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Benefits of Using Computers in Education. Role of computers in education. In schools, it is really important for computer teachers to teach students about How to use computers , How to understand , the benefits of using various applications such as Microsoft word, excel, PowerPoint, Internet safety etc.
I know most of the schools are trying to do this. But they are teaching students in schools about computers more theoretically than practical education. As you know that many developed countries are providing computer applications and high-quality IT infrastructure for schools. The goal of technological education is to make students better thinkers, creative and confident.
That helps them in higher education and in life. Education play very important role in our life and career development. Just think that why developed countries such as America, Japan, China, Russia etc. Just think that why some countries are more powerful and dominating developing nations? I think because they are providing high-quality technological tools, IT infrastructure in schools and colleges.
They are paying a high salary for computer teachers. In Developed countries there is ease of doing business for new people. This is because of the level of computer literacy in their society and in people.
People in developed countries are taking initiative in almost everything. If you compare this to India our people here are busier in talking about politics and corruption instead of doing something becoming better than yesterday. The level of computer education in India is very low. Before any ICT program is launched, policy-makers and planners must carefully consider the following; whether there are appropriate rooms or buildings to house the technology, extensive retrofitting to ensure proper electrical wiring, safety and security would be needed, considering the power situation in the country and the effect of the power shortage, governments should actively promote the use of alternative sources of power Hawkins Hawkins suggests that support of school administrators and the community is essential if ICT is to be used effectively.
In addition, teachers ought to have adequate access pg. Shifting pedagogies, redesigning curriculum and assessment tools and providing more autonomy to local schools also contribute to maximum use of ICT in education. Given that teachers themselves are not comfortable using ICT, it is important that there is focus on capacity building of teachers so that they are equipped adequately to use ICT.
A locally-accessible instructor or trainer may be hired to provide to the teachers on how to use computers and the internet. Skills and the willingness of teachers refer to skilled teachers who are ready to use ICT in learning and teaching.
According to Osman and Ahmed , to achieve a comprehensive teaching by using ICT, teachers need to be convinced of the importance and benefit of ICT use in teaching and learning. Indeed, teachers should be given adequate training to use ICT tools effectively and efficiently. Findings also showed that teachers who have attended training courses in English and ICT were more efficient, capable at using computers and willing to implement the teaching of Science in English compared to teachers who have no training.
Saamad, However, the government has provided materials and facilities such as laptops, guide books, textbooks, reference books, activity books to help teachers in teaching. Therefore, teachers were encouraged to take advantages of ICT in teaching and learning in order to produce a big impact in education field Romai Nor, The definition of ICT was clearly given in context to the research as well as the roles of ICT were discussed and reviewed.
The tools that constitute ICT systems were also another area the researcher discussed and in addition the challenges being encountered by educational institutions especially primary schools in pg. The chapter conclude in highlighting the measures that primary schools and their administration so as to effectively use ICT tools and manage the process of their adoption. The next chapter focus on the research methodology and the gathering of data. The chapter begins with explaining and justifying the research design and methods used.
The issues to do with population, sample and sampling methods are going to be highlighted. The chapter also goes on to techniques and research tools used so as gather the data need. The final part of this chapter will focus on data collection procedures as well as data presentation and analysis outlay briefing.
This study was descriptive because it complied with the characteristics of descriptive research as stipulated by Brink and Wood Descriptive designs are used for the development of a database for any science. They also add that, descriptive studies are used when the characteristics of a population are either unknown or partially known. A study is the plan of action the researcher adopts for answering research questions. The researcher used descriptive survey because I had to collect data at once from the sampled population of heads of schools and teachers.
The use of quantitative method design helped to check the accuracy of the database Creswell, Linda, opines that for cross sectional surveys, data is collected at one point in time from a sample selected to represent a larger population. Thus in this research the researcher collected data at once. The aforementioned design helped in a long way to unearth the use of ICT in primary school classroom in relation to schools in High-Glen District, Harare. The descriptive survey design is the best method for this study since it described existing characteristics of a large group of teachers.
It helped obtain self-reported information about the attitudes, beliefs, opinions, behavior and other characters of the population. Data were collected from members of the population in order to determine the current status of that population with respect to one or more variables.
