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Teaching has been a common practice in our society for many years. It is through this passing of knowledge that we better a society. Various methods of teaching have been suggested but traditional teaching methods were greatly accepted by many institutions. The method of using technical teaching practices is the new way of teaching that is designed to improve on the student learning (Wegerif 2004).
The traditional teaching method is mostly used by many institutions all over the world. This method is conducted in a way that the teacher controls the whole process of learning. The teacher holds responsibility and power; he/ she is the decision maker and sole instructor of the environment. The teachers make decisions on the curriculum and its particular outcome. These teachers look at the students as bearing knowledge holes which require filling with information. Traditional teachers believe that they are the pacesetters of student learning. This method is prominently conducted in classrooms and is characterized by stiff competition. The principal aim in this method focuses on achieving delivery of the intended lesson's content; mastering the content is vital and is done through practice and drilling (Ulf-Daniel Ehlers 2010). The students are arranged in a specific way. For instance, they can be arranged in rows.
Technical teaching is an ongoing issue in major debates around the world. In this case, technical teaching refers to the use of information and communication technology in learning curriculums (Carlsen 2007). Arguments have been launched regarding the need for early introduction of this system to the students. Scholars suggest that every student should create software and programs before their graduation. This should be the same as writing essays in school, it is similarly important in evaluations.
This paper endeavours to gather information on the subject of replacing the traditional teaching system with the contemporary technical teaching method. The paper scrutinizes application of this modern method into curriculum and impacts on the students' learning. It emphasizes on the need for a better approach towards enhancing the curriculum through proper utilization of technical teaching.
The target audience in this study is the teaching fraternity in institutions. Teachers are the sole determinants to success of information technology in teaching. Students are losing interest in academic efforts after seeing that the system of learning is not a student-centred. Using technological advancements in learning creates a thrilling experience that grows the student's interest and changes their attitude towards learning (Potter 2012).
The performance of ICT in Institutions
Students consider the traditional system to be obsolete and it should be replaced with the use of information technology. They say that the effort of integrating the two systems has been wrongly used and they are not gaining from it. Institutions that have adopted the approach are reported to have the wrong operational details of the system. For instance, in England in schools their present technical teaching is chaotic. The education secretary reported that institutions required adverse attention in using the system properly (Oblinger 2005). He said that they needed a rigorous revamp in institutions. This move by the secretary resulted in quick response that promised transformation after a few months.
Critics have termed the use of information and communication technology as dull and
demotivating (Mukerji 2010). For instance, Michael Gove, an education analyst, gave comments on the issue of technological advancements in institutions and confirmed that the present system should be improved. He said that it would enable the students and the society to keep up with transformation in the technology. He insisted on using a system that adequately equips the young generation. The resources that are in the information and technology world are a key in giving knowledge to students.
Students have become bored by confusion and wrong use of the technical teaching method. This is blamed on the teachers who are using the system in the wrong way. It is obvious that when the teachers are incapable of using technical teaching, the students will not benefit.
Causes and Consequences of Poor Use of ICT in Curriculum
The major cause of misuse of the technical teaching method is high level of computer illiteracy among teachers. Many teachers do not have the knowledge in operating the computer gadgets. This is because technological progression had not reached the use of information technology in schools in their time. Consequently, it becomes difficult to introduce a system that is new to both the teachers and their students. The result of this action is misuse and complicated teaching routine that leaves the students confused and less motivated to study (Mohanty 2006). For example, consider students learning in an institution that has half of its teachers qualified to use technical methods; the learning process becomes cumbersome as both traditional and contemporary methods will be used. These students are left to understand between traditional teaching methods and the use of information and communication technology; leaving them locked out of their academics. The education standards end up falling as general mood in the institution is demotivating. It has been researched and found true that most students possess more knowledge in technology than their teachers do. This is commonly attributed to the developed nations that are widely advanced in technology.
The amount of confidence that a teacher has affects the learning process of students. Many teachers are not confident using technical methods of teaching; the reasons for this are different for every teacher. The common reason for this was discovered to be lack of early exposure to technological changes. Teachers blame their little confidence in the system on their lack of early exposure, saying that they do not regard it as effective. These comments are from the teachers who later confessed of being computer illiterate. The confusion and misdirected use of the information technology in institutions can be explained by lack of adequate belief in the system. This prompts the teachers to ignore the innovative and focus on the traditional ways of teaching. Students complain that traditional teaching is boring and uneventful. Consider a situation where students are given a task by their instructor to research and tackle using internet sources and thereafter send them for assessment to his electronic mail. This is vital for building the students' work output as they gather information by themselves (Mlitwa 2007). This allows the teacher to observe the performance index and students' potential. Without sufficient confidence of the teachers in the system the complete transformation in learning will be hindered.
