Ict Utilisation And Integration In The Classroom Education Essay

Ict Utilisation And Integration In The Classroom Education Essay Technology can be used to strengthen student learning and enhance pedagogy and can be used effectively as a cognitive tool for teaching and learning in the classroom (Bruce Levin, 2001; Bransford, Brown Cocking, 2000). Teachers use technology for a variety of reasons and these include record keeping, writing lesson plans, creating worksheets and communicating with parents. However, despite the widespread use of technology in schools, it seems that teachers are more inclined to use technology to support their existing practices (such as providing practice drills, demonstration).Previous studies revealed how and why individuals adopt new information technologies (Venkatesh, Morris, Davis Davis, 2003), but it is not known what influences teachers to use technology in their classroom; we need a better understanding of the beliefs that inform these decisions. Previous studies have shown various attributes that can be associated with the utilisation and integration of ICT in the classro om. For instance, teachers attributes is variously grouped into personal characteristics, one of such characteristics: Self-efficacy, perceptions and ease of use(Albion, 2001; Enochs, Riggs, Ellis, 1993; Kellenberger, 1996; Riggs Enochs, 1993; Wang, Ertmer, Newby, 2004a). When a teacher perceives that he or she can effectively use technology in the process of teaching and learning, it will impact that teachers ability to use technology in the classroom. However, the factors that influence self-efficacy beliefs towards technology integration remain largely ambiguous, particularly when examining the possible influences of students attitudes towards technology. These beliefs are likely to be related to each other and they interact dynamically in influencing teachers decisions about the use of technology in the classrooms. Bandura (1997) describes perceived self-efficacy as beliefs in ones capabilities to organise and execute the courses of action required to produce given attainments. As this applies to the integration of technology into education, self-efficacy beliefs toward technology integration have been theorized to be a determining factor in how well a teacher is able to effectively use technology to improve teaching and learning. Given that teachers act as change agents for technology integration in schools, it is critical to understand the factors that facilitate and those that act as barriers to teachers use of technology in schools. Research has found that teachers belief on the use of technology is influenced by many factors, such as environment, funds, availability of required technologies etc. (Leggett, Persichitte, 1998). The factors can be classified as either arising from the external environments where the teachers work in or the personal characteristics of the teachers (Chai Khine, 2006). While both internal and external conditions affect technology use in classrooms, (Ertmer 2005) argues that although environmental conditions in terms of technological infrastructures have improved, factors pertaining to teachers beliefs are yet to be resolved. . In Nigeria, there are some cultural factors such as religion, belief, age, that can contribute to teachers inability to integrate technology in the clas sroom (can you support this claim with a literature?). In addition, an issue that arises from Nigeria is that only well-trained teachers have enough confidence to actually use ICT as a teaching mechanism in the classroom teaching (Forster,2008). Before the emergence of ICT, pre service teachers were not expose to new modern channels of information, which and will develop in them self-guided learning materials, placing more focus on learning rather than teaching. Insufficient access to computers is one of the main obstacles for ICT programmes. This is particularly relevant for educational institutions located in rural areas where the school or training institution is the only access point for computers. Swarts(2002) noted that government cooperation is necessary for ICT programmes to be sustainable. Its cooperation is needed in order to support the education curriculum system, which is vital for the survival of ICT utilization and classrooms integration (Kozma, 2008). Purpose This study will therefore look into teachers beliefs about technology usage in the classroom among secondary school teachers in Lagos state, the integration of technology into teaching and its teachers influence on the students attitudes toward technology. Significance of study This study will be significant to the following individuals as stated below: Teachers will be aware 0f the key concern driving policy and interest in the pedagogical integration of ICT and the premise that ICT is important for bringing changes to classroom teaching and learning so as to foster the development of students 21st-century skills. It is important because it will help to build up teachers confidence in using technology in general, which would hence increase their intention and willingness to use technology in the future (Yuen Ma, 2008). It is also useful because it will help to develop a school environment which enables teachers to have more hands-on experience in new technologies (Allan, 2007; Fleming et al., 2007), Students may acquire special, these skills include the ability to become lifelong learners within a context of collaborative inquiry and the ability to work and learn from experts and peers in a connected global community (Law, Pelgrum Plomp, 2008;121) Researchers This study would contribute to the limited research in this area and add clarity to the relationships among these beliefs and will help to them suggest ways of convincing teachers to use ICTs in their classrooms because they are indispensable in this technologically globalised era. Question How do teachers beliefs relate to their instructional technology practices in classroom? 