Throughout history, the advancement of technology has provided us with a better quality of life, especially in the comfort of easy access to information, data storage, and delivery of messages. It has proven its usefulness in the business and government sectors and also in day to day life of everyone.
In the education system, the use of such technology enhances teaching and learning processes, providing new avenues of conducting classes through various platforms, studying lessons based on the convenience of learners, and easy access to information readily available at our fingertips which were not possible in the last decade.
But this adaptation to the new era of educating the young requires a new set of skills, having technical knowhow on the use of computers and other gadgets (both hardware and software), troubleshooting when the internet is not accessible, the use of various platforms such as Moodle, Google Classroom, MS Teams, Edmodo, and other Learning Management Systems which are now the virtual classroom of today’s learners.
Accordingly, several studies revealed that lack of skills and good technical support in the classroom and school resources restrict teachers from using the full potential of Information Computer Technology (ICT). Technical problems were the major culprits that hindered or delayed the delivery of lessons, such as waiting for websites to open due to weak internet connections, no internet connection, printing problems, malfunctioning computers, and teachers having to work on old computers. Moreover, a worldwide survey found that the lack of knowledge of teachers in terms of ICT use is a great impediment to integrating Information Computer Technology in elementary and secondary schools. These barriers consume time and resources, delaying classes and limiting teachers’ efficiency and effectiveness at work.
Having then observed the need to capacitate teachers on the integral role of advanced technology in the schools, some teachers, in the exigency of government service, underwent ICT trainings and were designated as Information and Communications Technology (ICT) Coordinators. ICT coordinators mainly provide technical assistance with regard to different ICT teaching and learning, school operations, and professional development. When it comes to classes held online, The ICT coordinator ensures that classes will be effectively implemented. He sees to it that technical issues are minimal and will not cause major disruptions in the delivery of lessons.
Additionally, he helps the school head, class advisers, and co-teachers in the use of computers for teaching and administrative purposes and provides in-service to enhance teachers' skills in the use of the computer and other gadgets as teaching tools. ICT coordinators also facilitate the early transmittal and submission of documents to the division office such as registration of learners in the Learner Information System, inventory taking of school building and facilities for encoding, Deped Computerization program management and reports, among others.
With the designation of Information Computer Technology Coordinators in the school, teachers are now more equipped in handling online classes, in submitting online reports, and in preparing computer-based lessons. Also, the schools are now able to submit early reports to the schools' division office and both to the regional and central offices.
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