Integration of ICT in Teaching and Learning of Science (Biology) in Teacher Training Colleges of Education



Literature Review



The ICT in the schools, are appropriate to foster the learning and as well as boosting the teaching competency of the teachers. The continuous support of both educators in terms of delivering the quality education can be the basic reason in the popularity of ICT. ICT stands for the Information and Communication Technology which is encouraged and now is applied in many of the schools. Since then, many teachers seen the effectiveness among the students and it is not impossible for the other schools to be part of the change. On the other hand, the interaction of teaching with the method of innovation can be appropriate to be an effective teacher among the new generation of learners.



ICT started in the simple use of computer and now currently part of the technological changes that lead to allow the users to explore the different areas. This is the very same reason in allowing the ICT to be implemented in the pedagogical structures and be applied in various teaching strategies. The use of ICT and gaining the knowledge on it can help the teachers in their effective facilitation of appropriate methods and deliver the quality education. Part of the ICT is the innovative methods employed in the stream of the education. Based on the application of ICT of many participating countries, it is an effective tool to deliver and ensured that the quality education is in the hands of the students, most especially in areas where the attention of the students is hard to capture. With the aid of ICT there is a future development of the education towards the quality and continuous transformation of the system in education (DEPED, 2007).



Information and communications technology or ICT is growing among the schools to accommodate the needs of the students in achieving the quality of education. ICT is identified as an approach in integrating the quality teaching. The transformation of the education happened through the integration of the ICT and aimed to serve the right amount of knowledge among the students. Integrating the information according to the genre and needs of the students is the most appropriate strategy to implement the quality education (Leng, 2008). Developing a program that intends to build the use of the technologies in teaching and learning is the response for the global call for quality education and its participation to the corporate world in the future. The objectives of the ICT emphasized the continuous professional development and support services for teachers, school administrators, and most especially for the students. The ICT can be drivers and barriers for the socio-political situations. As being part of the basic education, the formulation of this essential strategy aims for the connectivity and develop the competencies. Basic computer strategies and literacy can be the stepping stone for the strategic planning. The support of the ICT is not only for the teachers but also for the students. This is also part of the strategy in sustaining the efficacy of knowledge that the students can use in the near future (Dunuan, 2005). The impact of the ICT can reflect in the everyday live and the society. Although, it is difficult to measure but the positive impact would appear in facilitating the decisions of the students (DEPED, 2007).



In the observations of ICT in the education and the associated lessons, it seems that mathematics and science are the subjects in which the students struggle. The facilitation of the rich data in these subjects creates a better understanding and improves their knowledge. The ICT is based on the layers of reality that can help the students to generate and redefine the questions regarding the subject. In the study of biology, the students are allowed to adopt the concepts involved in teaching and be more open in exploration o the learning environment. According to the past researches regarding the ICT-based lessons, there is a record of events was kept based on the observation checklist that included layout of the room, lesson objectives, lesson sequence, types of ICT and non-ICT tools used, rules, and roles of the participants. The checklist for the observations was inextricably tied to the activity theoretical framework (Lim, et al., 2003). The use of ICT concept of teaching can be conducted in a classroom using a data projector and a computer. With this method, the teachings in Science like in Biology can be more exciting and attract the interest of the students.






References:



DEPED, 2007. Information and Communication Technology for Education Strategic Plan, Department of Education [Online] Available at: http://www.deped.gov.ph/cpanel/uploads/issuanceImg/Draft%20DepED%20ICT4E%20Strategic%20Plan.pdf [Accessed 17 September 2010].



Dunuan, L., 2005. The Coca-Cola Ed. Venture Pilot Project [Online] Available at: http://www.fit-ed.org/downloads/Coke%20Ed.Venture%20Impact%20Evaluation.pdf [Accessed 17 September 2010].



Leng, N., 2008. Transformational Leadership and the Integration of Information and Communications Technology into Teaching, The Asia-Pacific Education Researcher, 17(1) [Online] Available at: http://www.dlsu.edu.ph/research/journals/taper/pdf/200808/1weeleng.pdf [Accessed 17 September 2010].



Lim, C.P., Teo, Y.H., Wong, P., Khine, M.S., Chai, C.S., & Divaharan, S., (2003) Creating a Conducive Learning Environment for the Effective Integration of ICT: Classroom Management Issues, Journal of Interactive Learning Research, 14(4):405+










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