This design was chosen because it can pg. Quantitative methods of collecting and analysing data are effective and preferred as they answer a wide variety of questions as suggested by Jenny, Use of quantitative methods enabled the researcher use data to come up with an inductive approach to the study where the researcher comes up with less literature and then incorporate it in the end Creswell, Creswell, Polit and Hungler refer to the population as an aggregate or totality of all the objects, subjects or members that conform to a set of specifications.
Burns and Grove describe population as all the elements that meet the criteria for inclusion in a study. In this study the researcher used school heads and teacher in selected primary schools to find out on the use of ICT in primary school classroom.
The target population was because pg. The researcher was interested in finding out the role of ICT in the primary school classroom. In this respect the population is all primary schools in High-Glen district in Harare with a total number of 15 and all having a total number of teachers including school heads. This subgroup is selected to be a representative of the targeted population with the required characteristics.
A sample is a portion of a population Ary et al, Each member or case in the sample is referred to as a subject, respondent or interviewees. The sample consisted 5 heads selected purposively as they were deemed suitable in providing information that is useful to the study. In addition to the above 45 teachers were also selected as part of the sample to represent the population through purposive sampling as they possessed characteristics suitable enough to provide the information required for generalisations to be made.
Purposive sampling was used in this study. Sampling on the other hand is a procedure, process or technique of choosing a sub-group from a population to participate in the study Ogula, It is a process of selecting a given number of subjects for a study in such a way that the subjects selected represent a large group they are selected from.
Sharon defined purposive sampling as selecting a sample the basis of your knowledge of the population, its elements and the nature of the research aims. Thus the population was non - randomly selected based on a certain characteristic.
The sampling technique eliminated those members who were not suitable for the study and the most suitable candidates remained. This made the selecting process less time consuming. For the purpose of this study the researcher used two research instruments namely the questionnaire and the structured interviews.
D, According to Creswell, a questionnaire is a form used in a survey design that participants in a study complete and return to the researcher. A questionnaire is a research instrument that contains that contains a variety or series of questions that are used for the purpose of collecting information. DeVaus, cited by Saunders et al defines questionnaires as a term which includes all techniques of data collection in which each person is asked to respond to the same set of questions in a predetermined order.
Chiromo propounds that it is that form of inquiry, which contains a systematically compiled and organised series of questions sent to the population samples. In other words, a questionnaire is a means of eliciting feelings, beliefs, experiences, perceptions or attitudes of a given sample of individual members.
The questionnaire was administered on grade six teachers in the sample because a questionnaire is easy to administer and when properly crafted members can complete them without any problem. Good questionnaires provide a script for the entire process that the researchers are to follow, word questions so that they mean the same thing to everyone. They also make responding easier to respondents since that inform participants about the kinds of answers that are pg.
Fowler , suggests that a question should provide definitions for any terminology that might be confusing, use of complete sentences and offer a limited set of answers. The gathered in formation is was analysed and discussed. The researcher seek permission for the collection of data from the Ministry of Primary and Secondary Education, District Education Offices, School Heads and from the school authorities to ensure that ethnicity is observed. The researcher visited schools and explained the research purpose to the school heads.
This enlightened them on why the researcher was carrying out a research in that area and assured the respondents privacy and confidentiality in carrying out the research. The researcher gave out questionnaires to the school teachers through purposive sampling. This ensured that questionnaires were sent and received timeously on agreed dates. The researcher did periodic monitoring of data collection activities, and this ensured the timely completion of all tasks.
Despite the preparations of the researcher it was also evident that some participants were not being genuine on their experiences in using computer systems. The researcher explained to them the importance of the research in improving their expertise and were able to disclose their experience.
Due to the nature of the information, Quantitative data was illustrated through a combination of tables, pie charts and column graphs. The data was interpreted and analysed so as to extract meaning as discussed, and as it applies to other previous research studies. Data analysis involves reducing accumulated data to a manageable size, looking at patterns and applies statistical techniques.
The researcher used content analysis. Data collected using structured interviews and questionnaires were be presented on tables and graphs. This is so because tables are simple to handle, interpret and can communicate maximum information in a most effective way.
Quantitative data collected through questionnaires from heads and teachers will be analysed using tables. The data sets were quantitatively analysed through computing statistical measures such as percentage to reveal patterns in the responses.
Chapter Summary This chapter was pivotal in highlighting how the data was collected including the research design and methods used. The population and sample size were clearly derived so as to make valid generalisations on the population under study. Furthermore, the research instruments were also explained and justified as to why they were regarded as the most appropriate for the study.
