning by inducing technology, like interactive exercises, in
which the students will be more attracted into learning. As a learner,
something new and interesting would attract me, same goes to all, especially
school students, since students like fun things, and a fun learning process is more than welcome. A lot could be found on the net, and learning ICT can help learners,
and even teachers in discovering new sets of ideas and information from
varieties of resources available.
