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Impacts of Information and Communication Technology on Developing Quality of Teaching. M.A. Avan Kamal AZIZ Doc. PaedDr . PhDr . Jiří DOSTÁL, Ph.D. M.A. Xiaojun WANG. Introduction. Integrating ICT in teaching and learning processes.
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Impacts of Information and Communication Technology on Developing Quality of Teaching M.A. Avan Kamal AZIZ Doc. PaedDr. PhDr. Jiří DOSTÁL, Ph.D. M.A. Xiaojun WANG
Introduction • Integrating ICT in teaching and learning processes. • It provides opportunities for making innovations in the process of teaching and learning. • ICT has enhanced the opportunity for the teachers to easily access the information, inspiring new betterment in teaching, and make it easy for everyone to contact each other any time anywhere they want.
The approaches of teaching mainly transformed from the teacher-centered class into student-centered one. • Incorporating ICT in the classroom needs well-equipped techno-teachers.
The Study Aims at: • demonstrating the Impacts of ICT on developing quality of teaching. • suggesting some factors that result in progressing ICT teacher’s teaching quality in the educational settings. Significance of the Study • It familiarizes the teachers with the importance of ICT for improving quality of teaching. • It inspires both principle and teachers to enhance the factors that support and embolden teacher’s ICT use. • It encourages teachers to be effective users of ICT in the classroom.
Methodology Qualitative methodology is adopted in this study. The adopted analysis procedure includes a description of • Information and Communication Technology; • ICT and quality of teaching; • Impacts of ICT to improve teaching quality (Benefits of ICT in Teaching Context) • Factors that result in progressing ICT teaching quality in the educational settings, and; • Conclusion.
2. What is ICT? • ICT in education supplies technology that underpins, progress, and stimulates the deliveryof information from a teacher-directed towards student-centered models. Figure 1: ICT Devices retrieved from UNESCO (2010)
Benefits of ICTs in the Teaching Context • ICT helps teachers both in their personalwork and in their teaching. • Concerning the teaching ICT nurtures teachers in “making the lessons more interesting, easier, more fun for them and their learners, more diverse, more motivating for the students and more enjoyable”.
b) in terms of personal work ICT: • progresses presentation of materials, • allows greater access to computers for their personal use, • offers more confidence and power to the teacher in the educational setting, • makes the teachers’ administration more well-organized and effectual, • dispenses professional support through the Internet and they have more self-assurance in their work.
There is a positive and meaningful relationship between the use of ICT and classroom management. • ICT supplies and increase a positive atmosphere in classroom, on one hand it reduces group interaction and rapport, but on the other hand it increases student-teacher and student-technology interaction, • it increases students’ partaking in classroom activities that consequently raise their comprehension, • in such class teachers are free of stress which may cause by the necessity of finishing the program considered in the curriculum, • it tolerates teachers to eliminateunnecessary details and concentrate on the core subject, and
it aids teachers to use class time effectively for classroom activities as preparing a lesson, warming up a lesson, and transit from an activity to another and giving feedback. • it provides teachers time and new opportunities to implement new teaching strategies and methods, assess learners’ performance more effectually and observe and communicate each learner individually, and • it offers teachers more data to achieve the objectives of the lesson and scheduling the new step for learning.
Sometimes teachers have more responsibilities or jobs other than teaching so they may need to go for an administrativemeeting or a conference or workshop or any other academic meeting at the same time they should not miss their teaching session. • LCMS (Learning Content Management System) and LMS (Learning Management System) help the teacher to create new content from gathering other content of other sources, manage and edit e-Learning content.
3. ICT and Teaching Quality • Teachers with the use of ICT can create or participate in communities of practice. • STAR-Online is a form of communities of practice, through this model teachers are able to access to mentors, colleagues, and resources by a web-based Virtual Teaching and Learning Community (VTLC) system.
VTLC online model enables teachers to boost knowledge and obtain ICT skills in the application of educational technology. • VTLC helps them to progress lesson plans, share them with experts and peers, get feedback, and remark on others’ work. • Teachers through the VTLC, are able to partake in • quality online training modules, • build an online portfolio, and • collaborate with other teachers
5.2 Factors that result in progressing ICT teacher’s teaching quality. • “It is teacher’s acceptance, attitudes, and intention to use ICT that determine the quality of its integration into the school system and the success or failure of its use as a learning and a teaching tool.” • To help teacher’s performance expectancypositively improve we need to get them to familiarize with effects of ICTs through seminars and workshops. • Then, offering chances for the teachers for partaking in ICT training courses also scaffold them to apply, in the teaching and learning sessions at their schools, what they have learned.
Teachers need to have a supportive environment to get the most from using ICT in their teaching. • There are several studies report that despite having many teachers who have competence and confidence in using ICTs in the classroom, but they still make little use of technologies because of lack of time.
Last but not least, another supporting factor for the teachers is designing the curriculum that should be for both teachers and students to enrich their knowledge and skill in ICT. • Designing ICT literacy as an area of the curriculum makes both teaching and learning process easy and joyful. ICT literacy topics entail: basic concepts of ICT, using computers and managing files, word processing, spreadsheets, databases, creating presentations, finding information and communicating with ICT, social and ethical issues, and jobs using ICT.”
providing enough knowledge and training for teachers, to help them to know how is the application of ICT in their own subject area like languages, art, mathematics, social sciences, natural sciences and so on. Some of the topics that teachers need to get familiar with are: “measurement, modeling, and simulation, robots and feedback devices, statistics, creating graphics, spreadsheet design, and database design.”
ICT and education specialization is one of the very potent areas that the Ministry of higher education should take it in its consideration. • This area should be dedicated to those learners who desire to study in a field of ICT and education. • Specialized ICT teachers will be a supportive educator for those teachers who do not have enough knowledge of ICT use. • Specialized ICT teachers through their studies, training programs, workshops and experiences they can maintain • teacher'spositive expectancy toward ICT use, • motivate them to keep on their professional development, • empower them to address the ICT challenges they confront in their everyday teaching and to meet needs for improving their teacher quality.
Conclusion • ICT has played a supportive role and positively has changed the way students are learning and develops the quality of instruction teachers use during their teaching and learning process. • The capability for affording ICT tools and educational equipment at educational setting is not only enough for achieving the best learning in students, but also the presence of professional techno-teachers will make the learning process complete and promising. • The Ministry of Education and Ministry of Higher Education needs to pay more attention to the ICT needs at schools and universities and work on improving those factors that have many impacts on developing ICT teacher's teaching proficiency.