Data collection procedures were also highlighted in the chapter before it ended with an initial notification on the data was going to presented and analysed.
The next chapter will focus on data presentation, interpretation, analysis and discussions. It also tables the analysis and discussion of the research findings. For the basis of discussion and recommendation of the research findings to be made, the major issues and key issues will be highlighted. All the head managed to fill their questionnaires and responses retrieved for the purpose of the study. Out of the 20 questionnaires distributed to students none was not returned resulting pg.
This pg. The percentages of age distribution decreases as the age also decreases and this implies that young people who are likely to be better in using ICT tools a very few. The lack of people who are computer literate to the extent of influencing their use by pupils means ICT tools are being less utilised in most of the primary schools. However, this posing a better position in literacy in general, it does not give us a conclusion to whether they are also computer literate or be able use other ICT tool.
These results only give us hope that if training or any other skill enhancement program in ICT is to be done positive results can be obtained. The education fraternity is also filled with qualified teachers and possessing a diploma or better. This entails that the teachers who directly interact with pupils are not capable enough to use ICT tools and apply in lesson delivery or learning processes.
It was also found out that in most of the school there are no teachers who really qualified to use ICT tools for the enhancement of learning. Amongst all the schools in the subject of study only less than pg. This entails that the ratio of teachers who are ICT qualified to pupils is relatively very low.
Thus limiting the use of ICT tools in primary schools. This however proves that most the teachers are familiar to ICT tools and they might have knowledge on how to use them regardless of low usage due to other factors like their availability in sustainable ratios.
To find out on the role of ICT tools in schools the research also had to know who uses these tools in order to dig deep into the roles. This might be influenced by the availability of ICT tools to the schools and the chances pg. Table 4. This means that the role of ICT in schools is also of smoothening the management and system of running the day to day transactions of the school.
This implies they are not necessarily for enhancing the learning of pupils. Despite having various ICT tools ranging from computers, projectors, printers and cellphone, teachers are reluctant to use these tools in issues to do with learning.
Fig 4. When comparing the above percentage to pg. This entails that there is high discrepancy in the perceived use and what actually they are being used for. From these finding the role of ICT is rather for administration through record keeping than direct learning process. This also proves that ICT tools are utilised by providing entertainment.
This can be also supported by the high percentage of teachers using ICT tools more than students in the school environment. The other role of ICT tools as brought out in the research is for communication. This communication involves sharing of information related to learning and entertainment as well. The use of projectors and computers in sharing information on subject areas in the classroom clearly shows that to a certain extent learning would not be easy with the application of these tools.
This is mostly due to their significance in most of class and office use when they are used. In primary it is evident that calculators are not used since their syllabi does not recommend their use. Printers and cellphone are also used since information is mostly given to pupils on hard copies. The results shown prove that they are not allocating enough time so that pupils interact with ICT tools in the learning process.
The students also agree to the input of their teachers and heads in proving that they do not use ICT tools regularly at school especially in enhancing their learning or learning in ICT itself. The diagram above, fig 4. From Table 4. This also adds to the notion of users being a small number from administration.
Teachers and students do not use internet therefore; internet is not influencing or enhancing the learning process as may be perceived. Figure 4. These challenges include the following, lack of ICT tools other than computers for example, projectors televisions and digital video players.
The other challenge prevailing in schools resulting in teachers and pupils failing to utilize ICT tools they have is severe power cuts. This also entails that learning and application of computers cannot be effectively done since each child will not be able to have practical experience. The existence of this challenge is also supported by the results shown on Fig 4. Frequencies of computer to pupil ratio The respondents aired out a number of suggestions on the measures that can be taken to improve the application of ICT tools in schools.
Teacher training was the one suggested most. This also proves that teacher maturity on ICT tools is relatively low in the area of study. Acquisition of computers or ICT tools in general was also another measure that can be taken to improve the application since their shortage has been one of the drawbacks in trying to use ICT tools.
This also proves that some of the schools do not have computer labs where ICT tools can be accessed. These PDF files also contain exercises , examples of practical work and other things that will make the learning process easier and simpler. All it takes is a computer, access to the Internet and of course — patience and willpower. As previously mentioned, you can do some research and find other attractive PDF tutorials too.
Computer PDF is here to help you learn programs, enhance your knowledge in computer security, databases, office, automation, analytics and IT in general.
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