2 How do the environmental conditions affect ICTs use in classroom? What obstructs teachers positive belief about ICT integration in the classroom? Literature Review A major gap has always existed between affluent people living in developed societies with access to modern information technology and underprivileged people living in impoverished and rural communities in developing and least developed countries. Even today, an unequal adoption of technology excludes many from harvesting the fruits of the digital economy (Giri,2002). To investigate the factors hindering teachers readiness and confidence in using ICTs, Tella, Tella,Toyobo, Adika Adeyinka (2007) examined Nigerian secondary school teachersà ¢Ã¢â€š ¬Ã… ¸ uses of ICTs and implications for further development of ICT use in schools using a census of 700 teachers. They found that inadequate knowledge to evaluate the role of ICT in teaching and learning, lack of skills in the use of ICT equipment and software had resulted in a lack of confidence in utilizing ICT tools. This is consistent with Preston (2000) who concluded that lack of technical support to be the key inhibitor to the use of ICT in classroom. As indicated by Bradley and Russell (1997), recurring faults, and the expectation of faults occurring during teaching sessions have reduced teachers confidence and caused teachers to avoid using technology. In addition, obstacles such as access to equipment, time pressures, lack of mentor and opportunities for apprenticeship of observation also have a n impact on teachers ability to use ICT (Slaouti Barton, 2007). Further, teachers workload and time management was found to be inhibiting the implementation of computer instruction in classroom (Guha, 2000). While there is a great deal of studies about how ICT is being used in developed countries, there is not much information on how ICT is being integrated into schools in developing countries (Beukes-Amiss and Chiware, 2006). Investments in ICT for educational innovations and improvements purposes have been continuing, but the need for teachers who will employ it in the classroom as a staple part of the curriculum is disregarded (Niederhauser and Stoddart, 2001; Vacc and Bright, 1999). ICT does not have an educational value in itself, but it becomes precious when teachers use it in the learning and teaching process effectively. As Shakeshaft (1999, p. 4) notes, just because ICT is present does not mean that students are using it. The impact of ICT is strongest when used in a particular content area and further supported by use across the curriculum (Ward and Parr, 2010). Since teachers are the key figures to utilize ICT in educational settings productively and to help integrate ICT into the curriculum, there is every need for them to develop and have positive attitude towards its utilization and efficacy in the classrooms. . ICT promotes a positive attitude towards information technology as an essential p art of a lifelong interest in learning. Teachers also perceive the use of ICT as enhancing recall of previous learning, providing new stimuli, activating the learnerà ¢Ã¢â€š ¬Ã… ¸s response, and providing systematic and steady feedback. It is further perceived as sequencing learning appropriately, and providing access to a rich source of information(Hennessy, Harrison and Wamakote, 2010). For example, Tella et al. (2007) found that computer use by teachers was driven by intentions to use it, and that perceived usefulness was also strongly linked to those intentions. The implication is that teachers will be inclined to use technology if they perceive it to be useful. Furthermore, ICT needs to be linked to specific needs of learners, desisting from the à ¢Ã¢â€š ¬Ã… ¾one size fits allà ¢Ã¢â€š ¬Ã… ¸ approach (Leach, 2005, p. 112). It is most effectively used as a learner-centred tool, instead of within a more traditional pedagogy. The real challenge for educationists is, therefore, h ow to harness the potential of ICT to complement the role of a teacher in the teaching and learning process. Roblyer (2002) found that many pre-service teachers are still entering universities with little knowledge of computers and appropriate skills as well as lacking positive attitudes toward ICT use in the classroom. Again, Gunter (2001) states that many higher education institutions are still failing to prepare pre-service teachers for positive technological experiences and utilisation. This will make it difficult for teachers to be able to transfer their ICT skills to their students and encourage them to implement ICT when they themselves have negative belief toward ICT integration in the classrooms (YÄ ±ldÄ ±rÄ ±m, 2000). Many studies indicate that it is teachersà ¢Ã¢â€š ¬Ã… ¸ attitudes, expertise, lack of autonomy and lack of knowledge to evaluate the use and role of ICT in teaching (or technophobia in teachers) that are the prominent factors hindering teachersà ¢Ã¢â€š ¬Ã… ¸ readiness and confidence in using ICT support(Hennessy, Harrison Wamakote, 2010). In orde r for ICT to be effectively used in education, a sense of its value needs