There's too many teachers that hadn't enough skills in using ICT and this is often made worse by a lack of appreciate support when things go wrong. And that's the reason why the Department of Education need to prepare the pre-service teachers.
Effective use of ICT for teaching and learning in schools and universities is not widespread, even though the technology is now almost ubiquitous. These are still many barriers and impediments in the way of ICT that's becoming an important part of teaching and learning. In this impediments will be discussed that should be focus here by pre-service teachers.
There had list of faults that shouldn't done or have by pre-service teachers (OFSTED, 2002). Including in this faults are lack of knowledge about ICT, lack of teacher skills and confidence are needed to improve. For the teachers change the current state of educational use of ICT.
Studies from several countries suggest that in general teacher education has not been able to keep up with pace and scope of technological in schools and society. Such studies have been reported (Ramsay, 2000). And the primary and secondary schools should aim for ratio of the one computer used for teaching and learning for every hour students. The designated curriculum states that ICT until middle secondary school. While schools work towards achieving these goals, there are no equivalent statements or aims for teacher education.
Analysis of survey data collected in 2001 from 46 primary school classrooms in metropolitan Melbourne over a four week period, indicated a very low level of ICT use (Jones, 2002). They surveying in the classrooms of how the classrooms computers are have. And it's occasionally that they surveyed in the classroom who had a teaching lessons. But based on the teacher it was happened once a week. It means they using classroom computers once a week or less than in four weeks. But they already planning of what would they do and when they were going to start.
A concern about change is one reason proposed for techears not rushing to adopt ICT in their teaching (Hodas, 1993) has not that because technology is never neutral, introducing ICT into teaching has both advantages for techears and learners. Many teacher have tried to implement ICT by transferring parts of what they previously aid without technology into some form of electronic text.
Watson notes it is not only perceived as a catalyst for change, but also change in teaching styles, change in learning approaches, and change in access to information. Research indicated that teachers are both threatened by change, and conversely not impressed by change that appears to focus on what the technology can do rather than on learning (Watson, 2001).
The problem of technocentrism and has continued to argued that it is still a major issue in all levels of education (Papert, 1980). Technocentrism is value system that is centered on technology and it's ability to control and protect the environment. Technocentrism is the fallacy of referring all question to the technology (Papert, 1987). Many children today could be considered to be technocentric since that is the way they often learn new information and interact with the world.
All graduates enroll in pre-service teacher education courses. Beginning teachers education students give many reasons including teaching being a people-centered profession, almost certain employment, longer holidays than most jobs, and for a one year course it is usually possible to do some part-time work. In all cases the teacher was centre of attention. This is the mental image of classroom practice most beginning teachers bling their studies. And they must have ICT skills. They should not been forced to take teaching ICT. Because the students acquiring knowledge is on teachers' hand of how they teach the students.
The latest formal guidelines relating to ICT in teacher education courses that consist of eight bullet points (SCTP, 1999). The points are vague rather than specific, and in 2002 seem inadequate. Include here are beginning teachers need not be expert in all aspects of learning technologies, demonstrate an awareness of a range of learning technology resources and create a classroom environment in with learning technologies are an integral component. These points are guidelines that indicate areas that will be considered when pre-service teacher education course are evaluated by the state Department of Education and Training.
Another problem in teaching ICT is there has not enough materials for hand on. So, this is one of the barrier between teacher and students. The teachers are can't open a lesson without demonstrating with materials. And the student should not clearly understood the topic because they not see of how the topic's work.
Wolf writes that the core of Piagetian theories of cognitive development is a view of knowledge constructed through interaction (Wolf, 1998). There are two aspects of Piagetian interaction. The first relates to domain knowledge, and concerns the acquisition of knowledge through a simultaneous combination of actions and experiments with concrete materials and thinking about those materials. The other aspect of Piagetian interaction is characterized by its social nature. It arises from a trading of thoughts, feelings, and strategies between groups of learners, between teachers and learners, and through a process of self reflection.
A common and related issue among both beginning and experienced teachers is that mostly asking question that require only a previously learned response. The beginner in teaching ICT has not enough to be paying attention by students. Most of this situation are the elementary students because they have a kind of not recognizing a person that's new. The teacher had experienced was able to pay attention by students. Similarly, when teachers demonstrate a process on the board and then set tasks that are almost identical, students only need to remember or copy what was demonstrate. And they should aware if an equivalent level of thinking is required when students are asked to use computers to make copies of text, data, or diagrams provided by teacher or textbook.
