What are the problems that a teacher of remote rural school may face in using ICT teaching
Answers
Many rural schools have success stories. For some people, however, rapid growth is still a challenge which often hinders electricity, internet connectivity, training and professional development and stability.
1. Power:
Over 95% of the rural sub-Saharan living without electricity are in the countries of Africa and in the development of Asia. It is a fact that irregular power supplies or continuous power populations are interfering with the effective distribution of education for those rural schools as well as the use of ICT equipment, which already have access.
Unless the electricity is widely available in remote areas, reliable and economical, educational progress will be much slower than expected. Government and non-government organizations that support educational technology initiatives will have to really consider how alternative energy sources such as solar energy and batteries can provide assistance in more remote areas.
2. Internet connectivity:
Internet is still associated with the high cost of access to the Internet and mobile services, while the speed of the internet is very slow. For many remote schools, due to the lack of cable infrastructure, internet access is in high cost. For those who have the opportunity to acquire IT resources and equipment, internet connectivity is frustratingly irregular. The challenge has inspired strategic partnerships between major government bodies and technical-owned companies to focus on incorporating add-tech in remote and / or marginalized communities.
3. Training and Professional Development:
Even if electricity, internet bandwidth, electrical equipment and educational equipment exist, then still the question is how can teachers use techniques effectively? Remote schools who have the opportunity to incorporate technology for learning and support, the issue of their teachers is still not technically sane. Developing the conceptual awareness and understanding of concepts behind technology with technology is the first step in improving the academic results of students in remote schools. The UNESCO global ICT teacher qualification framework has set standards for running teacher training and related activities in villages, and we hope that this will continue.
4. Stability:
Establishing all educational needs is one thing; Providing continuous means to maintain those requirements is another thing. Stability should not be an issue at all; But sadly it is coming in the fields of rural development. A part of the problem for remote and rural schools is the cost of maintenance. Initial grant and financing can only go a long way when it is used to cover the maintenance of physical infrastructure along with scholarship, free uniforms, classroom equipment. This is the reason why it is extremely impossible to maintain the technologies at the top of the list for these schools? All educational needs are solved by having a sophisticated technical solution, but if they can not be supported and retained, then it gradually cuts the dust.
Everyone in the rural areas has to face challenges except for the schools. If adequately addressed, and only seen as short term obstacles can be solved, then the road will be completely easy to get quality education.
Problems faced by a teacher of remote rural school may face in using ICT teaching:
- Lose confidence
- Lack of competence
- Absence of effective training
- Non adaptability
- Developing negative attitude
- Lack of technical support
- No proper infrastructure