This method of teaching is regarded as time wasting by instructors in some institutions. Introduction of this method of learning through computers is seen as time wasting by institutions. The complete establishment of this system takes a lot of time; therefore, institutions opt to continue with the traditional method. Administration of many institutions says that before fully using the idea, a lot of time will be lost in the process. They claim that they tend to waste a lot of time while teaching using these technical methods. For instance, they claim that the time taken in setting up the gadgets is wasted and could be better utilized by the traditional approach. It can be argued that the time taken to cover the same content for the two methods is different; the modern teaching method tends to take a little longer as the teacher has to provide support to his points through visualization and aided speech (Macdonald 2001). The system is a little difficult to adapt to in the initial stages but the effect wears out with time of experience. Looking at an institution that has taken up the idea and its teachers who are new users of the method; the first attempts are usually discouraging for teachers. When the teachers take practice, the method becomes easier to handle and administer.
It can be debated that the reason for poor response to technical teaching is lack or limited access to the information and communication technology. It is such an issue that inhibits the teachers from practicing this method through increasing contact with the system. Regular access to these facilities and gadgets improves skill of the teachers. This is a significant contributor to the slow and non-promising reception of the technical teaching method (Luppicini 2012).
Looking at the possible cause from within the system; it was seen that the system does not allow for assessment of information by students. A lot of information is provided by the system of teaching but does not help the students. Students are supposed to evaluate the information they obtain in the research, technical teaching denies them the time to think about what they have studied. The continued supply of knowledge without analysis of the content fosters laxity and laziness in students (Khosrowpour 2003). Students access a wide variety of information on a particular subject hence this leaves them sceptical.
Introducing new methods in the learning curriculum demands support for the system. It is vital that the administration and community find interest in the new projects. The teachers need the combined support of those relating to them. This boosts their motivation. It has been studied that performance and motivation of individuals is built by the need to satisfy a need or a goal in the interest of the public or individual goals.
Significance of ICT in institutions
Technical teaching is beneficial to the teachers as much as the students; it builds on their self-learning. Through the use of ICT, teachers can improve on their knowledge in many subjects; hence the students receive better education as a result. Teachers fail to realize that the system is also beneficial to them in many ways. Technical teaching replaces the traditional system of studying where huge heaps of books are used to study (Mendes, Pereira & Costa, 2008). The information is easily transferred from the teacher's network to the students. This method reduces the obsolete system of (physical) delivering the work to the teachers by hand.
Professional reputation is principal in the individual's evaluation and experience. Acquiring knowledge on ICT is self-beneficial to the teachers as they better their expertise. Competition calls for continued enrichment in the knowledge even in the areas that are non-related to a specific field. Information and communication technology is responsible for the ease in living as communication and global interactions have been improved tremendously.
Successful integration of ICT in various curricula is important in creating a learner centred environment (Jakobs 2010). A research conducted on the impact of ICT on the institutional learning shows that the best results are of challenges posed to students. These challenges are focused on their thinking and understanding of the studied subjects.
ICTs can be used by teachers to increase the student's retention of the content. While teaching, the use of simulations helps improve on the students' memory. These simulations include diagrams or pictures that help in explaining the subject's matter. For instance, students learning about geographical features would benefit better when provided with visual evidences. It is a lot easier to supply supplementary material to students through the use of ICT. Other existing methods of teaching can also be improved by ICT.
Interaction between the students and their teacher is friendly when the teaching method uses ICT. This is made possible through the continued communication while handling academic work. Students find it convenient and easy to interact with teachers at a personal level by way of electronic mail system or even video-conferencing (Leung 2011).
This problem needs a strategic and well assessed plan that will reduce it and finally curb poor performance in technical teaching. The method that was used in collecting data is the analysis of data that were previously collected. Data from secondary sources will elaborate the reasons for poor performance of information and communication technology in institutions. The paper assembles all the data that is needed and relates to the overall acceptance and performance of the new system in the world. Data collection is vital for provision of adequate basis for the intended strategies of this paper. There is a crucial activity that guides on the appropriate ideas that are practical and less cryptic.
The collection of data caters for the relationship and reliance of the two teaching methods, how they have affected each other in various institutions. Since the subject is argumentative, this paper observes the causes and results of the problem of wrong use of technical teaching and the effect it has on the students. Data on the sentiments of technical teaching will be collected by way of supplying questionnaires that will be filled by the respondents, giving the needed information in solving this problem. Questionnaires work well in cases of unscheduled visits, the information is recorded down and the questionnaire is picked for assessment. The other method of collecting data will be conducting interviews with some teachers from both successful and non-successful institutions in implementing the method. This will give a vivid picture of the factors that tend to slow the process of transformation in institutions.
Reconfirmation of the problem
According to John Mill (philosopher), an individual takes actions with the aim of satisfying a goal. In his theory of moral ethics, he suggests that individuals are motivated to achieve that which brings happiness. For the teachers motivation would result from the drive to improve the environment (Hughes 2012). When teachers are equipped with the right skills in ICT, they effectively enhance learning using ICT. Strategic and practical solutions are important in addressing this problem in institutions.
