Benefits Of Ict In Teaching And Learning PdfBy Claudino S. In and pdf 17.04.2021 at 14:50 8 min read
File Name: benefits of ict in teaching and learning .zip
- ICT: ITS SIGNIFICANCE IN TEACHING AND LEARNING PROCESS
- integration of ict in teaching and learning pdf
- 20 HUGE Benefits of Using Technology in the Classroom.
- BENEFITS OF ICT IN EDUCATION
The world we live in is a result of constant change. What might be there one day is never there the next. Look at what has happened with Covid!
ICT: ITS SIGNIFICANCE IN TEACHING AND LEARNING PROCESS
Technology tools cover all electronic and digital devices such as computers, the internet, and other multimedia technology. The usage of ICT is becoming more crucial in education as it enables the development of a more proactive teaching and learning environment Gabare et al.
For example, the application of ICT could expose students to various skills linked to their future needs, such as using Microsoft Word, email, and the internet for lifelong learning processes Gabare et al. Furthermore, the application of ICT can help educators to obtain resources from outside their networks, thus enabling them to transform the teaching and learning process. ICT could be applied to all subjects, including mathematics.
According to Keong et al. These basic applications include training software, visuals and graphics, and online demonstrations.
These applications function as teaching aids in mathematics. Furthermore, research shows that internet searches through websites are used by Indirectly, ICT has become an important means for educators to acquire teaching resources in the form of simulations, notes, exercises, brainstorming, and information sharing.
The use of Microsoft Excel facilitates students to carry out algebra-related problem-solving, such as constructing equation graphs, finding the slope of a straight line, and simplifying equations. MAPLE is also used to aid students in constructing equation graphs in algebra. Learning software is also being developed based on certain topics in mathematics.
For instance, the development of computer-based software for the topic of fractions is based on the ASSURE learning model. In addition, mathematical software for special education students is constructed based on the ADDIE learning model. Both of these types of software function as a medium for additional exercises and to acquire notes for the topic of fractions. There are some applications of ICT that have been used by teachers in the teaching and learning of mathematics, whether for secondary schools or for primary schools.
These applications act as teaching aids for teachers and revision materials for students, either during the lessons in schools or at home. ICT applications also help students in doing their assignments for mathematics. Norazrena and Khairul developed computer-based software for teaching and learning the topic of fractions. This study was conducted in a secondary school for students with special needs. The content of the software is based on the basic concepts of fractions, which include proper fractions, and addition and subtraction of fractions.
In addition, the software developed for the study focused on special needs students in Form 1. The results show that achievements of the participants increased after they used the software that was implemented during the learning process. The software decreased the cognitive load during their learning because its content used simple examples that were clearly explained.
This successful development is also effective for non-special needs students to improve their knowledge of the basic concepts infractions. This software acted as a medium for tutorials in fractions, including all operations in fractions such as multiplication, division, addition and subtraction. Participants enjoyed the learning process using this software. In addition, Neurath and Stephens used Microsoft Excel as a teaching aid for algebra class. They conducted a study in a secondary school through experimental research.
Traditional methods of teaching were delivered to a control group, while the experimental group was taken to a computer laboratory and were shown various problems and how to solve them using Microsoft Excel. Three comprehensive tests were given to both the control group and the experimental group, involving the same questions. They enjoyed the Excel assignments and increased their overall understanding of algebra, which blended well with computers and technology.
They also conducted research in a secondary school. Furthermore, it was shown that for students who chose to complete their assignments using MAPLE, their achievements on their final exams were improved. Nevertheless, the extent to which the application of these forms of technology is proven to enhance mathematics learning amongst students and the constraints faced need to be further explored. This paper, hence, has two objectives: To explore the benefits of integrating ICT into teaching and learning mathematics at primary and secondary school levels, and to identify the limitations faced in efforts to integrate ICT into teaching and learning mathematics.
More than studies were found. However, only 20 studies from Malaysia and abroad were selected, based on the research focus on ICT in mathematics education. The selected studies were chosen based on the context of studies, scope, and the respondents involved.
Figure 1 summarizes the selection process of the previous studies. Table 1 indicates the summary of the selected studies in terms of the methodology, location, research focus, and area of research. The selection of literature was based on the need to answer the research questions constructed.
