My Experiences with ICT Integration

Like my fellow colleagues, I am in support of the integration of ICT in the teaching-learning process.  I concur with Mrs. Beverly Phillips, that the benefits of such an integration is validated by research.  I, therefore, would address briefly one of the many challenges that we as ICT coordinator s are faced with.

This challenge resides with the teachers, that is, their poor attitude towards ICT which is fueled by a lack of knowledge and understanding of the technology.  One can therefore understand their reluctance to embrace the technology.  As a consequence, some teachers are afraid to use the technology in the delivery of lessons and when they do, the integration is at the lowest level as a conveyor of information.  Johnson (1996) and Robertson (1998) found that such low level use (word processing, drill and practice and game playing) of the computer has no significant difference on learning.  According to Titus (1994), those of us who are ill equipped to handle the technology run the risk of falling behind those who have embraced it.   There is light at the end of the tunnel though, as more and teachers are accessing training. These trained teachers would be able to take our students to the next level of computer usage that is to construct knowledge.

Fang cited in Liu (2007) noted that the inclusion of innovative technology into the classroom increases the complexity of instructional and learning situations.   Mr. Ulrick Sutherland in his response alluded to this fact.  This calls for greater effort on our part to manage our classrooms more effectively. Woolfolk (2004) postulates that the effective teacher must constantly trod the part of knowledge or run the risk of losing relevance in the classroom.  The underlying principle is we have to be prepared.

As teachers, one must appreciate the fact that the successful integration of ICT in the teaching-learning process abides with us. Therefore, one must be comfortable with the technology and be able to apply it appropriately. Additionally one must be conversant with new technological tools, resources and pedagogical approaches. The teacher who fails to prepare, must prepare to fail. The danger of this is that will certainly have adverse effects on our students, the future of tomorrow.  

Classroom Management:

My experience over the years in the classroom would have impressed upon me the importance of teacher-student relationships in classroom management. In fact Marzano (2003) refers to this type of relationship as an essential foundation for effective classroom management which very often translates to high student achievement. This very important aspect of effective classroom management should not be left to chance. As teachers, we are encouraged to use strategies supported by research and as we build a community of learners to share with each other our best practices. Teachers we have the power to influence the dynamics of our classrooms and build strong teacher-student relationships that will support student learning.

Introduction

I am Colin James a Grade six (6) teacher at the Gomea Methodist School. I am charged with the responsibility of teaching Science, Social- Studies and Health and Family Life education. I am an avid reader who enjoys learning new and innovative ways of doing things. I am particularly excited about this course because many students in our country today are faced with learning difficulties. Research has proven however that the integration of technology assists immensely in the reduction of this growing epidemic because it caters to the varying learning styles of students. It is my hope therefore that from this experience I will be better able to assist students and also my fellow colleagues at my school whenever necessary.

The words of William Arthur Ward echoes loudly; “Study while others are sleeping; work while others are loafing; prepare while others are playing; and dream while others are wishing”. Together we can do well.