The Information and Communication Technology (ICT) in now a day plays a very strategic role in the transforming phase of education. Thus government also taking many initiatives and tried to integrate ICT to teaching learning process like the introduction of ICT@School Scheme. But the problem lies in its effective use in classroom. Is teacher being competent enough in use of ICT in classroom, what are the some of the changes teachers are making when they used ICT tools with their students in the classroom and how strategies are changing, what contributes to the change, and what is the change in classroom dynamics and traditional time structures? These were the few issues which addressed in the present study. For this purpose, a qualitative approach with an interview study was adopted for the study. Further, it delimited to Cuttack district of Odisha and ten secondary schools and total thirty teachers, three from each school was selected as its sample by using purposive sampling method. The investigator makes classroom observation, extensive field notes and interview with the respondents for collection of data. The collected data was analyzed by thematic description related to foregoing issues with specific reference to the four key themes: the changing role of the teacher, classroom dynamics, teacher predictions of ICT in school and the concept of the classroom. The findings of the study revealed that the ICT in the classroom influenced the process of learning and in order to integrate ICT effectively, teachers are adopting different teaching strategies. Further it has also been revealed that they need drill for the power shift in the classroom because often students had more knowledge of ICT than them. The findings also revealed that the dynamic of the classroom was also changing due to ICT. Finally, the teachers needed time to learn about the technology and to understand how to integrate ICT into the curriculum.

Exploring the Changes in Teaching Strategies Enabled by Information and Communication Technology

Computer studies curriculum implementation in selected secondary schools in Mufumbwe district, Zambia: successes and challenges

The integration of Information and Communication Technology (ICT) into the curriculum has become a necessity worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). This paper undertakes an assessment of the availability of ICT infrastructure for curriculum instruction based on a study of public secondary schools in Mumias sub-County in Kakamega County, Kenya. The study adopted a descriptive survey design. The target population comprised head teachers, teachers and students in public secondary schools in Mumias sub-County. Schools were selected using stratified random sampling technique while students' sample size was determined using Kathuri and Pals formula. Head teachers and heads of computer departments were purposively selected. Questionnaire, structured interview schedule and content analysis were the main instruments of data collection for the study. Two sets of questionnaire were prepared, one for the students and the other for the teachers. The structured interview schedule was used to solicit information from the head teachers. Both qualitative and quantitative data were collected for the study. Qualitative data was analyzed descriptively. Analyzed data was presented in form of cumulative frequency tables, percentages and graphs. The study established that the main ICT facilities in place in most schools in Mumias sub-County were radio for interactive radio instruction and computers. The radios available in the studied secondary schools were however inadequate. A majority of the examined secondary schools had an average computer to learner ratio of 30:1. The study recommended that the Ministry of Education should hasten the development of ICT policy to ensure that teachers practice what is in line with the ministry's expectations, schools should involve their governing bodies to facilitate provision of ICT infrastructure and that concerned departments within the Ministry of Education should conduct regular and differentiated ICT teacher trainings.

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Stanslous Edmonds Oluoch

Papers

An Assessment of the Availability of ICT Infrastructure for Curriculum Instruction in Public Secondary Schools in Mumias Sub-County, Kenya