Ict Utilisation And Integration In The Classroom Education Essay

Ict Utilisation And Integration In The schoolroom facts of life EssayTechnology hatful be functiond to strengthen learner acquire and enhance pedagogy and can be handlingd in effect as a cognitive tool for statement and learning in the classroom (Bruce Levin, 2001 Bransford, Brown Cocking, 2000). Teachers design engineering for a variety of reasons and these take on record keeping, writing lesson plans, creating worksheets and communicating with parents. However, despite the widespread make use up of of engine room in schools, it seems that instructors are more inclined to use engine room to make their existing practices ( such as providing practice drills, demonstration).Previous studies revealed how and why individuals adopt new schooling technologies (Venkatesh, Morris, Davis Davis, 2003), however it is not known what influences teachers to use technology in their classroom we need a better understanding of the beliefs that inform these decisions. Previous studies consent shown various attri preciselyes that can be associated with the utilisation and desegregation of ICT in the classroom. For instance, teachers attributes is diversely grouped into personal characteristics, wiz of such characteristics Self-efficacy, perceptions and ease of use(Albion, 2001 Enochs, Riggs, Ellis, 1993 Kellenberger, 1996 Riggs Enochs, 1993 Wang, Ertmer, Newby, 2004a). When a teacher recognizes that he or she can effectively use technology in the process of teaching and learning, it give impact that teachers ability to use technology in the classroom. However, the factors that influence self-efficacy beliefs towards technology consolidation remain largely ambiguous, curiously when examining the possible influences of students attitudes towards technology. These beliefs are likely to be related to each different and they interact dynamic all toldy in influencing teachers decisions about the use of technology in the classrooms.Bandura (1997) de scribes comprehend self-efficacy as beliefs in unrivaleds capabilities to organise and execute the courses of action necessitate to produce given attainments. As this applies to the integrating of technology into education, self-efficacy beliefs toward technology desegregation collect been theorized to be a determining factor in how intimately a teacher is able to effectively use technology to correct teaching and learning.Given that teachers act as change agents for technology integration in schools, it is critical to understand the factors that facilitate and those that act as barriers to teachers use of technology in schools. Research has open up that teachers belief on the use of technology is influenced by many factors, such as surround, funds, availability of demand technologies etc. (Leggett, Persichitte, 1998). The factors can be classified as either arising from the out-of-door environments where the teachers work in or the personal characteristics of the teache rs (Chai Khine, 2006). While both interior and external conditions affect technology use in classrooms, (Ertmer 2005) argues that although environmental conditions in terms of technological infrastructures direct improved, factors pertaining to teachers beliefs are yet to be resolved. . In Nigeria, in that location are few cultural factors such as religion, belief, age, that can contribute to teachers inability to integrate technology in the classroom (can you project this claim with a literature?). In addition, an issue that arises from Nigeria is that only well-trained teachers have enough dominance to actually use ICT as a teaching mechanism in the classroom teaching (Forster,2008). Before the emergence of ICT, pre attend to teachers were not expose to new modern channels of information, which and go a behavior turn in them self-guided learning materials, placing more focus on learning quite a than teaching.Insufficient entree to computers is one of the main obstacle s for ICT programmes. This is evently relevant for educational macrocosms located in rural areas where the school or training institution is the only access point for computers. Swarts(2002) line of reasoningd that government cooperation is necessary for ICT programmes to be sustainable. Its cooperation is needed in order to support the education curriculum system, which is resilient for the survival of ICT utilization and classrooms integration (Kozma, 2008).PurposeThis field of battle go out consequently look into teachers beliefs about technology usage in the classroom among subaltern school teachers in Lagos state, the integration of technology into teaching and its teachers influence on the students attitudes toward technology.Significance of studyThis study go out be significant to the next individuals as stated belowTeachers will be aware 0f the get word concern driving policy and interest in the pedagogical integration of ICT and the premise that ICT is important for bringing changes to classroom teaching and learning so as to foster thedevelopment of students 21st-century skills.It is important because it will suspensor to pee-pee up teachers confidence in victimisation technology in general, which would indeed increase their intention and willingness to use technology in the future (Yuen Ma, 2008).It is alike useful because it will help to develop a school environment which enables teachers to have more hands-on experience in new technologies (Allan, 2007 Fleming et al., 2007),Students may acquire special, these skills include the ability to become lifelong learners