Technological Infrastructure and Use of ICT in Education in ... - ADEA

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Technological Infrastructure and Use of ICT in Education in Africa: an overview 109 Ù Telecollaboration. Ù Project-based learning. Ù Information skills. Ù Using the WWW to enhance teaching and learning. Ù Integration of ICT with subject teaching. These modules highlight the approach of providing training that is of relevance to current classroom practice, and through using ICT during the education process, the relevant ICT skills are learnt. Source: www.schoolnet.org.za/ edict/edict Initiatives that train teachers to integrate ICT into education successfully are often not well financed or implemented. At a minimum, there are four issues that have prevented successful implementation of such training, namely: Ù Programmes often cover only computer literacy and do not train teachers in the instructional use of technology. Ù Most programmes are supply-driven, in that it is assumed that, if training is supplied, classroom success is ensured. But the demand side is also very important. The demands of teachers should be taken into consideration, including their needs, interests, and attitudes. Ù The benefits of using ICT are often overstated considerably, which leads to fanaticism and frustration. Training should be grounded in realism and educational context, including the limitations of ICT. Ù Once-off training is never enough. Training in use of ICT for instructional and learning purposes takes time and individual assistance. There are many reasons for this: even the most knowledgeable and enthusiastic teacher is faced with time constraints and competing demands to learn new things; technologies are unreliable, especially the more sophisticated and promising ones; hardware, software and educational applications keep changing; and teachers need to establish what works best for their particular needs in the classroom (Haddad, 2002). ICT for teacher education and teacher education for ICTs are two complementary endeavours that hold significant potential. But, like any innovation that involves individuals and organizations, success does not happen through mere application. There are complicated, multi-faceted, and unpredictable conditions that must be provided, continuously as- 11. ICT and Teacher Training
110 Working Group on Distance Education and Open Learning sessed, and modified accordingly. As with any ICT application, the learner (in this case, the teacher) should continue to be the centre of any strategy and the measure of any success (Haddad, 2002). In the context of ICT and education it is important to remember that ‘learning is only one component of the educational process, and quality learning cannot be attained without good teaching’ (Haddad & Jurich, 2002, p36). 11. ICT and Teacher Training
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