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By: Ratshitanga NT B. Sc. Hon (Computer Science); H.E.D. (Computer Science)

Benefits and Challenges that Accompany Successful Integration and Implementation of ICT in Teaching and Learning. By: Ratshitanga NT B. Sc. Hon (Computer Science); H.E.D. (Computer Science) University of the North (now known as University of Limpopo). Employment:

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By: Ratshitanga NT B. Sc. Hon (Computer Science); H.E.D. (Computer Science)

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  1. Benefits and Challenges that Accompany Successful Integration and Implementation of ICT in Teaching and Learning By: Ratshitanga NT B. Sc. Hon (Computer Science); H.E.D. (Computer Science) University of the North (now known as University of Limpopo) Employment: Senior Support and Helpdesk Manager Department of Information Technology Services University of Venda

  2. Contact Details: • Cell. no.: 072 289 2942 • Fax no.: 086 661 2468 • Email:nkhumbuleni.ratshitanga@univen.ac.za • edumotive@yahoo.com

  3. Introduction Information and Communication Technology (ICT) is the phrase used to describe a different technologies for: • gathering, • storing, • retrieving, • processing, • analysing and transmitting information, (http://www.smartstate.qld.gov.au/strategy/strategy05_15/glossary.shtm; Accessed: 28/06/2008).

  4. ICT has been developed by people to help and ease their lives. • Hence, it is people who must make it work effectively for themselves. • The question is, who are the people to make it work in the teaching and learning environment. • How do those people benefit when they make it work; • what are challenges for making it work successfully and • how can prospective users and current users of ICT curb such challenges

  5. Objectives of the Paper The author of this paper does not believe that schools can use ICT effectively without knowing benefits and challenges associated with using ICT in teaching and learning.

  6. Hence; the objective of this paper is to discuss: • benefits of using ICT in teaching and learning; and • challenges that are faced by schools with regard to implementation and integration of ICT in teaching and learning • some of the strategies that can be used to minimise identified challenges

  7. What is effective ICT? • By effective we mean a process that generates outputs that satisfy customer requirements, (www.fiu.edu/~pie/sec8appglossary.htm; accessed: 21/06/2008). • one need to know what is expectedof him/herself; otherwise one might end up delivering unwanted results. • Before you make use of ICT to help you in teaching and learning environment; one must first define what one will like to achieve. ICT will be effective if through its usage, one is able to achieve one’s objectives

  8. Effective means making use of ICT to: • Engage and stimulate learners • Increase achievement • Enable better understanding • Cultivate improved communication • Have a positive impact on workload http://www.effectiveict.co.uk/effective/

  9. Benefits of Using ICT in Teaching and Learning • ICT helps to Motivate and Engage Learners Through the use of ICT educators can provide opportunities to learners by engaging and motivating them so that they can meet their individual learning needs,(http://www.naace.org/impict/teaching.html; Accessed: 23/06/2008). • Assessment of Learners • ICT can provide useful feedback to both educators and learners through the use of some software that are able to assess learner’s work,(http://www.northerngrid.org/ngflwebsite/how.htm; Accessed: 23/06/2008). • Speed and Automatic functions • capability to produce and modify resources quickly and easily • demonstrate, explore or explain work effectively • it allows routine tasks to be completed and repeated quickly

  10. Communication Channels are Increased Communication channels are increased through email, discussion groups and chat rooms; (http://www.schoolnet.gov.mt/ictsec/ICTPedagogyHeads.doc; Accessed: 23/06/2008). Through ICT distance is no longer an issue; since learners and educators are able to share ideas and valuable information Examples Emails Apart from using emails to communicate with learners; educators are able to communicate with other stakeholders Video Conferencing Video conferencing schools are able to collaborate or share information on common issues

  11. AccesstoInformation • Through Internet, learners and educators are able to have access to several educational knowledge and information. • They are able to use Search Engines like Google; Yahoo; Ananzi; etc to search for information • Uptudate Information • ICT helps prepare children for the world of work • Most organisations today use ICT, i.e. computers, technologies, applications and devices to run their everyday business activities and children already love to use ICT in the rest of their lives. Example: • Internet Banking • Telecommuniting