within a context of collaborative inquiry and the ability to work and learn from experts and peers in a connected global community (Law, Pelgrum Plomp, 2008121)ResearchersThis study would contribute to the throttle research in this area and add clarity to the relationships among these beliefs and will help to them suggest ways of convincing teachers to use ICTs in thei r classrooms because they are ingrained in this technologically globalised era.QuestionHow do teachers beliefs relate to their instructional technology practices in classroom?2 How do the environmental conditions affect ICTs use in classroom?What obstructs teachers corroborative belief about ICT integration in the classroom?Literature ReviewA major gap has eer existed surrounded by affluent people living in unquestionable societies with access to modern information technology and underprivileged people living in impoverished and rural communities in developing and least developed countries. even out today, an unequal adoption of technology excludes many from harvesting the fruits of the digital economy (Giri,2002).To investigate the factors impede teachers readiness and confidence in using ICTs, Tella, Tella,Toyobo, Adika Adeyinka (2007) examined Nigerian indirect school teachers uses of ICTs and implications for further development of ICT use in schools using a census of 700 teachers. They found that inadequate knowledge to evaluate the division of ICT in teaching and learning, inadequacy of skills in the use of ICT equipment and software had resulted in a lack of confidence in utilizing ICT tools. This is consistent with Preston (2000) who concluded that lack of technical support to be the key inhibitor to the use of ICT in classroom. As indicated by Bradley and Russell (1997), recurring faults, and the expectation of faults occurring during teaching sessions have reduced teachers confidence and caused teachers to avoid using technology. In addition, obstacles such as access to equipment, cartridge clip pressures, lack of mentor and opportunities for apprenticeship of observation also have an impact on teachers ability to use ICT (Slaouti Barton, 2007). Further, teachers workload and time management was found to be inhibiting the accomplishation of computer instruction in classroom (Guha, 2000). While thither is a great deal of studies about h ow ICT is macrocosm used in developed countries, there is not much information on how ICT is being integrated into schools in developing countries (Beukes-Amiss and Chiware, 2006).Investments in ICT for educational innovations and improvements purposes have been continuing, but the need for teachers who will employ it in the classroom as a staple part of the curriculum is disregarded (Niederhauser and Stoddart, 2001 Vacc and Bright, 1999). ICT does not have an educational value in itself, but it becomes precious when teachers use it in the learning and teaching process effectively. As Shakeshaft (1999, p. 4) notes, just because ICT is present does not retrieve that students are using it. The impact of ICT is strongest when used in a particular content area and further supported by use crossways the curriculum (Ward and Parr, 2010). Since teachers are the key figures to utilize ICT in educational settings productively and to help integrate ICT into the curriculum, there is every need for them to develop and have positive attitude towards its utilization and efficacy in the classrooms. . ICT promotes a positive attitude towards information technology as an essential part of a lifelong interest in learning. Teachers also perceive the use of ICT as enhancing recall of previous learning, providing new stimuli, activating the learners response, and providing arrogant and steady feedback. It is further perceived as sequencing learning appropriately, and providing access to a rich source of information(Hennessy, Harrison and Wamakote, 2010). For example, Tella et al. (2007) found that computer use by teachers was dictated by intentions to use it, and that perceived usefulness was also strongly connect to those intentions. The implication is that teachers will be inclined to use technology if they perceive it to be useful. Furthermore, ICT ask to be linked to specific needs of learners, desisting from the one size fits all approach (Leach, 2005, p. 112). It is around effectively used as a learner-centred tool, instead of within a more traditional pedagogy. The trustworthy challenge for educationists is, therefore, how to harness the potential of ICT to complement the role of a teacher in the teaching and learning process.Roblyer (2002) found that many pre-service teachers are unflustered entering universities with little knowledge of computers and appropriate skills as well as lacking positive attitudes toward ICT use in the classroom. Again, Gunter (2001) states that many higher education institutions are still failing to prepare pre-service teachers for positive technological experiences and utilisation. This will make it difficult for teachers to be able to transfer their ICT skills to their students and encourage them to implement ICT when they themselves have negative belief toward ICT integration in the classrooms (Yldrm, 2000). many a(prenominal) studies indicate that it is teachers attitudes, expertise, lack of autonomy and l ack of knowledge to evaluate the use and role of ICT in teaching (or technophobia in teachers) that are the prominent factors hindering teachers readiness and confidence in using ICT support(Hennessy, Harrison Wamakote, 2010). In order for ICT to be effectively used