In addition, content analysis was carried out in order to ensure that the selected literature did not divert from the focus of this concept paper. Table 1. Summary of the 20 studies used. Figure 1. The selection process of previous studies. The research questions were constructed to focus the literature review on track and to facilitate the analysis of the literature.
For the first question, the literature studied is focused on the benefits of applying ICT in the teaching and learning of mathematics for teachers and students. For the second question, the literature studied is focused on the constraints faced by educators in using technology during the process of learning and teaching mathematics. Based on the literature review, one of the benefits of applying ICT in the teaching of mathematics is creating interaction among students Keong et al.
The use of technological devices such as graphing calculators encourages interaction among students to share their knowledge and skills. The findings from two studies indicate that cooperation among students occurred when they were given the opportunity to present their work with the aid of a projector, a screen and a laser pen.
Indirectly, the communication that occurred among students through the application of technology during the learning process promoted knowledge and information-sharing. Students are eager to perform tasks with the aid of Excel, and indirectly the learning process becomes meaningful to students. The same study found that students admitted to having an increased understanding of algebra with the help of computers.
In addition to giving students prompt responses, the computer software developed encouraged students to do exercises repeatedly until the correct answers were obtained. Despite the advantages resulting from the integration of ICT into learning processes in mathematics, some constraints are faced by educators in the implementation of ICT.
The limited time for teaching mathematics in the classroom has become the main limiting factor for educators when integrating ICT into their teaching Keong et al.
The literature shows that These time limitations include the need to prepare the equipment before starting the learning process. This could include computer equipment, screens, projectors and others, which take time to set up, as educators are unused to handling these tools Rohani, In case of damage or minor difficulties, educators require assistance from technicians, which further interferes with their teaching time.
The training required includes methods of integrating ICT into teaching mathematics. Furthermore, Training should be conducted periodically and should meet the need of mathematics educators so that it is useful in practice. A lack of technical support for the integration of ICT into the teaching of mathematics is also a limiting factor for educators. However, the technical support factor strongly influenced the frequency of educators integrating ICT into their teaching.
Another factor that becomes an obstacle in the implementation of ICT in the teaching of mathematics is limited technological resources when teachers or students are at home. For students who do not have computers and internet access, learning through ICT applications will be limited to school only Keong et al. Similarly, educators who do not have access to the necessary technology will be impeded in their preparation of teaching materials for mathematics.
In addition to the factors listed above, there are also minor constraints that hinder teachers from applying ICT in their teaching of mathematics. Due to these multiple factors, the implementation of ICT in the teaching of mathematics can become less effective and receive a lack of support among educators. Based on the findings described above, the following is a summary of the benefits and limitations of applying ICT to the learning of mathematics Figure 2.
In the context of teaching mathematics, previous studies have found that technology is a necessity in the process of learning and teaching mathematics in schools. Information technology is also proven to harbour potential in preparing students for twenty-first century life Ghavifekr et al.
Through developing skills in ICT, students will be better prepared to face future challenges by understanding them better. However, educators should be ready to face obstacles and constraints so that these hindrances should not be limitations in integrating ICT into teaching mathematics.
Various methods and strategies should be well thought out by educators in order to implement more interesting teaching approaches through the integration of ICT Drew, In addition to the convenience of the internet, educators can also utilise the medium of virtual storage Cloud storage as an alternative initiative for the integration of ICT into teaching.
Students and educators can interact directly when both parties access the internet at the same time. These applications enable educators to give direct feedback through comments and notes sections. In addition, students who missed the opportunity to access the internet at a particular point can still participate by looking at the changes that are shared through the history menu. Thus, learning can take place anywhere and at any time. The development of technology in the twenty-first century has produced a variety of teaching equipment that allows educators to share information at their fingertips.
Moreover, schools should review the need to facilitate the application of ICT in classroom teaching. Technical support is crucial in learning in tandem with technological developments. In addition to providing technical expertise to educators, basic ICT facilities should also be provided. Indirectly, students will become more motivated and excited about learning mathematics, due to the use of new and creativity techniques. One issue that can be highlighted in future research is the effectiveness of the implementation of various ICT applications for student understanding.