  12. ICT opens up new opportunities in teaching and learning • Teaching using ICT offers educators the chance to empower learners with new passion into their subjects, to adopt fresh approaches, pool ideas and develop new skills that expand their career possibilities (http://www.educatornet.gov.uk/wholeschool/ictis_old/ict_teaching/primarystrategyict/primaryict/; Accessed: 23/06/2008) Examples: • Educational Websites Educators may access teaching plans and other educations materials from the Internet. • Benchmarking They may also benchmark their activities with other educational institutions of similar level. • E-Conferences Through e-conferences educators are able to acquire new knowledge and skills that might help them inside their classroom

  13. ICT is flexible ICT can be customised to suit learners of all ages and abilities, and educators of all skills sets, to support educators and pupils across the whole curriculum. (http://www.educatornet.gov.uk/wholeschool/ictis_old/ict_teaching/primarystrategyict/primaryict/; Accessed: 23/06/2008) Example: Educational Software Educators are able to customise lessons according to individual learner’s skills and knowledge

  14. ICT Provide Link between School and Home Through ICT parents and learners are able to have access to teaching and learning materials, and to assessment and attendance data, from home,(http://www.naace.org/impict/teaching.html; Accessed: 23/06/2008). Through ICT parents are able to access school information wherever they are; as long as they are connected to the Internet Examples: School Website Parents are able to visit school website and browse policies and other school procedures without physically going to school Assignments Learners may download assignments from school website

  15. ICT can significantly reduce learning costs • It is clear that there are advances in ICT, the personal computer continues to becomemore and more accessible and affordable. • The internet and cellular phone is becoming commonplace for millions of people. • The cost of videoconferencing connection is also lowered if Internet Protocol (IP) is used, (http://www.jointokyo.org/files/cms/news/pdf/s2_benefits_v7.pdf; Accessed: 24/06/2008). • Learners and educators may through the Internet or videoconferencing learn from another institution without physically going to that institution. This automatically saves traveling cost.

  16. Challenges Faced by Schools with regard to Implementation and Integration of ICT in Teaching and Learning

  17. Culture • Culture in this regard is referred to the way educators and learners do their business • Therefore, it should not come as a surprise to find that learners opt not to become autonomous, comprehensive learners (which is possible with the use of ICT). • Promoting the use of autonomous and comprehensive ICT use requires more than access to adequate resources or the adoption of ICT in classroom strategies. • It demands a change in classroom culture, (http://findarticles.com/p/articles/mi_qa4013/is_200304/ai_n9228424/pg_7; Accessed: 23/06/2008).

  18. Deloitte consulting partner Lisa Barry says cultural transformation is “the lifeblood of change”. She outlines six major fundamentals for change: • Make your case for change • Have a clear vision • Develop a strategy • Work out how much organisational capacity there is to enact the change • Introduce strong motivation for change to the business • Communicate effectively – “keep on top of the messages that are being transmitted through the organisation”. • (http://www.heidrick.com/NR/rdonlyres/5A39C42F-5526-4C14-ADE8-4504EB3B6133/0/HS_CulturePerformance.pdf; Accessed: 24/06/2008)

  19. Inadequate ICT skills Among Educators Integration of ICT in teaching and learning does not only deal with introduction of new hardware and software, but both trainers and the learners have to adopt new roles, and change their ICT behaviors and ways of teaching and learning.(http://ijedict.dec.uwi.edu/viewarticle.php?id=246; Accessed: 23/06/2008) Example: In most rural schools, most educators do not even know how to use a mouse; hence this becomes a serious drawback in terms of using ICT in teaching and learning

  20. Insufficient ICT Resources The insufficient number of computer resources obviously had a negative impact on the development of the learners’ information literacy skills and their ability to independently access a wider variety of information sources that would help them fare well in their school work. (http://www.univen.ac.za/ads2.php; Accessed: 23/06/2008) Example: A school with 800 learners sharing 200 computers will perform better than the school with the same number of learners who are sharing 10 computers in terms of acquiring information literacy skills.

  21. Curriculum School curriculum planning should be redesigned to incorporate information technology as an element of learning and teaching, and allow sufficient time for learners to enjoy computer activities.(http://crpit.com/confpapers/CRPITV34Han.pdf; Accessed: 23/06/2008)

  22. Lack of systemic approach to ICT implementation • Integration of ICTs in the functions of any organization is a complex process that needs project management skills and to be clearly defined from the beginning. • However, this is not the case in many educational institutions in South Africa as most of them have embraced the ICT integration process without clear plans to guide the way. • The institution ICT policy and strategic plan should be defined to provide a framework for the development and implementation of specific ICT projects. (http://ijedict.dec.uwi.edu/viewarticle.php?id=246; Accessed: 23/06/2008)

  23. Lackof Management Support • Management support is critical to the successful integration of ICT into teaching and learning processes. • Managers can provide the conditions that are needed, such as ICT policy, incentives and resources. • The commitment and interest of the top management and other leaders at every level is the most critical factor for successful implementation of ICT.

