The Sunday Mail
In an attempt to unpack the curriculum framework for primary and secondary education, Dr Lazarus Dokora — the Minister of Primary and Secondary Education — has provided an article by Professor Ignatius Dambudzo of the Zimbabwe Open University. The article focuses on the role of information communication technologies in education. ICT is one of the learning areas in the new curriculum framework for all levels of primary and secondary education.
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Prof Ignatius Dambudzo
Before examining the role of ICT in education, it is important that we develop an understanding of what ICT is.
ICT is an acronym for information communication technology. Put simply, ICT refers to all technologies used to pass information from one person to another. Communication, as you all know, is about sending and receiving information or messages.
Technology is the equipment/gadgets we use to send and receive information.
In this article, we will be talking about sending and receiving information during teaching and learning. From this understanding of ICT, we can see that ICT embraces a number of devices for communication in life and in school for teaching and learning.
Therefore, each time you hear someone talking about ICT in teaching and learning any of the following could be part of the technology that can be used: radio, television, computer, cell-phone, internet, satellite and interactive whiteboards.
ICT in education simply means the use of the above gadgets for teaching and learning.
From the aforementioned, you can tell that most of you already have an ICT tool/gadget in your pocket, home or school which you use to communicate everyday.
Some have been using it for teaching learning without realising it. For example, if a learner asked you a question using a cell phone text or social media such as Whatsapp and you responded, you used ICT for teaching and learning.
Similarly, if one of your learners phoned you asking clarification on a homework task given using a landline or cell-phone and you clarified the question, you used ICT for teaching and learning.
Now, reflect on when you have used your cellphone to communicate with other teachers and with learners about teaching and learning.
Write down the list. Amazing!
How far you have embraced ICT in education without talking about the words “using ICT in education or teaching and learning”!
The focus of this article is on the role of ICT in education.
In other words, what part does ICT play in our education system? Before considering the role of ICT in education, it is important that we look at the rationale of using ICT in education.
The discussion will examine the benefits, promise for the future and the limitations associated with ICT use in education.
Why use ICT in education?
ICTs . . .
— are causing changes in society which influence different aspects of our lives, hence people cannot afford to ignore their presence and use;
— provide learners and teachers opportunities to adapt teaching and learning to individual needs;
— have increased access to education and improved both relevance and quality of education, particularly in developing countries such as Zimbabwe;
— enhance the acquisition and absorption of knowledge for the benefit of learners and teachers;
— allow teachers and learners to share information and make lessons more interesting;
— have shown higher learning gains for learners than those who do not;
— enable learners who use computer tutorials in maths, natural sciences and social science score higher in tests;
— enable primary school learners using ICT software for reading and word processors for writing to improve reading and writing skills;
— make curriculum implementation more learner-centred;
— have revolutionised the way people work today and transformed education hence, “If schools train children in yesterday’s skills and technologies, they may not be effective and fit in tomorrow’s world.”
Consequently, ICTs have received global recognition and attention.
It is because of the benefits of ICT to learners and teachers that schools are expected to integrate the technology in education despite the limitations and challenges to integration.
Limitations
— Students can easily be distracted from learning when they visit unwanted sites;
— Learners may have superficial understanding of information downloaded, thereby limiting learning impact;
— Use of ICT may limit opportunities for developing oral and handwriting skills;
— Weaker learners may have challenges due to inability to work independently;
— Computer-based learning has negative physical side effects such as vision problems;
— There is a possibility that learners may ignore other sources of information, preferring computer and Internet only;
— For most schools, procuring and maintenance of the technology attracts very high costs for spares, virus attacks, power interruptions, etcetera;
Overcoming the challenges regarding capacity-building of teachers and administrators to implement ICT effectively will enable successful integration of ICT in education.
Skills teachers need include application, integration into existing and changing curriculum and the changing role of teachers.
Digital technologies and learning
Laptops, mobile phones, stand-alone PCs, televisions, radios, PC labs, digital projectors, tablets, video cameras and smart boards are among the technologies that can support learning. Laptops, mobile phones and stand-alone PCs are the most popular, and similarly, social media are also used to support learning.
These include social networking sites facebook and linkedin and mobile chats like WhatsApp, Skype, Blogs such as Twitter and YouTube.
These are used to access online resources (65 percent), support learning in the classroom (56 percent) and support personal learning (53 personal) (e-Learning Africa Report, 2013).
In addition, the following were also identified for technology use: support distance learning, self-learning, professional development, collaborative learning, skills training, data administration, project-based learning teacher training and peer learning.
These are used mainly to expand access to learning opportunities, improve the quality of learning and teaching, enhance employability skills and become economically competitive.
The positive outcomes of using technologies for learning appear to be the main motivation for using the technologies.
How does technology improve learning outcomes?
Answers to this question underscore the role of ICT in education, learning and teaching, and the answers include:
◆ Increased access to resources, information and knowledge;
◆ New methods of teaching and learning emerge through the use of ICT;
◆ Increase effectiveness in the education system and infrastructure;
◆ Increased student motivation;
◆ Improvement in teacher training; and
◆ Improved understanding of how to make effective use of technology.
It is hoped that the above presentation has highlighted the role of ICT in education. Benefits, limitations and challenges have been presented.
Benefits to learning and rationale for use of technologies in education have been documented. It is clear that ICT in education is the way to go in this global village.
It prepares young people for the 21st century. The development of any country depends on the quality of that country’s education. The presentation has shown that ICT enhances the quality of education.
It is, therefore, important that our education system embraces ICT for the benefit of individuals, the education system itself and the country.
Success will be realised if policymakers, educators and all concerned evaluate and recognise the role of ICT in education.