Proposed Solutions to the Problem
The study of teaching using computers is a new thing and not every individual can do this. It is critical, therefore, that the process be effective in developing qualified ICT teaching instructors. The community should be encouraged to support its teachers through the change. These teachers need to be backed up by their community so that they can go through the process successfully. The community through its practices contributes towards motivating the teachers to accept the change positively (Hult 2012). They will be motivated through community support and the belief the community has in them.
The lessons and challenges of the introduction and success of the system should be shared. Those parties that have managed to successfully adopt the practice have some experience with the technology, thus they can ease the strain on those introducing this system. What is killing the growth of this beneficial system is lack of aid from other experienced institutions. The advice and support given to an institution by another institution is crucial in case of any anticipation and performance management (Haghi 2010). For instance, communication between two organizations sharing corporate risk management is important while expecting or facing that problem. It provides the necessary reaction for the organization thus averting uncertainty or loss.
The government should support the teaching fraternity in institutions. This is crucial for progressive advancement in this new system of teaching. The introduction of ICT in the curriculum demands that enough funds are directed towards buying the equipment and initializing the process (Falese 2012).
The board that is responsible for appointing teachers should emphasize on the computer and ICT skills for teachers. The fact that there is the competition in the job market in terms of qualifications will prompt the teachers to add value to their experience. This approach will encourage the teaching industry to acquire knowledge on ICT. If transformation is to be fruitful, then institutions must strive to implement this method of teaching (Ehlers 2010). Not only does the individual capacity of teachers improve but also the community advances into better technology. The impact is realized by the community which will benefit from the teachers through learning and adding value.
It is significant that adequate facilities and gadgets be supplied to institutions. The teachers need to practice their ICT skills often. So, presence of adequate ICT facilities provides good practice. It is only when the teaching fraternity in an institution is comfortable with using information technology than the students will gain by learning. Practicing their skills builds on competence during teaching sessions. For instance, an instructor might have not mastered one program in the system, so they will work on it when they are provided with easy access to the necessary equipment (D'Agustino 2012). Teachers who are knowledgeable also offer to give help to their colleagues in order to achieve the uniform professional status.
Technology and changes in it are very dynamic; teachers should be regularly educated on the newest ways of handling this form of teaching. Acquiring skills in the manipulation of equipments should be renewed regularly so as to increase on the competence in teaching. The teaching fraternity should start an assessment procedure that determines the ease and ability while handling ICT when teaching. Building on manipulative skills in ICT is a mark of success in effective student learning process (Cartelli 2009). For instance, computers are improved in performance every other day as newer models are created; teaching using technical methods calls for a diverse skill in the field.
Teaching ICT demands that the students have access to the equipment in this field. Teachers need to preside over the initial stages of introducing the system in the curriculum. This enables the students to acquire the hands-on experience as opposed to the reading in books about how to use ICT. Access of these resources is affected by their availability and the student population. It becomes cumbersome when resources are limited as students will have to work in groups or in turns, hence some never use these inadequate resources.
National workshops on ICT should be established (where they do not exist) and increased in areas that conduct few workshops. Teaching workshops are significant in building confidence and improving skills of teachers. Interactions that happen in workshops and renewed training sessions help the teachers to feel comfortable with their skills and perform better in achieving student learning. Consider individuals who feel shy or scared of using their skills; the fear fades away after seeing others carrying out their activities despite the level of difficulty (Milter 2012). It, therefore, gives them the courage to teach using the new teaching method of ICT. This prevents cases of wrong use of the system and rebellion from teachers.
It is only through motivation that the intended productivity can be achieved. Teachers require motivation from administration to boost their performance. The administration of institutions should create performance management incentives that will offer them the right motivation. Incentives like certification, pay increase, appraisals and rewards will prompt the teachers to get involved in the activity of promoting information and communication technology in society (Milter 2012). When an incentive like pay increase is taken up by an organization, the employees strive to achieve the reward through diligence in engaging in the activity.
Implementation of the Proposed Interventions
The ideas will be recommended for developing and developed institutions that have not adopted this system of teaching. These interventions are to be suggested to administrative personnel in institutions. There is a need for effective communication channels to be established so that a society joins in enhancing technical teaching in institutions.
Evaluation of the Project and its Timeline
The ideas in this paper focus on enhancing teaching by use of ICT in institutions through seeking solutions that are practical and friendly to the community. The solutions that have been proposed address the need for embracing technology in curriculums. The objectives set by various nations and states depend on the success of ICT integration in teaching.
Finding practical solutions to the poor and wrong use of ICT in institutions is the main function of this project. It is designed to go through some steps before being taken up in practice. The project has to address all the areas of interest relating to the subject across several institutions. After evaluation of the ideas in the project, it will have to be written first before any other steps. The ideas in the project will be recommended for adoption by institutions and the teaching boards. This will curb the issue of productivity of this method of teaching in institutions.