CIC2601/1/2019
Learning Unit 2
Support with the integration of ICTs in classroom
activities
2.1 INTRODUCTION
To understand the importance of this learning unit, you first need to answer the following
60
question: ‘Why do teachers need to integrate technology in the classroom?’ To help you
to answer this question, watch the following YouTube video clip and pay attention to
how this question is answered by the presenter of the YouTube video clip.
To watch the YouTube video (1:19 min); make sure you have access to
61
the internet; then click on the link shown below, or scan the QR code
shown in figure 2.1.
62 https://www.youtube.com/watch?v=kMi13DoDBAM
To see an example of the value of integrating technology in the
63
Figure 2.1: Why is
125
Technology important
classroom, watch the YouTube video clip (1:58) about bringing in education?
technology to rural Africa. Click on the link; or scan the QR code shown
in figure 2.2.
64 https://www.youtube.com/watch?v=sAv12I3TiTg
In this YouTube video clip (Figure 2.1), ten reasons are mentioned why it
65
is important to integrate technology in your classroom. However, one
reason that was not mentioned is that learners already use technology Figure 2.2: Bringing
while experimenting with various applications on tablets, smartphones
126
technology to rural
Africa
and laptops (Webanywhere, 2016).
For educational purposes, researchers claimed that technology could be used, among
66
others, to improve the engagement of learners. When learners are engaged, it creates
opportunities for them to improve knowledge retention and to learn in a way that
is comfortable for them. Furthermore, it encourages learners to collaborate and even to
learn life skills through technology. Lastly, with many online resources available, it can
help teachers to improve their teaching (Webanywhere, 2016).
Because technology is part of the everyday lives of learners and teachers, you will agree
67
that we cannot withhold the use of technology / ICT in our classrooms. However, to be
able to do so, teachers and learners need to have access to technology. The technology
needs to be supplied by the school or the learners have to bring their own devices (BYOD).
However, the question arises: ‘How will teachers who perhaps know very little about
technology and tools be able to get assistance and support so that they can change
11
, their teaching methods to incorporate technology and online learning applications in
their classrooms?’
To answer this question, education policymakers and planners first need to be clear about
68
the ICT needs and educational outcomes of their country (as discussed in learning unit
one) and school. This information will assist them in understanding better how to achieve
their common goal/outcome regarding ICT integration in the classroom. This learning
unit provides you with an understanding of ICT role players in a school setting; and how
to justify their roles by ICT theory.
2Learning outcomes
At the end of this learning unit, you will be able to:
•• Identify various role players for effective integration of ICTs in classroom activities.
•• Discuss how the implementation of roles is done and how supportive role players
are in the use of ICTs in a school context.
•• Justify the roles by using ICT theory, for example the Activity Theory.
2.2 ROLE PLAYERS IN THE EFFECTIVE INTEGRATION OF ICTS
IN CLASSROOMS
Teachers will have to embark on a journey to integrate technology in the classroom; but,
69
at last, they are not alone. In this section, we are going to discover role players that will
have an impact and offer you support on your journey. The role players will include:
•• government
•• decision-makers
•• ICT support
•• educational specialists
•• peers
•• learners
Each of these role players will play a different role in supporting the integration of
70
technology in the classroom. Some of them will be involved in the budget decisions;
decisions on what technology to use; what software and infrastructure to buy, strategy
development, changes to classrooms, labs and buildings; and training and support
offered to teachers in the use of technology. Other role players will serve as coaches or
as members of a community of practice.
2.2.1 Examples of role players in the integration of ICTs
The e-Learning directorate of the Gauteng provincial department of Education developed
71
guidelines on the management and usage of ICTs in public schools in Gauteng (2011: p.
26–31). The examples of role players and their responsibilities are listed below in table 2.1.
12
Learning Unit 2
Support with the integration of ICTs in classroom
activities
2.1 INTRODUCTION
To understand the importance of this learning unit, you first need to answer the following
60
question: ‘Why do teachers need to integrate technology in the classroom?’ To help you
to answer this question, watch the following YouTube video clip and pay attention to
how this question is answered by the presenter of the YouTube video clip.
To watch the YouTube video (1:19 min); make sure you have access to
61
the internet; then click on the link shown below, or scan the QR code
shown in figure 2.1.
62 https://www.youtube.com/watch?v=kMi13DoDBAM
To see an example of the value of integrating technology in the
63
Figure 2.1: Why is
125
Technology important
classroom, watch the YouTube video clip (1:58) about bringing in education?
technology to rural Africa. Click on the link; or scan the QR code shown
in figure 2.2.
64 https://www.youtube.com/watch?v=sAv12I3TiTg
In this YouTube video clip (Figure 2.1), ten reasons are mentioned why it
65
is important to integrate technology in your classroom. However, one
reason that was not mentioned is that learners already use technology Figure 2.2: Bringing
while experimenting with various applications on tablets, smartphones
126
technology to rural
Africa
and laptops (Webanywhere, 2016).
For educational purposes, researchers claimed that technology could be used, among
66
others, to improve the engagement of learners. When learners are engaged, it creates
opportunities for them to improve knowledge retention and to learn in a way that
is comfortable for them. Furthermore, it encourages learners to collaborate and even to
learn life skills through technology. Lastly, with many online resources available, it can
help teachers to improve their teaching (Webanywhere, 2016).
Because technology is part of the everyday lives of learners and teachers, you will agree
67
that we cannot withhold the use of technology / ICT in our classrooms. However, to be
able to do so, teachers and learners need to have access to technology. The technology
needs to be supplied by the school or the learners have to bring their own devices (BYOD).
However, the question arises: ‘How will teachers who perhaps know very little about
technology and tools be able to get assistance and support so that they can change
11
, their teaching methods to incorporate technology and online learning applications in
their classrooms?’
To answer this question, education policymakers and planners first need to be clear about
68
the ICT needs and educational outcomes of their country (as discussed in learning unit
one) and school. This information will assist them in understanding better how to achieve
their common goal/outcome regarding ICT integration in the classroom. This learning
unit provides you with an understanding of ICT role players in a school setting; and how
to justify their roles by ICT theory.
2Learning outcomes
At the end of this learning unit, you will be able to:
•• Identify various role players for effective integration of ICTs in classroom activities.
•• Discuss how the implementation of roles is done and how supportive role players
are in the use of ICTs in a school context.
•• Justify the roles by using ICT theory, for example the Activity Theory.
2.2 ROLE PLAYERS IN THE EFFECTIVE INTEGRATION OF ICTS
IN CLASSROOMS
Teachers will have to embark on a journey to integrate technology in the classroom; but,
69
at last, they are not alone. In this section, we are going to discover role players that will
have an impact and offer you support on your journey. The role players will include:
•• government
•• decision-makers
•• ICT support
•• educational specialists
•• peers
•• learners
Each of these role players will play a different role in supporting the integration of
70
technology in the classroom. Some of them will be involved in the budget decisions;
decisions on what technology to use; what software and infrastructure to buy, strategy
development, changes to classrooms, labs and buildings; and training and support
offered to teachers in the use of technology. Other role players will serve as coaches or
as members of a community of practice.
2.2.1 Examples of role players in the integration of ICTs
The e-Learning directorate of the Gauteng provincial department of Education developed
71
guidelines on the management and usage of ICTs in public schools in Gauteng (2011: p.
26–31). The examples of role players and their responsibilities are listed below in table 2.1.
12