  24. It is imperative that school management and ministry of education show commitment for the successful integration of ICT in teaching and learning processes. (http://ijedict.dec.uwi.edu/viewarticle.php?id=246; Accessed: 23/06/2008)

  25. Example: When management is committed towards integrating ICT in teaching and learning: • it allocates enough funds for project. • takes educators to staff and development workshops.

  26. Lack of Technical Support • There is a need for someone who will always be there to fix broken ICT equipments like computers; • this person will be providing technical support services for the school. • Technical support among other issues covers installation, operation, maintenance, network administration and security.

  27. This is also crucial part of the implementation and integration of ICT in education system. In most cases however, technical support is not available, which implies that educators and learners require some basic troubleshooting skills to overcome technical problems when using ICT, (http://ijedict.dec.uwi.edu/viewarticle.php?id=246; Accessed: 23/06/2008).

  28. Example: • A school must have at least one person who can serve as a technician for repairing broken computers and other related resources.

  29. Lack of ownership • Stakeholders involvement is imperative for the successful implementation of the ICT project. • It is critical that all stakeholders contribute to and own the policy and the plan. • Stakeholders must be given maximum platform for participation since this will help in the identification of challenges, and in proposing areas for ICT application.

  30. They must agree on the projects to be implemented, including their role therein. Employees must see ICT as tools that complement their jobs rather than as competitors for their jobs. It is a challenge to get stakeholders in an organization to think for the organization, rather than the natural tendency of considering their personal interests first, (http://ijedict.dec.uwi.edu/viewarticle.php?id=246; Accessed: 23/06/2008).

  31. Example: • School governing bodies and other stakeholders must be involved fully in the integration and implementation of ICT projects in education since without their involvement the whole project can be a white elephant.

  32. Lack of Security • Most rural schools do not have necessary security facilities that can secure their ICT resources; hence thieves make it difficult for such schools to acquire computers for the purpose of teaching and learning. • In a bid to avoid losing school computers because of theft, in other instance they are kept in somebody’s house. • Theft is a serious threat that makes rural schools not to acquire computers.

  33. Attitude to ICT • Educators respond with different degrees of enthusiasm in relation to the use of ICT in their teaching practice. • There educators who still do not believe that ICT is relevant to either learners improvement or to their professional development. • Some educators believe that integration of ICT into teaching and learning will render them redundant for they believe ICT will replace them. As a result, there is a slower shift in educators' attitudes towards ICT than planners had expected, (http://www.schoolnetafrica.org/english/schoolnet_centre/aworkshops/presentation.html; Accessed: 23/06/2008).

  34. There should be a way to motivate those educators with negative attitude towards using ICT in teaching and learning. • Courses should be offered continuously as a way to make them appreciate the benefits of using ICT in their educational activities. • Some educators could see the benefits but they are only resisting to change; which implies that a well planned transitional strategy must be put in place.

  35. Example: A educator with negative attitude will not bother to learn on his/her own how to use a particular computer program.

  36. Inadequate funds • Most schools are operating from limited budget, which again makes financing and maintain projects like implementation and integration of ICT in education a problem. • It is obvious that schools with higher financial resource bases stand a good chance than those with limited resources to reap benefits offered by ICT. (http://ijedict.dec.uwi.edu/viewarticle.php?id=246; Accessed: 23/06/2008)

  37. In addressing the problem of limited funds and sustaining donor funded projects, school can do the following: • adopt freeware and open source software for teaching and learning activities; • continuously press for more funds from their governments; and • diversify sources of funds to have a wide financial base.

  38. Insufficient ICT Resources • There are schools in rural areas that have no electricity and telephone lines; which are the basic requirements from making a gadget like computer functional. • Government largely depend on donations from private sector.

  39. Conclusions • Managers need to ensure that they benefit out of the ICT that are implemented in teaching and learning. • They have a challenge to make ICT work for them. • Challenges must not scare schools managers to an extent where they stop to integrate ICT in teaching and learning; rather they have to adopt strategise that can minimise them. • They have to maximise the benefits associated with ICT in teaching and learning.

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