WebQuests are used as vehicle for demonstrating an effective and safe way of making use of resources available on the World Wide Web. Issues arising from the rationale behind WebQuests for schools (Dodge, 1997) are discussed in the light of what students have experienced in previous classes, and what they observed while on teaching practice. Using WebQuests in the classroom is the major focus of this discussion, not only in relation to class organization and management in with students and not enough computers. Later the teacher education students work in small collaborative groups to develop a WebQuests that integrates material from at least three of the school curriculum areas.
There are many reasons why classroom teachers in subject other than ICT are not making effective use of the learning technologies currently available in schools. Many of these causes are not yet clearly understood. And now we might expect that new entrants into pre-service teacher education will have considerable experience with ICT during their schooling and their university studies. On this pre-service teacher education, similar concepts and approaches can be applied to professional development for current teacher. Of course school and system administrators have to be aware that no matter how high the level of competence and confidence of teachers. ICT will never be integrated into normal classroom practice until the technology is available and accessible where teachers' teach.
OFSTED (2002). ICT in schools: Office for standards in Education, London. Online: http://www.ofsted.gov.uk/ public/index.html.
Ramsay, G. (2000). Quality matters A review of teacher education in NSW. Online: http://www.det.nsw.edu .au/teacher/reports/index.html.
Jones, A. (2002). Refusing or ignoring? An investigation of student teacher's perceptions and use of computers. Paper presented at the Australian Society for Educational Technology Conference, Melbourne.
Hodas, S. (1993). Technology refusal and the orgaizational culture of schools. Education Policy Analysis Archives 1(10). Online: http://epaa.asu.edu/epaa/v1n10! html.
Watson, D. (2001). Pedagogy before technology: Rethinking the relationship between ICT and teaching. Eduaction and information Technologies, 6(4), 251-266.
Papert, S. (1980). Mindstorms: Children, computer and powerful ideas. Basic Books, New York.
SCTP (1999). Guidelines for the Evaluation of Teacher Education courses Department of Education. Victoria, Melbourne.
Wolf, D. (1998). The quality of interaction: Domain knowledge, social intercharge and computer learning. In G. Formen and P. Pufull (Ed.s). Constructivism in the computer age. Laurence Erlbaum Associates, Hillsdale.
Dodge, B. (1997). Some thoughts about WebQuests. Online: http://edweb.sdsu.edu/courses/ edtes596/about_webquests.html. BUGAHOD, REJANE MAE JOSON, JOCELYN NILLAS, RICHELLE ANN (Students in Eclaro Academy) ICT GR. 11-DIAMOND MR. RAYMARK LLAGAS (Adviser)
Effective use of ICT for teaching and learning in schools and universities is not widespread, even though the technology is now almost ubiquitous. These are still many barriers and impediments in the way of ICT that's becoming an important part of teaching and learning. In this impediments will be discussed that should be focus here by pre-service teachers.
There had list of faults that shouldn't done or have by pre-service teachers (OFSTED, 2002). Including in this faults are lack of knowledge about ICT, lack of teacher skills and confidence are needed to improve. For the teachers change the current state of educational use of ICT.
Studies from several countries suggest that in general teacher education has not been able to keep up with pace and scope of technological in schools and society. Such studies have been reported (Ramsay, 2000). And the primary and secondary schools should aim for ratio of the one computer used for teaching and learning for every hour students. The designated curriculum states that ICT until middle secondary school. While schools work towards achieving these goals, there are no equivalent statements or aims for teacher education.
Analysis of survey data collected in 2001 from 46 primary school classrooms in metropolitan Melbourne over a four week period, indicated a very low level of ICT use (Jones, 2002). They surveying in the classrooms of how the classrooms computers are have. And it's occasionally that they surveyed in the classroom who had a teaching lessons. But based on the teacher it was happened once a week. It means they using classroom computers once a week or less than in four weeks. But they already planning of what would they do and when they were going to start.
A concern about change is one reason proposed for techears not rushing to adopt ICT in their teaching (Hodas, 1993) has not that because technology is never neutral, introducing ICT into teaching has both advantages for techears and learners. Many teacher have tried to implement ICT by transferring parts of what they previously aid without technology into some form of electronic text.
Watson notes it is not only perceived as a catalyst for change, but also change in teaching styles, change in learning approaches, and change in access to information. Research indicated that teachers are both threatened by change, and conversely not impressed by change that appears to focus on what the technology can do rather than on learning (Watson, 2001).
The problem of technocentrism and has continued to argued that it is still a major issue in all levels of education (Papert, 1980). Technocentrism is value system that is centered on technology and it's ability to control and protect the environment. Technocentrism is the fallacy of referring all question to the technology (Papert, 1987). Many children today could be considered to be technocentric since that is the way they often learn new information and interact with the world.
