Ict Integration In Teaching And Learning Pdf

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Most teachers reported that the use of ICT in learning and teaching was slow in the past years and proposed upgrading of students computer labs and accelerating internet connectivity in the schools. With such initiatives in place, one would expect a fully-fledged integration of ICT in schools in Tanzania. The adoption and integration of ICT into teaching and learning environment provides more opportunities for teachers and students to work better in a globalised digital age. The integration of ICT in teaching and learning IITL brings about powerful learning environments and helps students to deal with knowledge in active, self-directed and constructive ways.

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To browse Academia. Skip to main content. By using our site, you agree to our collection of information through the use of cookies. To learn more, view our Privacy Policy. Log In Sign Up. Download Free PDF. Filiz Mumcu. Download PDF. A short summary of this paper. The primary point that draws attention in the process of the integration of Information and Communication Technologies ICT should be the broadness of concept of integration itself and the variety of definitions related to ICT integration.

This variety should encompass a broad framework from a point of view that regards it sufficient to use ICT in lessons, to; the point of view according to which this process should be routine, permanent and should contribute to the learning process of the student.

However, the definition of ICT integration in a broad framework should encompass the permanent use of ICT in the classroom to improve student learning. Thus, the answer given to the question "How should ICT be used in the teaching and learning process so that it contributes to the learning of the student? The answers given to this question may vary according to two points of view on the 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, The convergence of pedagogical and technological points of view supports effective connections between suitable technology for content and pedagogical principles to design learning environments.

Accordingly, teachers need to know why and how to use ICT applications and resources given the characteristics of learners. This sample plan includes the problem that necessitates the use of ICT in the lesson, the ICT applications and resources, ICT application skills, application strategies as well as reflections and suggestions related to the use of the application. Word-processing programs to prepare lists. Internet to draw tables and graphics by researching. Presentation programs to present studies.

E-mail and communication programs to communicate. Application Strategies:Students shall be divided into groups in order to carry out the studies described below.

The stages of this study shall be offered to students with the related documents. They shall prepare the questionnaire and shall evaluate it in accordance with the five -point Likert scale. They shall conduct the questionnaire of their chosen sample size from within the population universe 3-Students shall transfer the results of the questionnaire to given web site and shall decide with which statistical table they shall show it.

They shall present that data using the most appropriate methods column chart, pie chart. In addition, they shall calculate the arithmetic average and the data gap of each data obtained in the questionnaire. Then the groups shall discuss how they interpret the data. Evaluation:The project reports and presentations shall be evaluated based on rubrics. Based on the premise that "The integration process should strengthen learning of students", there was a need to present an integrated point of view in the application of these processes and to develop some concrete examples for teachers.

These requirements were assessed within the framework of "5W1H" questions and a detailed model was suggested, based upon discussions. The Purpose of The Study:The main purpose of this study is to develop a unified model assessing the ICT integration process which help to strengthen students' learning.

Hence, this model is not a linear model, but a cyclical model. That is to say, whereas questions on "who", "why" and "how" are the primary ones to be answered in the integration process, "how" questions should be answered within the context of "what", "where" and "when".

All the structures formed under the guidance of the questions in the model were taken into account, both individually and as a whole. Why should ICT resources and applications be used? The answer to this question should focus on the learning of students in terms of pedagogy, technology and contents' coherence.

Therefore, Technological, Pedagogical Content Knowledge TPCK framework is defined as:"TPCK is the basis of good teaching with technology and requires an understanding of the representation of concepts using technologies; pedagogical techniques that utilize technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems students face; knowledge of students' prior knowledge and theories of epistemology; and how technologies can be utilized to build on existing knowledge and to develop new or strengthen old epistemologies" Koehler, p.

On this basis, the answer given to the question "What is the purpose of the integration process? Teachers should be trying to strengthen students' learning by combining appropriate pedagogical approaches and ICT applications and resources in direction of acquisitions of topic.

For whom shall ICT resources and applications be used? The subject of the integration of ICT into teaching-learning process is students or, in other words, they are the learners who are subjected to the integration.

For this reason, it is important to determine the characteristics of learners who are the target group of the integration process. Therefore, it is necessary to designate for whom ICT resources and applications shall be used and to identify the characteristics of these users.

In addition to cognitive, affective, social and physiological characteristics of learners, ICT literacy should be taken into consideration. How will ICT resources and applications be used? In order to prepare and carry out learning environments which is appropriate to the purpose and the characteristics of the target group, the question "How shall ICT resources and applications be used with appropriate teaching methods and learning strategies? The sample lesson plan given above Table 1 is assumed to be beneficial for answering this question.