to exist as well as the expectation that its use will lead to success. Teachers education requires instructional design, and a belief about computers needs to be present if all teachers are to use ICT in their classrooms. Classroom practices need to change in order for ICT to be fully effective, and attitudes of some who may be unwilling to move away from the traditional way of teaching, need to be taken into consideration when training teachers for ICT use (Tella, Tella, Toyobo, Adika Adeyinka,2007). Therefore, teachers perceptions of ICT integration and utilization in the classrooms are somewhat related to the technology acceptance model (TAM) which was originated by Davis in 1986 (Davis, 1989). The model indicates that perceived usefulness and perceived ease of use are two specific determinants of a users acceptance of a technology. Perceived usefulness indicates the users perception of the extent that the technology will develop and improve his job performance positively. This includes decreasing the time for performing the job, more productivity and accuracy. Perceived ease of use refers to the users perception of amount of the effort necessary for using the system or the extent to which a user believes that employing a specific technology will be easy. Summers (1990) found that the lack of knowledge and experience in the computing area is one of the most common beliefs for teachers negative attitudes towards computers. Selwyn (1997) found that a major deterent to the use of computers by teachers was computer phobia. These teacher anxieties could be caused by psychological factors such as having little or no control over the activity, thinking that they might damage the computer, and feeling that ones self esteem is threatened; sociological factors such as ICT being regarded as a solitary activity, needing to be clever to use one, and being replaced by the computer; and operational factors such as being beyond ones abilities, having to cope with unfriendly jargon, and the likelihood of the technology going wrong. Teachers should be provided with adequate and appropriate support in their classrooms, and be guided by professional standards that incorporate a code of conduct (Semenov,2005). The successful use of computers in the classroom depends on the teachers belief and attitudes towards computers (Lawton Gerschner, 1982). By means of survey and data collection using questionnaire, the study will also explore factors impeding both qualified and prospective secondary school teachers positive beliefs and their future expectations related to utilization and integration of ICTs in the classrooms during teaching and learning. Research design The design adopted in this study is a descriptive survey method. This will allow the researchers to have a complete description of the impact of teachers belief on utilization and integration of ICTs in the classrooms. Population and Sample The population of the study comprised all public and private secondary schools in Lagos state Nigeria. Three hundred secondary school students from both Twenty five percent public and private schools were purposefully selected because it will not be convenient for the researchers to use all the schools in the Lagos state, again they make a good representation of the schools in the state. Then, a number of teachers in each schools were taken.This gives a total of - which their ages ranged between 25years 45 with a mean age of 35 years ( NB we will get the exact fig. from data collection/questionnaire) They consist of -males and -females. Instrument An instrument named Teachers Belief on Utilization and Integration of ICTs in the Classrooms was developed by the researchers and used for data collection. The instruments consists two sections. Section one requested demographic information from the respondents. The second section contains ten questions on likert type response format and the respondents are requested to choose from strongly agree, agree, disagree and strongly disagree. The instrument was administered on thirty respondents to ascertain its reliability after modification. Procedure All the 250 teachers used for the study were given questionnaires in their respective schools with permission granted by the various authorities of the schools. The administration took place after the school hour in each school. Before then, the entire respondents were informed about the date of the exercise.A day was allocated for two schools. This mean that 15 days was used to cover all the 30 schools selected in which the respondents were selected.(NB pls note how many questionnaires were administered and no. that were valid) Method of data analysis Data collected were analyzed using chi square and why?/? Recommendation( this is just a guess and to know whether it is in line with how it is beig written) The findings showed that most teachers perceived ICT as very useful and as making teaching and learning easier but still do not believe in utilization and integrating them during teaching and learning especially in Nigerian situation where there is no steady power supply, cost of the equipment, unavailability of the ICTs in most schools,lack of expertertise especially in public schools, etc. It was recommended that professional development policies should support ICT-related teaching models, in particular those that encourage both students and teachers to play an active role in teaching activities. Additionally, emphasis should be placed on the pedagogy underlying the use of ICTs for teaching and learning.

