How can effective teacher use communication technology
Answers
In general, the ICILS data considered in this chapter confirm substantial use of ICT in teaching and learning. Across the ICILS 2013 countries, three out five teachers were using computers at least once per week when teaching, and four out of five were using computers on a weekly basis for other work at their schools. It is not possible to judge whether the level of use was appropriate, but it was certainly extensive.
Teachers in most countries were experienced users of ICT and generally recognized the positive aspects of using ICT in teaching and learning at school, especially in terms of accessing and managing information. On balance, teachers reported generally positive attitudes toward the use of these technologies despite reporting awareness of some potentially negative aspects of using them (e.g., for writing, calculation, and estimation).
Generally, teachers were confident regarding their ability to use a variety of computer applications, with two-thirds expressing confidence in their ability to use ICT for assessing and monitoring student progress. There were differences among countries in the level of confidence that teachers expressed with regard to using computer technologies, and it was evident that younger teachers were a little more confident than their older colleagues.
A substantial majority of teachers across the participating ICILS countries were using ICT in their teaching. Teachers were most likely to use these technologies when they were confident about their expertise in this regard, worked in school environments where there was collaboration about and planning of ICT use, and where there were fewer resource-based obstacles to using ICT. These were also the conditions that supported teaching about CIL. This finding suggests that if CIL is to be developed to the greatest extent possible, then teacher expertise in ICT use needs to be developed and supported by collaborative environments that incorporate institutional planning.
ICT use was reported in most subject areas. However, outside of information technology subjects, its use was more prevalent in the (natural) sciences and in the human sciences or humanities than in other areas. The ICILS results also show that ICT use in teaching was less prevalent in mathematics and in practical and vocational education. It seems that these latter subject areas are those in which teachers give less emphasis to developing their students’ CIL capabilities.
The ICT tools that teachers were most frequently using in their classrooms were word processing and presentation software as well as computer-based information resources such as websites, wikis, and encyclopedias. According to teachers’ responses on the ICILS teacher survey, students were most commonly using ICT to search for information, work on short assignments, and carry out individual work on learning materials. The survey data also suggest that teachers were often using ICT to present information and reinforce skills. In general, the teachers appear to have been using ICT most frequently for relatively simple tasks rather than for more complex tasks.
PLS MARK BRAINLIEST
Answer :
Communication technology has changed the face of education and has tremendously empowered both teachers and students. It is up to an effective and creative teacher to think of ways of forming a positive collaboration between education and the world outside the walls of the school.
Here are a few possibilities:
1. Arranging motivational talks- With virtual video calling and conferencing, a teacher can arrange for talks to be given by youth icons. Students can ask questions and get inspiraton as well as first hand information about career paths. For instance, a popular singer can guide them about vocal training.
2. Spreading awareness- Students can, under the guidance of a teacher, make videos and upload them on social media, to create awareness about social issues like the usage of plastic, the problem of excessive honking or even the importance of saving water.
3. Doing social service- With a little financial aid, students can take online classes for underprivileged children in rural areas. Alternately, students can also call and speak to senior citizens in old age homes or students in blind schools.
There are many ways to put technology to use. Such activities not just help students understand various facets of society, but also make them more empathetic, which is an important character trait.