Successful integration of ICT within school.

(Activity 2.1.0)

UNESCO Analytical Survey: ICT in Primary Education, Policy, Practices, and Recommendations: Chapter_6_Major_changes

According to reports it seems (UNESCO ad EU Schoolsnet) that adequate implementation of ICT within schools does indeed positive results for both teachers and students, however, this is not always the case with some schools experience adverse reactions to the introduction of ICT.

Teachers are transforming the way they work with each other – cooperate and collaborate and sharing good practice. This occurs on a local and international level. ICT has allowed integrated use of ICT to record data and share ideas, However, some teachers resist change and feel that technology isn’t going to change in comparison to traditional method, is it the case that teachers need to be more open to change?

Evidently, ICT has allowed schools to participate in newer projects – The question we must ask is, would this have been made possible if schools had not used ICT?

Some teachers report that research and communications skills of students have been expanded. This included programming (Codecademy) mathematics (i.e. Matheletics) – successful schools feel that they have moved away from traditional methods and more facilitates independent work among students.

Ultimately the scuccessful schools within the study seem to agree that Communication is key – The achievers have better chances to learn and excel. With different teachers and learning opportunities, sometimes students are able to take the part of the teacher by working with their peers and taking the role that teachers would usually take. This is promoted by peer feedback etc.

Students may enjoy the interaction with computers as mistakes are easily rectified and no one will know if they have even made a mistake! Many of the tasks within the ICT classroom usually is differentiated by outcome and teachers often guage an understanding of student’s ability through what they produce. However use of technology should be encourages so that ideas around a particular topic can be shared effectively; if students cannot access the technology then it is very likely that they will not fully understand and access the course/content intended by the teacher.

ICT use in schools can be seen to provide: Motivation; Focus; Personalisation; A Learning Curve and Feedback – all are expected to be useful when educating the student.

So how has this ultimately affected the relationships within the school?

Chances for teachers to know the students better – culture of instant feedback has meant that students are able to know how they have performed and with the ability to collaborate and share ideas, student are now more critical of their own as well as eachother work. This has opened doors for working together and allowing both teachers and students to refine their teaching and lerning respectively.

But all is not well!

With the positive benefits, comes many drawbacks. I have included the section in the USECSO report that highlights the negative aspects of introducing and integrating ICT into schools:

(Refer to Page 8 – 10 of this report)

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