American Literature: A Discussion

American Literature has come a long way. It dates back as far as the pre-colonization-period America which is contrary to the current belief of almost everyone that English has always been the language in America. Although it was noted that â€Å"some fifty years after the political establishment of the United States, the concept of an American literature barely existed† (Delbanco), American literature did exist and is still existing. Literature as a communication involving some degree of emotional or aesthetic response is both an independent discipline and one of the tools of anthropology.The latter is a description and explanation of social behavior in every possible environment-from the primitive to the sophisticated-in every part of the world. (Dennis and Aycock 41) In this regard, looking at how literature emerged and how it evolved, identifies the kind of society and the kind of people living in a certain era. II. Evolution & Era The discovery and/or development of a cer tain type of literature did not just happen in a flash. American Literature, the different types of it, sprouted in a seasoned manner.This means that there would not be political writings, or none of them would be popular, if there were no political issues looming around the corner. It is quite amusing to know that American writing (in English) started not as a seriously intended literary piece but as a work â€Å"chiefly for the benefit of readers in the mother country. † (â€Å"American Literature†). These were the English travelers and explorers who became Americans during those olden times, circa 1583 to 1763. Following is the timeline of the American Literature (Trent):1. English Travelers and Explorers, 1583-1763 – retaining their own language as they travelled to America and became Americans while chiefly influencing the literature with this language: the heritage of the English race; 2. The Historians, 1607-1783 – this was the period of gentlemen adventurers writing about America’s colonies; 3. The Puritan Divines, 1620-1720 – again, Englishmen who gave their intellects to a strict scheme of doctrinaire theology, and gave up their freedom to the letter of the Hebraic Scriptures; 4.Edwards – was a special time when he, Edwards, inscribed a sequence of reflections, foundation to a great metaphysical discourse of his own; 5. Philosophers and Divines, 1720-1789 -a traditional categorization of the human ability giving reason for the American thought in the eighteenth century, which is believed to have led to the overthrow of high Calvinism: those who went after the intelligence were the rationalists, or deists; those who went after receptivity or sensibility were the â€Å"hot† men, or enthusiasts while those who went after the will were the moral or ethical reformers.6. Colonial Newspapers and Magazines, 1704-1775 – the knowledge of and about Europe had erupted so commonly through colonial new spapers; 7. American Political Writing, 1760-1789 — this was the period of â€Å"storm and stress†, of â€Å"revolution and evolution†, bringing forth a literature dominated by politically-themed content. Most of the topics involved â€Å"the nature of the British constitution, the formulation of colonial rights, and the elaboration of schemes of government and administration†;8. The Beginnings of Verse, 1610-1808- the beginning covered early colonial verse starting in 1610 while in 1700 it began with transition in purpose, subject, and style and later on during, the beginnings of nationalism that is related to the passage of the Stamp Act in 1765 ending with the publication of Bryant's Embargo in 1808. 9. Travellers and Observers, 1763-1846- this was the literature of travels, brand new, wide-ranging, and sophisticated, taking its magic from the sense of wonder;10. The Early Drama, 1756-1860 –The American native drama, even though it antedated the novel and the short story, has arrived only during the latter half of the eighteenth century having Androborus in 1714, which was noted to be a satirical embarrassment. 11. Early Essayists-during this period the first essays that were in print in colonial newspapers were written with a cognizant ethical purpose. 12.The time of Washington Irving (April 3, 1783 – November 28, 1859)-a well-known American author, essayist, biographer and historian of the early 19th century who authored â€Å"The Legend of Sleepy Hollow† and â€Å"Rip Van Winkle†; 13. The time of Bryant – an American who has the gift of poetic genius, and writing verses that last; 14. Fiction/Novels-the moment for literary lies;† that they served no virtuous purpose; that they melted rigorous minds; that they crowded out better books; that they painted adventure too romantic and love too vehement, and so unfitted†¦Ã¢â‚¬ III. The Role of Printing Press Taking into consideration the lack of other means of publication those days, early American literature succeeded with the big help of the printing press. Some Americans even had an undying zeal for literary outputs that they were â€Å"stimulated by a desire to render Washington City as well the seat of literature as of government, a number of gentlemen have formed themselves into a ‘ Printing and Bookselling Company† (McMurtrie 266). It may appear funny but it is true. IV. Current Scenario & Conclusionâ€Å"Who in the four corners of the globe reads an American book? † (Edinburgh Review, cited Delbanco) Contrary to this insult, there are still the likes of Twain that many people all over the world know and many hunger for their literary pieces. Another noted American literary figure is Toni Morrison, a Nobel Prize awardee for literature. She is noted to be â€Å"a public intellectual, she's influenced how we think about race and storytelling †¦ how we use language, what we do with lan guage, how we keep language alive and well.â€Å"(â€Å"Toni Morrison Society Honors† 15). Thus, American Literature, no matter how it is being viewed, is sure to be existent, alive and persisting. Works Cited â€Å"American Literature. † The Columbia Encyclopedia. 6th ed. 2009. Questia. Web. 19 July 2010. Delbanco, Andrew. â€Å"American Literature: A Vanishing Subject?. † Daedalus 135. 2 (2006): 22+. Questia. Web. 19 July 2010. Dennis, Philip A. , and Wendell Aycock, eds. Literature and Anthropology. Lubbock, TX: Texas Tech University Press, 1989. Questia. Web. 19 July 2010. McMurtrie, Douglas C.A History of Printing in the United States: The Story of the Introduction of the Press and of Its History and Influence during the Pioneer Period in Each State of the Union. Vol. 2. New York: R. R. Bowker, 1936. Questia. Web. 19 July 2010. â€Å"Toni Morrison Society Honors Nobel Laureate with 70th Birthday Tribute. † Black Issues in Higher Education 29 Mar. 20 01: 15. Questia. Web. 19 July 2010. Trent, William Peterfield, John Erskine, Stuart P. Sherman, and Carl Van Doren, eds. The Cambridge History of American Literature. New York: G. P. Putnam's Sons, 1917. Questia. Web. 19 July 2010.

