After reading the three provided materials, I realized that the technology is a powerful instrument that can be used to enhance the quality of teaching and learning materials through the use of digital learning resources(REB, 2016). #Multimediainteractivedigital content can be used to motivate students, improve conceptual understanding and retention of key topics. ICTs can help simplify the use of regular assessments to keep track of student performance. ICTs can help with real time data gathering of enrolment, assessments, performance to improve decision making and effective management of the education sector leading to informed prioritization and allocation of resources. ICTs can also be used to strengthen teacher professional development thereby contributing to the improvement of quality of education. Lastly, students must be prepared for the 21st century and given abilities needed to succeed and thrive in today’s complex, technology-based global economy, and to be active 21st century global citizens. Some of these skills include #CriticalThinking, #ProblemSolving, #Communication, #Collaboration and Visualization. Technology in education enables the development of these important skills(Twagilimana & Mannikko-Barbutiu, 2018).
ICT in education policy should emphasize on promoting the learner’s capacity of consuming the potentials of ICT in education and helping them to learn themselves regarding their own pace so that educators play the role of the facilitator.
Challenges faced with in implementation of this policy
On the basis of data retrieved from the given reading materials, the implementation of ICT in education policy point out some major challenges(Mathevula & Uwizeyimana, 2014) including:
v In adequate infrastructure of electricity in households and public schools
v Low internet connectivity rate
v Lack of equipment and high costs
v Limited access to ICT in the education system (Computer to students of secondary and higher institutions and One Laptop Per Child project which are not really implemented well)
v The absence of culture around the use of ICT was also regarded as a hindrance to a widespread adoption of ICT in education
v Limited availability of digital content
v Lack of expertise in project management and coordination of existing initiatives, and technical support.
v Use of ICT may be difficult for weaker students, because they may have problems with working independently and may need more support from the teacher
v Computer-based learning has negative physical side-effects such as vision problems,
However, in order to maximize the benefits that ICT can bring to the education system. The following are some solutions that can be suggested to the above challenges(Mathevula & Uwizeyimana, 2014):
§ Promoting ICT professional certification programmes by developing a competent and relevant ICT professional base.
§ Developing School net through increasing the penetration and usage of ICT in 9 and 12 years basic education.
§ Enhancing ICT training for teachers by developing teacher capabilities in and through ICT
§ Promoting Digital Content library by increasing access to scientific publications for educational institutional and the general public.
§ Expand electricity and internet networks to schools across the country.
§ Enhancing the culture of using technology mostly in our daily lives.
To sum up, ICT in education is targeted to achieve the following:
- Increase access to basic education for all, for both formal and non-formal education, using ICT as one of the major tools for learning, teaching, searching and information sharing.
- Improve the quality of basic education and promote independent and lifelong learning, especially from primary to tertiary education.
- Contribute to the development of a workforce equipped with the ICT skills needed for employment and use in a knowledge-based economy.
REFERENCES
Mathevula, M. D., & Uwizeyimana, D. E. (2014). The challenges facing the integration of ICT in teaching and learning activities in South African Rural Secondary Schools. Mediterranean Journal of Social Sciences, 5(20), 1087–1097. https://doi.org/10.5901/mjss.2014.v5n20p1087
REB. (2016). M Inistry of E Ducation Ict in Education Policy April 2016. April, 1–17. https://doi.org/10.1016/j.biochi.2012.11.002
Twagilimana, I., & Mannikko-Barbutiu, S. (2018). ICT in education policy in Rwanda: current situation, challenges and prospects. 1. https://doi.org/10.4108/eai.20-6-2017.2270006