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REVITALISING
TEACHING AND LEARNING METHODS USING ICT IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background
to the Study
Education
has continued to evolve, diversify and extend its reach and coverage since the
dawn of human history. Every country develops its system of education to
express and promote its unique socio-cultural identity and to meet the
challenges of the time. There are moments in history when a new direction has
to be given to an old process in the school curricula in addition to the common
scheme of studies.
Today Africa
is facing an opportunity unparalleled in modern history. Strategic application
of information technology to all areas of life can help Nigeria emerge as a
global player. Vast opportunities exist across all sectors of economic and
social activity, including government, healthcare, and small and medium size
business development. However, the key to unleashing this potential is the
strategic application of ICT in education. Unless the countries of Africa
develop local competences and provide their people with all the required
knowledge, skills and tools to compete in the global economy, they will never
benefit from the unique opportunity facing Africa today. A success in this area
would unleash the talents of African populations, create new jobs and increase
compensation, attract foreign investment to Nigeria, prevent brain-drain and
increase the GDP and standard of living on the continent. Thus, comprehensive
e-transformation
should be at
the top of the agenda of every government in Africa. And the first step of the
e-transformation roadmap should focus on e-education.
Technology and Education
In many
countries evidence has clearly demonstrated that ICT can improve the quality of
education. ICT has the ability to address illiteracy and improve the quality of
education in all sectors of education and through multimedia capabilities such
as simulations and models, and ICT can give learners access to concepts that
they previously could not grasp. The use of learner management systems and
administration tools can bring increased transparency to procedures ensuring
that funds are channeled to where they are most needed and are accounted for.
This can free up resources for new educational projects such as new schools,
professional development for teachers or increased facilities within schools.
Data can be transmitted through the internet using centralized administration
processes and can avoid duplication of cost and effort. Through a range of Internet based
applications and services all learners with some level of connectivity to the
Internet can access high quality content and receive an education that is
relevant
Education is
the life blood of any nation or economy and so proper care and attention must
be given to its delivery. Knowledge is a very important part of the equation as
it is at the core of education itself. For every economy to be the best it must
ensure that the best practices are employed to ensure proper teaching and
learning especially in the secondary schools as it is the lowest level of
acceptable education in recent times. Teaching methods are as important as the
curriculum in any given educational institution, for it is the delivery style
that ensures to a large extent that the learners achieve most of the learning
objectives and outcome.
In recent
times there has been an urgent need for teachers to revitalize their teaching
methods and students their learning methods as the times are changing and
technology continue to change steadily. The urgent need for this change in
teaching and learning methods is noted in the higher institutions and in the
labour market where students are expected to have mastered the skill of knowing
how to learn and to apply what they have learnt. There is a wide divide between
what students are able to do at the secondary school level and what they are
expected to do at the university and later on when employed.
The
traditional methods of teaching and learning calls for a drastic change in the
modern age, through improved technology and innovations in curriculum and
assessment. The present curriculum and assessment have narrowly defined
schooling and intelligence is counted by the grade scored. As a result the
schooling environment tends to be dominated by a control culture that
emphasizes traditional teacher-student relationship, traditional classroom/
learning boundaries.
A new system
must be adopted where learning involves the creation of a change and innovative
culture that enables students to be creative, self-directed, talented
individuals who become knowledgeable workers in the global market. It can be
achieved by revitalizing teaching / learning methods and the school curriculum
with the efforts of administrators, teachers, and learners by involving parents
while designing school curriculum.
Teaching
skills and learning methods must thus improve with the times closing the divide
between knowing and doing. Students must be able to apply the things that they
learn. Modern teaching practices empower students to investigate and develop
thinking and learning skills that enable them to cope in the university and
also at work.
Sad to say
many teaching methods that are still in use in the secondary schools in Lagos
do not empower students to be independent thinkers or learners. There is thus
an urgent need for the revitalizing of teaching and learning methods that
prepare students for the real world, which develops in them investigative and
enquiry skills.
The Changing
Role of a Teacher as a Facilitator –
Shakespeare’s
dictum that – “some are born great, some achieve greatness and some have
greatness thrust upon them”. (Choube - 2003) The teaching Profession has a
unique feature. It helps the teacher to grow in mind and spirit while engaged
in it. According to social activists approach a teacher has to adapt to the
role of a facilitator (Vadana Merah 2006).
• A teacher
gives a didactic lecture but a facilitator helps the learner to get to his /
her own understanding.
• In the
former a learner plays a passive role while in the later learners plays an
active role.
• A teacher
tells and the facilitator asks; a teacher lecture from the front, a facilitator
supports from the back.
• A teacher
gives answers according to a set curriculum; a facilitator creates the learning
environment.
• A teacher
mostly gives a monologue; a facilitator is in continuous dialogue with the
learner As Rabindernath Tagore rightly observed “A teacher can never truly
teach, unless he is still learning himself, just as a lamp can never light
another lamp unless it continuous to burn itself...”( Gupta-2005)
Education
can therefore be revitalized when sophisticated and modern teaching and
learning methods are employed. There are indeed many teaching methods available
to educationist many of which in recent times have been broadly categorized
into two namely; the 19th century teaching and learning methods and the 21st
century teaching and learning methods.
The 19th
century teaching and learning methods have in recent times been described as
outdated because they do not encourage students to develop thinking skills.
Amongst the 19th century teaching methods are lecturing, dictating, voluminous
note copying from the board, teaching (doing all the talking, it is popularly
called the sage on the stage in western countries) e.t.c. students who learn
using most of the above teaching and learning styles can only achieve up to
level two of the blooms taxonomy which are recall and understanding.
The 21st
century teaching styles are more student and teacher friendly as they ensure
that both the students and the teachers actively participate in the learning
process. Amongst the 21st teaching and learning styles are the Think-Pair-Share,
Cooperative Learning, use of ICT resources, Graphic Transformation and
Representation, Peer Tutoring, Post Box Activity, KWL(what you know, what you
want to know, what you have learnt) etc. students who are exposed to these
teaching and learning methods can achieve up to Level Six of the Blooms
Taxonomy.
It has been discovered that one of
the ways through which quality education is maintained is through the use of
information and communication technology.
Evidence suggests that the use of ICT in teaching can enhance the
quality of learning; make learners more independent and capable of sustaining
their own life-long learning observation.
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