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.