It is also necessary to determine via "how" questions where and when to use the ICT resources and applications in accordance with the teaching methods and learning strategies selected as being appropriate to the content. Which ICT resources and applications should be used? Answering the question "Which ICT resources and applications would students and teachers benefit from? Explaining in what conditions column charts cause misinterpretation. Calculating and interpreting the arithmetic average of data and data gaps.

Making estimates in accordance with the obtained data. Tables and Graphics 2. Measures of Central Tendency and Spread Problem: The elections of school representatives are approaching. There will be a representative of each class. There is more than one candidate in class 6-A. The class is divided into groups and the groups prepare a working plan in order to determine the working program of the prospective representative.

The tasks in the working plan are to prepare and conduct a questionnaire amongst the candidates, to draw a table using the data in hand, to present the data in appropriate statistical forms, to make estimates in accordance with the obtained data, to prepare the reports of the plan and to present it to the class. Acquisition:Learning outcomes 1. Observing and interpreting the data in appropriate statistical forms.

IntroductionHow should ICT be used in the teaching and learning process so that it contributes to the learning of the students? The answers given to this question may vary according to the point of view on the integration process.

Theoritical FrameworkAccording to technological point of view, which supports the integration of technological infrastructures and systems into the educational environment. According to pedagogical point of view, which supports the integration of ICT materials and programs in terms of social constructivist learning principles. Theoritical FrameworkThe convergence of pedagogical and technological points of view support effective connections between suitable technology for content and pedagogical principles to design learning environments.

PurposeIn this base; there was a need to present an integrated point of view in the application of these processes. Integrating ICTThe effective use of ICT in lessons, depends on the awareness of teachers of the potential of ICT in teaching and learning processes; Integrating ICTof appropriate selection of materials for their students;of effective contemplation of their lessons of carrying out class management rules while overcoming the difficulties encountered during lessons in which technology supported learning environment.

How shall ICT resources and applications be used with appropriate teaching methods and learning strategies? Where shall ICT resources and application be supplied from and where shall they be used? Related Papers. By Filiz Mumcu. By Soner Yildirim and Feride Karaca. Download pdf. Remember me on this computer. Enter the email address you signed up with and we'll email you a reset link. Need an account? Click here to sign up.

integration of ict in teaching and learning pdf

This copyright notice applies to articles published in AJET volumes 36 onwards. Skip to main content Skip to main navigation menu Skip to site footer. Abstract Information and communication technology ICT curriculum integration is the apparent goal of an extensive array of educational initiatives in all Australian states and territories. However, ICT curriculum integration is neither value neutral nor universally understood. This paper investigates the overarching question: Are ICT integration initiatives making a significant impact on teaching and learning in Queensland state schools? It reports the results from a teacher survey that measures the quantity and quality of student use of ICT. This result supports the hypothesis that current initiatives with ICT are having uneven and less than the desired results system wide.


PDF | This research investigates in depth the thoughts, beliefs and opinions of the teachers' use of ICT in teaching and learning (T&LICT). The | Find, read and​.


integration of ict in teaching and learning pdf

In this section, you will think about how to support teachers in making effective use of ICT and how to use ICT in your own teaching. Many governments and schools are investing in ICT. To make effective use of ICT in the classroom, teachers need to adopt active approaches to teaching. The successful integration of ICT into the learning environment will depend on the ability of teachers to structure learning in new ways, to merge technology appropriately with a pedagogy, develop socially active classrooms, and encourage co-operative interaction and collaborative learning and group work.

Curriculum proposes the integration of Information Communication Technology into instructional practices. This study surveyed ten state Senior High Schools in Palembang. Twelve teachers of English and eleventh grade students participated in this study chosen by using purposive samplingtechnique. In gathering the data, questionnairewas administered.

Integration of Information, Communication, and Technology ICT will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Malaysia, ICT is considered as one of the main elements in transforming the country to the future development. A survey questionnaire was distributed randomly to the total of teachers from 10 public secondary schools in Kuala Lumpur, Malaysia. The data for this quantitative research were analyzed for both descriptive and inferential statistic using SPSS version 21 software. The results indicate that ICT integration has a great effectiveness for both teachers and the students. For the future studies, there is a need for consideration of other aspects of ICT integration especially from management point of view in regard to strategic planning and policy making.


PDF | This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in.


Show all documents Part B contained questions related to ICT integra- tion into the classroom. Thus, the CoE are to implement the policy of integrating ICT into teaching and learning of mathematics.

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