The interest and motivation of students toward learning will increase if the teaching methods are not boring and provide interesting inputs each time the learning process occurs. Figure 2. Summary of benefits and constraints regarding the application of ICT to learning mathematics.
However, several constraints have been faced by mathematics educators in involving ICT in the teaching process. Accordingly, it is proposed that there should be an increase in the amount of training available for mathematics teachers concerning the use of computers and the application of ICT for teaching purposes.
Technical support is also needed in order to motivate teachers to implement ICT in their teaching. It is also suggested that educators explore in order to determine the appropriate technologies and applications that can be integrated into the mathematics teaching and learning process. Kenesson Eds.
integration of ict in teaching and learning pdf
Technology tools cover all electronic and digital devices such as computers, the internet, and other multimedia technology. The usage of ICT is becoming more crucial in education as it enables the development of a more proactive teaching and learning environment Gabare et al. For example, the application of ICT could expose students to various skills linked to their future needs, such as using Microsoft Word, email, and the internet for lifelong learning processes Gabare et al. Furthermore, the application of ICT can help educators to obtain resources from outside their networks, thus enabling them to transform the teaching and learning process. ICT could be applied to all subjects, including mathematics.
Even though incorporating ICTs into teaching and learning in education has become an important issue, it is unclear what evidence research has provided. Aim.
20 HUGE Benefits of Using Technology in the Classroom.
The benefits of using technology in the classroom are huge! We live in a world that is moving fast, using technology in education is now NOT an option, it is essential. Our students we teach live in a world dominated by devices and apps, this is their window into the world around them. From social life to learning, the digital world is where they exist. This is NOT going to go away!
Integration of Information, Communication, and Technology ICT will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Malaysia, ICT is considered as one of the main elements in transforming the country to the future development. A survey questionnaire was distributed randomly to the total of teachers from 10 public secondary schools in Kuala Lumpur, Malaysia. The data for this quantitative research were analyzed for both descriptive and inferential statistic using SPSS version 21 software.
BENEFITS OF ICT IN EDUCATION
This idea further stresses the importance of teaching social studies to school children. Through business programs and early stage financing, we help developing countries in the Caribbean, Africa, and Asia go green and develop solutions to local problems. It is affecting every aspect of education from teaching-learning to assessment and evaluation.
The present study applied descriptive qualitative method, and the data were collected through open-ended questionnaire and interview to gain relevant data. The research findings of the present study discovered that there were three benefits of using ICT in English teaching and learning process; namely, helping the teachers to conduct interesting and enjoyable learning activities, promoting learner autonomy, and motivating the students to learn. The present study also reveals some challenges encountered by the teachers in using ICT in EFL classes and strategies to overcome the challenges. Thus, it is recommended to use ICT in English teaching and learning process. Alwasilah, A. Jakarta: Dunia Pustaka Jaya. Bolandifar, S.
Most teachers reported that the use of ICT in learning and teaching was slow in the past years and proposed upgrading of students computer labs and accelerating internet connectivity in the schools. With such initiatives in place, one would expect a fully-fledged integration of ICT in schools in Tanzania. The adoption and integration of ICT into teaching and learning environment provides more opportunities for teachers and students to work better in a globalised digital age. The integration of ICT in teaching and learning IITL brings about powerful learning environments and helps students to deal with knowledge in active, self-directed and constructive ways. In Malaysia, ICT is considered as one of the main elements in transforming the country to the future development. Thus, all avenues to foster it should be explored.
Keywords: ICT, Educational policy, Educational benefits, learning activities. BENEFITS OF ICT IN EDUCATION. *. Divya Bansal. Challenges of ICT enabled Education at school and home ecars2020.org (accessed 03 June ).
Skip to search form Skip to main content You are currently offline. Some features of the site may not work correctly. Bansal Published But they are not yet so embedded in the social practices of everyday life as to be taken for granted, with schools proving slower to change their lesson plans than they were to fit computers in the classroom. Save to Library. Create Alert. Launch Research Feed.
И все же Сьюзан не могла поверить, что Танкадо допустил бы .