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E-diary
for Core Module 1B:
ICT in schools
Activity 1 – ICT in schools - Introduction:
After the activity:
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Conclusions from the discussion on ICT integration in developing countries:
Conclusions
from the discussion on ICT integration in developing countries:
All in
all, I think that there ICT integration is an established fact in developing
countries, just not a widespread or well-coordinated one. The thing is that there are people
who still think of the access to ICT as being a want and not a need. Worse, despite all evidence to the
contrary, some educators still do not think that students are qualified to
collaborate in their own learning.
Governments may throw money and resources into ‘catching up’, but
Kozma’s article shows that without training (continuous and concentrated),
teachers are not going to be prepared to do anything about preparing their
students.
Personally,
I think competition is a term that is dangerous because it implies an
equality of circumstances which does not exist. The digital divide is a
concept that is observable both in terms of technological access as well as a
progressive mindset. Initiatives
such as the WorLD programme are possible, and help in linking learners and
educators internationally.
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Thoughts from self-activities
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Audit
of my school’s ICT use (what we have and what we do with it):
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Audit
of my school’s ICT use (what we have and what we do with it):
IDENTIFYING
USES WITH THE RATIONALES:
Rationale
1:Information Technology as a subject
Rationale
2: Computer Literacy
Rationale
3:Using educational software
Rationale
4: Research and Projects
Rationale
5: Using the internet to gather information, educators developing
activities using online sources,facilitating communication
There are several computers in my school(DIEGO
MARTIN CENTRAL SECONDARY SCHOOL).
Computers are available :
within
the library and the staff room for student (6)and teacher use (4)
respectively. The secretary also has one. Two of the technical-vocational
teachers and the Music teacher have computers in their rooms for helping
students with projects.
In
addition, there are computers in use for the following subject areas:
*Information
Technology,
*Engineering
Drawing and
*Building
Drawing (both subjects formerly referred to as Technical Drawing),
*Office
Administration(formerly known as Office Procedures) and
*Electronic
Document Preparation and Management (formerly known as Typing).
Each of these subject areas has its
own room/s with at least 16-20 computers.
In addition, the entire junior
school was given laptop computers in the government laptop distribution
programme. Laptops are also
available for the use of teachers.
They can take them home with the written permission of the
principal.
Problems
lie chiefly in the fact that the school itself is 52 years old and in need
of rewiring. This means that
widespread computer use outside of special rooms is difficult. The internet
connection works too slowly to be of any practical use when teaching a
typical lower school class of about 36 students. In addition, several laptops are in need of repair; they
are also vulnerable to viruses.
Most students in the upper school are familiar with computer
use. In the case of teachers
whose subjects do not need ICT, few use ICT for anything other than
preparing exam papers and getting research on the Internet. On a positive note, the lower
school is taught how to use the basic ICT tools on their laptops. There are also a few teachers who
use ICT as a means of fostering student collaboration. The rest show videos
or Powerpoint presentations.
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(Optional)
– Other comments: It sounds a
lot more positive than it actually is!
What I think is needed (apart from an electrical upgrade and a faster
wireless connection)is an intense paradigm shift!
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