Origins of the N-Word Essay - 1379 Words

The words Negro, nigger, and nigga have always been a sensitive topic, yet it is a topic that needs to be addressed in light of the more common use of its vernacular. One word is used to describe a color, while the others are used to define a people. It’s very clear to many the negative connotation these words carry, but where did these words come from? Furthermore, is there a difference between the word nigger and nigga; and why is it that African-Americans now use the word nigga to degrade each other in today’s society? These words, in spite of their spelling, still holds the same degrading power as it did during the time of slavery, and they are still spoken out of cruelty and ignorance, but who is to blame? Can one still blame the†¦show more content†¦The Europeans no longer used the word to describe a color, but used it to describe a people. No matter what the origin, this word was used as a weapon to destroy and kill the mind and spirit of a race, and ha s become the self-fulfilling prophecy for many African-Americans today. So many people have forgotten or either do not realize the destruction behind this racial slur; that it has simply become another by-word with a forgotten history. Ignorance is the state of being uneducated, unaware, or uniformed. There is an old saying, â€Å"What you don’t know, won’t hurt you,† but I contend that what you don’t know can stifle you from moving ahead. There are so many young African-Americans walking in ignorance to the history of their race. For example, when I was growing up, my attentive parents often took opportunities to teach me about and encouraged me not to sit on the back of a public transportation bus. Their ideology came from the idea that there were many who fought for, were imprisoned, and even died for my right to sit anywhere on a public bus. 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Science Essay Sample

Writing a science essay is fairly considered to be one of the most important aspects of the educational process. Subsequently, a student may receive an academic degree and proceed with a professional career only in case of being aware of the major rules and principles underlying the composition of a science essay. In other words, for a student willing to succeed, the proficiency in a certain academic discipline is not sufficient in case his or her knowledge is not supported by the profound skills of writing a science essay. In this context, it appears reasonable to define the purpose of a science essay and outline the major rules underlying its composition. The Purpose of a Science Essay The major aim of a science essay implies presenting the results received within the research conducted by an author. At the same time, it is worth mentioning, that a science essay differs substantially from a research paper or dissertation. Notably, the mentioned above types of academic works, in most cases, also involve the specific part dedicated to the results presentation. However, in a science essay, an author is required to concentrate only on the most important, innovative, and unconventional outcomes of the research. In other words, a science essay is less formal than a research paper or dissertation. It would also be reasonable to add that, as a rule, science essay is targeting a wide group of readers including those who may not necessarily have an academic background. Notably, the science essays authors often contribute to the popular newspapers and magazines. The Guidelines for Writing a Science Essay Make sure that the structure is clear. The basic rules of structuring an academic essay also refer to the science essay composition. In particular, science essay should involve a clear and thought-provoking introduction, main body with an argumentation, and a conclusion summarizing the researchs results. Support the main argument with the scientifically proven data. One of the most important features of a science essay implies the usage of empirical evidence as a basis for the authors argumentation. In other words, in a science essay, it is not acceptable to present the viewpoint that is not supported by the corresponding scientific findings. At the same time, science essay should not be overloaded with empirical data. Particularly, the writer should keep in mind that demonstrating an academic capacity is not a purpose of a science essay. Be concise and do not forget about the references. The science essays writers have to avoid the usage of generalizations in the text. Namely, in a case of presenting some unconventional ideas, the writer should necessarily provide the name of the ideas author. Therefore, the constructions like some scientists think are not acceptable in a science essay. Avoid using too many technical and scientific terms. Undoubtedly, in some cases, it is not possible for a science essays author to replace the technical term with a corresponding popular definition. At the same time, the writer should minimize the number of technical and scientific terms while science essay is, in most cases, targeting the wide audience including the readers without a scientific background.