Provide ways to deal with the below problems in regards to ICT
Provide ways to deal with the below problems in regards to ICT in elementary school:
1. There is a disconnect between what is stated in the national policies and what is occurring in the classroom.
2. When policymakers do not outline the reasons for an educational change, such as ICT integration, and there is little or no guidance provided to teachers to make the change at the school level, the teachers tend to abandon or ignore the change process.
3. Many teachers continue to struggle with their perceptions of how to integrate ICT within their pedagogical practice effectively.
4. If the classrooms lack ICT readiness, teachers may exhibit resistance and frustration due to their inability to utilise their ICT abilities for facilitating learning. Consequently, this would have a negative impact on students' learning outcomes.
Problem 1 Disconnect between public programs and classroom practice
results
in producing a clear and terse public ICT policy for abecedarian seminaries.. The policy should be developed in discussion with preceptors, directors, and other stakeholders. It should be specific enough to give guidance for preceptors, but flexible enough to allow for adaption to original requirements..
give professional development openings for preceptors to learn how to apply the public ICT policy.. The training should be hands- on and practical, and it should concentrate on how to integrate ICT into tutoring and literacy in a meaningful way..
Give seminaries the resources they need to apply the public ICT policy.. This includes furnishing seminaries with acceptable tackle, software, and internet access..
Problem 2 Policymakers donot outline the reasons for ICT integration
result
Policymakers should easily communicate the reasons for ICT integration to preceptors and other stakeholders. They should explain the benefits of ICT integration for scholars, preceptors, and the academy as a whole..
Policymakers should give preceptors guidance on how to integrate ICT into their tutoring practice.. This guidance should be specific to the different subjects and grade situations that preceptors educate..
Policymakers should produce a culture of support for ICT integration in seminaries.. This includes furnishing preceptors with access to professional development openings, coffers, and specialized support..
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