Integration of Information and Communication Technology (ICT) with pedagogy

Abstract

The paper seeks to clarify the importance of integrating ICT in the learning and teaching processes.This includes the use of smart phones in schools where learners can research and send each other educational messages. Also importance of using computers in schools is highlighted and this promotes competence among school learners and with the outside world. The paper also looks at teacher competence in terms of using ICT. Advantages and limitations of using ICT in schools are discussed at the end of the paper before conclusion.I. The use of Information and Communication Technologies builds on, and extends this pedagogical approach (http://www.en.wikipedia.org/wiki/year200pedagogy). Pedagogies integrating ICT can do more than enhancing learning. ICT provides tools and environments that support interactive conceptual learning focused on construction and creating knowledge. Carlson and Gadio (2002) aver that those teachers who integrate ICT with pedagogy engage students in new dimensions in exploring and experimenting, thinking and working creatively, reflecting and planning, using feedback and self assessment, creating new Dimensions of knowledge, communicating with others, working interactively with local and global learning communities. Teachers play a crucial professional role in ensuring that the integration of ICT into pedagogies is educationally sound (Robinson and Latchem, 2003). They evaluate the appropriateness and effectiveness of available technologies, deciding when and how to use them with their students. In addition teachers integrating ICT into their pedagogies, select appropriate learning activities, tools and resources to motivate and engage, personalise learning, engage with diversity to support inclusiveness, develop ICT literacy, establish communities of learning and assess progress and evaluating teaching (Perraton, Robinson and Creed, 2001).The effectiveness of integrating ICT with pedagogies depends on high levels of interactivity amongst and between students and teachers, and between students and the technologies they use. In teaching for conceptual development teachers use ICT to empower students to purposefully select activities, applications and modes of communication. They also gather and make electronic resources available to students for anytime access. Newman (2010) also notes that teachers should be equipped with the knowledge of ICT in order to use information from online sources, select and use learning objects to create learning activities and sequences, provide processing and presentation tools, engage in simulations, modelling and creative activities, encourage the use of games and programs that contextualise concepts, provide problem solving challenges and engage student with virtual objects and worlds.In building learning communities Pacey (1999) mentions that, teachers use ICT to provide communication and collaboration tools such as chat, email, messaging, discussion forums, online meetings and video conferencing. In order to enhance learners' achievement teachers also use ICT...