Introduction Many of the Internet projects require students to communicate with students from different states or countries via electronic mail or mailing lists or other news groups. Furthermore, The Internet should be a part of an integrated teaching system. It should be seen as a tool that supports and enhances learning and not as a means by itself.
Abstract This article is a following up article to "Videoconferencing technology in lectures and tutoring" and "The role of the students in the age of technology". With the rapid technological developments during the last few years, new methods and areas of utilisation have emerged in the field of higher education.
As a result of this, new knowledge and experience can be disseminated and can contribute to an overall increase in quality and general level of knowledge. The authors of this article have substantial experience as lecturers and academic tutoring in various professions from the foundation level up to post-qualifying education.
In the article, the focus is based upon the role of the teacher under the new regime of information- and communications technology in education. The use of this technology in academic education puts high demands on the technology due to the complex nature of the communication, and the authors maintain that the content and goals of the teaching and tutoring must decide the choice of technology.
It must also be considered whether different technological methods should be used exclusively or combined with one another or with teaching or tutoring in the same room. The methods demand both pedagogical and didactical knowledge in order to ensure quality in the various areas where the technology is applied, and furthermore, a basic understanding of technical possibilities and limitations of the technology.
This is essential in order to ensure that the whole spectrum of perception senses is activated when this is important in a dialogue. The paper presentation will be based upon reports from different projects, experience, field trips, discussions and reviews of literature concerning the use of video-conferencing, computer- and video-based learning.
It is not possible to offer a complete picture of all the various media and methods in this portrayal, but we aim to provide some input about what we see as being important elements in this debate. Information and communications technology, the role of the teacher, teaching by using technology, distance learning.
Introduction In this presentation we will focus on the role of the teacher in the use of new methods in the field of Information and Communications Technology ICT ; we will look at what demands and expectations are put forward, and whether this role is changed by the use of these new methods.
The authors have for several years tried out various forms of technical aids in various projects as well as teaching and tutoring.
We have also contacted environments working on more or less the same type of technology and through this, entered a discussion with many people. We also have available various literature on the subject.
Experience has shown that good methods for distance learning are also good methods for ordinary teaching. We think that this is mainly due to the fact that the distance learning student has achieved or assumed more responsibility for own learning and therefore glided into a more active student role.
We neither wish to focus on distance education nor ordinary education, but rather look at the whole matter as one problem complex. We will talk about flexible learning and have wanted to focus on how the teacher can intervene in order to bring about a good learning process directed by the students.
In a presentation like this it will not be possible to offer a comprehensive picture, but we have attempted to highlight some points we think important in the debate. The changing role of the teacher The educational system is constantly being challenged to offer better education to more people, at the same time as technological development continually opens up new possibilities and methods of learning.
Education and tutoring can be described as complicated relationships in which many factors affect the whole. By framework factors we mean: The framework factors will be different in relation to various methods. It is important that the teacher is conscious of this, and intervenes in the processes when it is desirable or natural to do so.
Methods in the field of ICT often require different things of the teacher at the same time demanding more student activity.
We have in a previous presentation focused on the student role and looked at which demands and expectations technological methods put to this We will this time, therefore, not look as much at the student role, but concentrate on the teacher.
By using the studio and technology, one puts forward demands and expectations of other study habits and ways of solving learning tasks than the more traditional teaching and learning methods. The teacher is continually meeting new expectations and this can for many people feel like an extra burden.
As a professional practitioner, the teacher is likely to become a role model or standard for his or her students. The teacher should also be a subject developer. Some teachers feel threatened by new technology and experience - that this may make the teacher superfluous.
However, it is expected that creativity should be given space at work in an active search for new knowledge and new methods.APPROACHES TO ICT INTEGRATION IN TEACHER EDUCATION Use of ICT within teacher-training programs around the world is being approached in a number of ways with varying degrees of success.
These approaches were subsequently described, refined and merged into four primary approaches as follows. Introduction of ICT in Schools and Classrooms in Cameroon Moses Atezah Mbangwana It is interesting to note that while the integration of ICT in education in Africa has nothing was mentioned about the use of ICT in the classroom.
The Cameroon education law 9/ of 14 April does not make mention of ICT in the school. • The level of effectiveness of educational technology is influenced by the specific student population, the software design, the educator’s role, and the level of student access to the technology.
Computer Education (BS/CE), student prior achievement and sociodemography, teacher training, teacher and student attitudes toward BS/CE. The.
Essay on ICT and Education Words 5 Pages ICT has a huge range of functions in education such as; communication, learning tools, administration, information sources and distance learning. Published: Mon, 5 Dec 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, ; Bransford, Brown & Cocking, ).
Published: Mon, 5 Dec Introduction. The purpose of this paper is to share with the readers the findings of a study to investigate the prospective teaching behaviours with ICT integration at secondary level.