Group 2a-5: Activity 3: Word Processor for Lesson Preparation

Using the word processor for lesson preparation is a wonderful idea. One way is that it makes it much quicker to actually prepare lesson plans and helps the teacher to be more creative in the kinds of ways lessons are presented.  For example, worksheets can be easily created to enhance evaluation strategies; and also instead of having to write long notes on the chalkboard, handouts of notes, exercises or other activities could be prepared beforehand and distributed to students at the appropriate times, during or after the lesson.

Another way word processing can help teachers is that in preparing notes they can actually colour code information, as well as highlight, bold and italicize text for emphasis.  For example: Isthmus: a narrow neck/strip of land that joins two larger land masses; or Synonym: a word with similar meaning. Using this method of lesson preparation can provide a means of getting a lot more done in less time.

Activity1: Group 2A-5
Ways in Which ICT can Support the Roles Educator and Reflective Comments.

From the reading the postings of my group members, I am now aware that the variety of  methods and technological tools to support educators is wide ranging.  It is obvious that teachers have quite a number of innovative ideas which can implemented for integrating ICT in the educational landscape in schools.  My view however, is that there will be a need for much training because I know that a lot of us are not au fait with many of these tools and devices.

Group 2A5: 
Audit of my school’s ICT use (what we have and what we do with it):

As was mentioned, we have limited ICT tools which include eight computers and one working printer. We also have Internet access, but few teachers make use of this resource for teaching and learning. Overall most teachers seldom use any technological tools during lesson delivery.  As was stated, the students use the ICT mobile access unit, but it is still limited to computer skills.

Group 2A5
Conclusions from the discussion on ICT integration in developing countries:

The conclusions that I have reached from the various points made by the group is that integration of ICT into teaching and learning across the curriculum is desirable in all countries, but the prevailing view is that it is not possible for developing countries to achieve the desired level in the near future as most are limited by financial and economic constraints which will limit the institution of such initiative.

Although some of my colleagues are of the view that developed countries may be able to compete with developed countries, my conclusion is that this will not happen in the near future and more than likely the developing nations will never quite be on the same level as the developed nations in tie field of ICT integration in working and learning.

Joycelyn Henry: Group - 1B-4
Activity 1: Rationale for ICT in Schools

Audit of My School's ICT Use

ICT is being used in my school in a very limited way for both educational and administrative purposes. 

In the school, there is a small computer lab with eight functioning computers, which are most often used by teachers.  The school also has free internet access to which all of the computers have been connected. There is also a printer that has been networked to all the computers in the lab. This was used by teachers and students but has now stopped working and we are left with only one printer in the library which is attached only to the computer there. 

Educational purposes:
-Few students use the Internet to do research and for the most part, they only do so when they are completing their final School Based Assessments for promotion to secondary school.   

-Some use educational software for instruction is being done e.g in the First Move Chess Programme.  There is also a literacy programme that students may use to learn various literacy skills and this is self-instructional.  However use of this type of instruction is not widespread in the school. 


-Only some of the teachers use the Internet to do research related to lesson planning and delivery or to collaborate with other educators. The number of those who use ICT for teaching and learning is even fewer.  


-The School is serviced by a mobile computer access unit which caters to a section of the school's population as only students from Grades 4 to 6 are given instruction in IT as a subject (computer literacy).  During these lessons, they are taught mainly the use of IT/computer skills as they are not instructed in any curriculum or subject based context.
  
Administrative Tool:
ICT use for administrative purposes is mainly used to facilitate  communication, some of which are listed:
Communicating with the Ministry of Education and amongst staff through the use of emails, to prepare letters to the Ministry of Education and to parents; to prepare memos for staff; to make flyers, brochures and posters  to publicise school events and activities; and finally to prepare tests, observation schedules and assessment and evaluation rubrics.

Joycelyn Henry (JBH)

Group 2A-5: Activity 1:  ICT and The Roles of the Educator

The reading is a timely reminder of the many and varied roles that the educator must perform in the daily teaching and learning process.  It also helps to show how far short of the mark I have actually fallen. Additionally, it brings to the fore that there are many types of learners with varied learning styles, all of which must be catered for; while at the same time providing a safe, secure, warm and stimulating environment. This is not and will never be an easy task, but for the committed educator it serves as a motivating factor for him/her to find new and innovative ways of reaching the learner. 

Through the Activity, as well as the readings, it is obvious that the use of ICTs in the classroom, will greatly assist the educator in playing all the various roles and also provide the kind of impetus to motivate and propel the learner to achieve his/her full potential. Consequently, this is likely to result in success for the educator as well as the learner.

Finally, I was able to see that in carrying out these seven or more roles, there is an inextricable link between the school and communities in which they exist and that ICT can be used to forge stronger links with parents, students and other stakeholders in the community.

Hi Group: 
I am trying to find out what to do after I have completed the part of Activity I of 2A-5?  I think that it says that we are to make some comments via our blogs, but I am not quite sure.  Could someone please help. Thanks.
Joycelyn Henry

Hi All In Group 1B-4:

Just checking to see if I am doing the blogging correctly and also to find out for sure the next community that we are in.  Well if somebody responds today, I will know that I am doing the blogging correctly. Thanks.
Joycelyn Henry.