UWI OPEN CAMPUS

Course Code: EDTK2030

Course Name: EDTK2030 Information and
Communication Technology in Education

Course Coordinator: Rehana Seepersad

Assignment 2: The Introduction ICT-mediated
Instruction in Schools
Due Date: Saturday 17th October, 2015
Student Name: Shander Langellier
Student ID: 313104157

According to Daniels (2002), information communication technologies have become one of the
basic building blocks of modern society over a very short space of time. Information
Communication Technologies (ITC) is an assortment of technologies and other resources used to
construct, store, communicate, publicize and manage information (Tinio, 2003) and entails a set
of tools or platforms with special features which allows the user to perform specific tasks for
different purposes (cited in EDTK2030, UNIT 1, pg.3, 4). Yusuf (2005) states that education has
been affected by ICTs, which has affected and impacted teaching learning and research.
Understanding and mastering basic skills and concepts of ICT has now become a core part of
education, in conjunction with literacy and numeracy. Al-Ansari (2006) adds on and says that,
ICT has broaden our scope of research thus enhancing the quality of education. Teachers and
administrators can incorporate ITCs in Teaching and learning since have the ability to enrich,
innovate, quicken and to develop skills, to motivate and engage students, to help relate school
experiences to work practices as they grow in being economic viability of the future. When ICTs
is incorporated in teaching and learning, students take charge of their learning and are less
passive in the learning process. Learning becomes more meaningful since children are actively
engaged in constructing knowledge and skills. Use of ICTs in schools catalyst the cause and help
achieve the aims or goals of inclusive education for all students.
In order for this to become a reality and effective in the education system (schools) it must be
guided by policies. Harman (1994), Braun, Maguire and Ball (2010) added that a policy involves
rules and regulations that frame, constitute and change practice in schools (cited in EDTK2030,
Unit 8, pg.1). Such polies which will guide the initiative of the introduction of ICT-mediated
instruction include a policy on staff development, policy on installation, policy on curriculum,
policy on student safety and classroom integration for students. Teachers need to be adequately

prepared to implement and use ICT well to enhance learning. Therefore this policy will address
teacher training and competence in using tools. The curriculum is very important and is a key
element in teaching and learning hence, it will guide the design of the curriculum of the content,
objectives, learning activities, and forms of assessment for all learners particularly those with
special needs. The policy on classroom integration for students will address students needs in
discovering and formulating facts and how ICTs are used to enhance learning across subject
areas. With the integration policy teachers now have to show a level of competency in using the
tools effectively. Students safety is very important. The policy will seek to address the safety of
students whether the devices are being used in the classroom or in an ICT room. Electrical wires
and plugs must be carefully monitored and should be in regular standing according to health and
safety regulations of the country. All classrooms and information communication technology
rooms should have at least one fire extinguisher as a safety precaution measure. Passwords will
be implemented to safe guard students from hackers and cyber bullies. Lastly, a policy on
installation will help in safe guarding of ICT tools, restriction of unauthorized persons, records of
fixtures done and a backup system of data.
Since teachers will play the most important role in ensuring the successful implementation of
ICT mediated instruction at the school therefore, they will be engaged in teacher training and
continuous professional development courses. According to Hassel (1999), professional
development refers to, procedure used to improve the skills and proficiencies of staff members
needed to produce outstanding educational results in students. The first session will highlight the
importance of technology to students, teachers, across subject area and then to the wider society.
This will then be followed by another session where teachers will view lessons with
incorporation of ICTs both in and out of the classroom by several resource persons or use of

video presentations. Finally, teachers will engage in sessions of how to use the ICT tools in
teaching and learning. Teachers will be given hands on experiences with those tools. After
teachers have been taught how to use these tools there will still be professional development
courses to introduce new software and to share best practices of ICT in teaching and learning
across the curriculum or subject areas.
Teaching students with special needs (physical or mental disability) to use ICT will first critically
increases their chance to access information and knowledge autonomously and will make
learning more exciting. In terms of accessibility to the ICT room the building will on a lowered
surface and will have a plant pathway for those who may not be able climb the stairs. When
using the devices all students will have access to both listening aids and visuals. Special needs
students will now get more help if need from the class teacher because ICT allows for the teacher
to assume the role of a coach.
Monitoring and evaluating the initiative of introduction of ICT-mediated instruction is very
important. To monitor its progress and effectiveness a professional team comprising of the
principal, ICT teacher, the heads of department and two trained and qualified of ICT will
carefully evaluate the program. It is important to have a team from the school because they are
familiar with the goals and objectives of the school and of the ICT initiative. Furthermore, the
trained professionals will perform a more effective task since they are trained in such area.
ICT implementation is very important as it is beneficial to students, teachers, society, the
working community and the world.

References
Asian Development Bank. (n.d.). GOOD PRACTICE IN INFORMATION AND
COMMUNICATION TECHNOLOGY FOR EDUCATION 2009. Retrieved from
http://www.adb.org/sites/default/files/publication/28625/good-practice-ict-education.pdf

Assignment: 1. (n.d.). ICT IN THE TEACHING-LEARNING PROCESS.

http://ictinteaching-learning.weebly.com/assignment-1.html

EDTK2030 (Unit 1) - 2015. Development and Characteristics of ICT UWI Open Campus

EDTK2030 (Unit 8) - 2015. Policy Making For ICT-Mediated Education UWI Open Campus

Harwood, T; Clarke, J (2006). Grounded Continuous Professional Development (CPD) in

Teaching

Practice. Innovations in Education and Teaching International, Vol.43 (1),

pp.29-39 [Peer Reviewed Journal]

http://web.a.ebscohost.com.library.open.uwi.edu/ehost/pdfviewer/pdfviewer

Noor-Ul-Amin, S. (n.d.). An Effective use of ICT for Education and Learning by Drawing on
Worldwide Knowledge, Research, and Experience: ICT as a Change Agent for Education.
Retrieved from http://www.nyu.edu/classes/keefer/waoe/amins.pdf