in education, a sense of its value needs to exist as well as the expectation that its use will lead to success. Teachers education requires instructional design, and a belief about computers needs to be present if all teachers are to use ICT in their classrooms. Classroom practices need to change in order for ICT to be fully effective, and attitudes of some who may be unwilling to move away from the traditional way of teaching, need to be taken into consideration when training teachers for ICT use (Tella, Tella, Toyobo, Adika Adeyinka,2007). Therefore, teachers perceptions of ICT integration and utilization in the classrooms are somewhat related to the technology sufferance model (TAM) which was originated by Davis in 1986 (Davis, 1989). The model indicates that perceived usefulness and perceived ease of use are two specific determinants of a users borrowing of a technology. Perceived usefulness indicates the users perception of the extent that the technology will develop and improve his job performance positively. This includes decreasing the time for playacting the job, more productivity and accuracy. Perceived ease of use refers to the users perception of core of the effort necessary for using the system or the extent to which a user believes that employing a specific technology will be easy. Summers (1990) found that the lack of knowledge and experience in the computing area is one of the most common beliefs for teachers negative attitudes towards computers. Selwyn (1997) found that a major deterent to the use of computers by teachers was computer phobia. These teacher anxieties could be caused by psychological factors such as having little or no control over the activity, mentation that they might damage the computer, and feeling that ones self esteem is threatened sociological factors such as ICT being regarded as a solitary activity, needing to be clever to use one, and being re roled by the computer and operational factors such as being beyond ones abilities, having to cope with unfriendly jargon, and the likelihood of the technology going wrong. Teachers should be provided with adequate and appropriate support in their classrooms, and be guided by professional standards that incorporate a code of fill (Semenov,2005). The successful use of computers in the classroom depends on the teachers belief and attitudes towards computers (Lawton Gerschner, 1982). By means of survey and data collection using questionnaire, the study will also explore factors impeding both qualified and prospective subsidiary school teachers positive beliefs and their future expectations related to utilization and integration of ICTs in the classrooms during teaching and learning.Resear ch designThe design adopted in this study is a descriptive survey method. This will allow the researchers to have a complete description of the impact of teachers belief on utilization and integration of ICTs in the classrooms.Population and SampleThe population of the study comprised all overt and clubby secondary schools in Lagos state Nigeria. Three hundred secondary school students from both Twenty five percent public and private schools were purposefully selected because it will not be convenient for the researchers to use all the schools in the Lagos state, again they make a good representation of the schools in the state. Then, a number of teachers in each schools were taken.This gives a total of - which their ages ranged between 25years 45 with a mean age of 35 years ( NB we will get the exact fig. from data collection/questionnaire) They consist of -males and -females. prickAn instrument named Teachers Belief on Utilization and Integration of ICTs in the Classrooms was d eveloped by the researchers and used for data collection. The instruments consists two sections. Section one request demographic information from the respondents. The second section contains ten questions on likert fiber response format and the respondents are requested to choose from strongly agree, agree, resist and strongly disagree. The instrument was administered on thirty respondents to ascertain its reliability later on modification.ProcedureAll the 250 teachers used for the study were given questionnaires in their individual schools with permission granted by the various authorities of the schools. The administration took place after the school hour in each school. Before then, the sinless respondents were informed about the date of the exercise.A day was allocated for two schools. This mean that 15 days was used to cover all the 30 schools selected in which the respondents were selected.(NB pls note how many questionnaires were administered and no. that were valid)Meth od of data analysisData dispassionate were analyzed using chi square and why?/?Recommendation( this is just a guess and to know whether it is in line with how it is beig written)The findings showed that most teachers perceived ICT as very useful and as making teaching and learning easier but still do not believe in utilization and integrating them during teaching and learning especially in Nigerian situation where there is no steady power supply, cost of the equipment, unavailability of the ICTs in most schools,lack of expertertise especially in public schools, etc. It was recommended that professional development policies should support ICT-related teaching models, in particular those that encourage both students and teachers to play an diligent role in teaching activities. Additionally, emphasis should be placed on the pedagogy underlying the use of ICTs for teaching and learning.