The Impact of ICT on the Professional Role of the Teacher from the Viewpoint of the Principal and Administrative Staff (original) (raw)
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The teachers' role in the classroom can be viewed as a continuum. At the one end, the teacher is a traditional lecturer and importer of knowledge. At the other end, the teacher is a coach, observer, and facilitator. Teaching in pupil-centred ICT learning environments requires a different attitude of the teacher compared with teaching in traditional instructional settings. In the empirical part of this study, twenty-five case-studies were carried out in primary and secondary schools in five European countries. The questions addressed were related to resources and support for teachers using ICT; the actual use of ICT by teachers in their classrooms; and the impact of ICT use on the teacher. Results show that the opportunities ICT provides to facilitate differentiation and to create new, pupil-centred learning environments, remain unused by many teachers. Insufficient time for professional development and insufficient teacher training are considered serious impediments to the integration of ICT in education.
Primary school teachers’ training in ICT
Teachers‟ training and their active participation in their introduction to innovation, combined with the encouragement of reflection on teaching practice, are important tools for the change of their perceptions. Teachers need continuous training to renew their cognitive skills and cope with new requirements. The present work is a wider research that aimed to explore both ICT application to the Primary schools on the island of Lesvos and their impact upon pupils‟ teaching, learning and cognitive process and behavioural adaptation - according to the opinions of primary school teachers and pupils who work and study at (public) primary schools. In this work, teachers‟ opinions on their training in ICT are presented. There were 118 primary school teachers from the island of Lesvos who took part in that research. 36 teachers were men (30.5%) and 82 were women (69.5%). 37.61% of the teachers had not participated in such training seminars before, while 62.39% had. Teachers‟ questionnaire about ICT used in the present work consists of seven thematic units and includes closed questions. The first thematic unit refers to the usefulness and the use of ICT in the Greek educational system. The second thematic unit refers to teacher‟s role in the modern Greek school. The third thematic unit consists of questions about pupils‟ acquisition of basic IT skills. The fourth unit refers to the factors that impede ICT application to the primary school. The fifth unit deals with issues related to teachers‟ knowledge of educational legislation, guidelines and circulars governing educational practice and the introduction of ICT to the Greek primary school. The sixth thematic unit raises some issues in Greek teachers‟ training in ICT. In the seventh thematic unit, sociological questions, such as the positioning of the school in modern society, are asked. From the analysis of the finds, it seems that most teachers on Lesvos believe from “little” to “enough” that the training in ICT they underwent during their professional career (mainly basic learning skills) was successful or appropriate. Furthermore, teachers stress that their training should be continuous and systematic, and it should not be implemented during the school operation. There is also an important percentage of teachers - from “enough” (42.61%) to “very much” (29.57%) - who believes that teachers have not been informed about and trained sufficiently in what possibilities ICT provides to teaching. Teachers may make use mainly of the Internet Explorer and software packages, such as Microsoft Office Word and “Painting”, but they do not use almost at all the educational software package “Logo”. 63.64% of the teachers can hardly use the electronic mail, something that impedes the communication between educational and school units. It is, of course, remarkable that teachers‟ majority is informed about educational issues electronically through the official website of Ministry of Education and Religious Affairs (YPEPTH in Greek) and its various sub-divisions.
TEACHERS AND USE OF INFORMATION TECHNOLOGY IN EDUCATION: DIFFICULTIES AND OPPORTUNITIES
TEACHERS AND USE OF INFORMATION TECHNOLOGY IN EDUCATION: DIFFICULTIES AND OPPORTUNITIES, 2009
This paper would present problems and possibilities that teachers meet during applying information technologies in their professional carriers. Opportunities and difficulties that technologies enable teachers, to improve their professional development, teaching and learning, and dealing with daily tasks with use of computers, will be shown. After that we can see results of research, how much and for what teachers use computers for previously noted in practice, what troubles they meet and what are possibilities for their removal.