All graduates enroll in pre-service teacher education courses. Beginning teachers education students give many reasons including teaching being a people-centered profession, almost certain employment, longer holidays than most jobs, and for a one year course it is usually possible to do some part-time work. In all cases the teacher was centre of attention. This is the mental image of classroom practice most beginning teachers bling their studies. And they must have ICT skills. They should not been forced to take teaching ICT. Because the students acquiring knowledge is on teachers' hand of how they teach the students.
The latest formal guidelines relating to ICT in teacher education courses that consist of eight bullet points (SCTP, 1999). The points are vague rather than specific, and in 2002 seem inadequate. Include here are beginning teachers need not be expert in all aspects of learning technologies, demonstrate an awareness of a range of learning technology resources and create a classroom environment in with learning technologies are an integral component. These points are guidelines that indicate areas that will be considered when pre-service teacher education course are evaluated by the state Department of Education and Training.
Another problem in teaching ICT is there has not enough materials for hand on. So, this is one of the barrier between teacher and students. The teachers are can't open a lesson without demonstrating with materials. And the student should not clearly understood the topic because they not see of how the topic's work.
Wolf writes that the core of Piagetian theories of cognitive development is a view of knowledge constructed through interaction (Wolf, 1998). There are two aspects of Piagetian interaction. The first relates to domain knowledge, and concerns the acquisition of knowledge through a simultaneous combination of actions and experiments with concrete materials and thinking about those materials. The other aspect of Piagetian interaction is characterized by its social nature. It arises from a trading of thoughts, feelings, and strategies between groups of learners, between teachers and learners, and through a process of self reflection.
A common and related issue among both beginning and experienced teachers is that mostly asking question that require only a previously learned response. The beginner in teaching ICT has not enough to be paying attention by students. Most of this situation are the elementary students because they have a kind of not recognizing a person that's new. The teacher had experienced was able to pay attention by students. Similarly, when teachers demonstrate a process on the board and then set tasks that are almost identical, students only need to remember or copy what was demonstrate. And they should aware if an equivalent level of thinking is required when students are asked to use computers to make copies of text, data, or diagrams provided by teacher or textbook.
WebQuests are used as vehicle for demonstrating an effective and safe way of making use of resources available on the World Wide Web. Issues arising from the rationale behind WebQuests for schools (Dodge, 1997) are discussed in the light of what students have experienced in previous classes, and what they observed while on teaching practice. Using WebQuests in the classroom is the major focus of this discussion, not only in relation to class organization and management in with students and not enough computers. Later the teacher education students work in small collaborative groups to develop a WebQuests that integrates material from at least three of the school curriculum areas.
There are many reasons why classroom teachers in subject other than ICT are not making effective use of the learning technologies currently available in schools. Many of these causes are not yet clearly understood. And now we might expect that new entrants into pre-service teacher education will have considerable experience with ICT during their schooling and their university studies. On this pre-service teacher education, similar concepts and approaches can be applied to professional development for current teacher. Of course school and system administrators have to be aware that no matter how high the level of competence and confidence of teachers. ICT will never be integrated into normal classroom practice until the technology is available and accessible where teachers' teach.
OFSTED (2002). ICT in schools: Office for standards in Education, London. Online: http://www.ofsted.gov.uk/ public/index.html.
Ramsay, G. (2000). Quality matters A review of teacher education in NSW. Online: http://www.det.nsw.edu .au/teacher/reports/index.html.
Jones, A. (2002). Refusing or ignoring? An investigation of student teacher's perceptions and use of computers. Paper presented at the Australian Society for Educational Technology Conference, Melbourne.
Hodas, S. (1993). Technology refusal and the orgaizational culture of schools. Education Policy Analysis Archives 1(10). Online: http://epaa.asu.edu/epaa/v1n10! html.
Watson, D. (2001). Pedagogy before technology: Rethinking the relationship between ICT and teaching. Eduaction and information Technologies, 6(4), 251-266.
Papert, S. (1980). Mindstorms: Children, computer and powerful ideas. Basic Books, New York.
SCTP (1999). Guidelines for the Evaluation of Teacher Education courses Department of Education. Victoria, Melbourne.
Wolf, D. (1998). The quality of interaction: Domain knowledge, social intercharge and computer learning. In G. Formen and P. Pufull (Ed.s). Constructivism in the computer age. Laurence Erlbaum Associates, Hillsdale.
Dodge, B. (1997). Some thoughts about WebQuests. Online: http://edweb.sdsu.edu/courses/ edtes596/about_webquests.html. BUGAHOD, REJANE MAE JOSON, JOCELYN NILLAS, RICHELLE ANN (Students in Eclaro Academy) ICT GR. 11-DIAMOND MR. RAYMARK LLAGAS (Adviser)
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