SERENA BROWNE - 320038458

EDTK 2030 - Information and Communications

Technology Education
Course coordinator: Dr. Rehana Seepersad
E-Tutor: Loretta Simon
Assignment 2
Due date: 03/10/2020
 THE UNIVERSITY OF THE WEST INDIES

Undergraduate Coursework Accountability Statement (To be completed by student)

ACADEMIC YEAR: 2020/2021 SEMESTER: 1

COURSE CODE: EDTK 2030 TITLE: Information and Communications Technology Education

NAME: Serena Browne ID: 320038458

1. I hereby certify that I am the author of the attached item of coursework and that all
materials from reference sources have been properly acknowledged.
2. I understand what plagiarism is and what penalties may be imposed on students found
guilty of plagiarism.
3. I certify that this paper contains no plagiarized material.
4. I certify that this is my own work and that I did not receive any unfair assistance from
others (including unauthorized collaboration) in its preparation.
5. I certify that this paper has not previously been submitted either in its entirety or in part
within the UWI system or to any other educational institution.
6. In the case of group work:

a. I certify that the individual work of each member of the group has been clearly
indicated;
b. that where no such indication has been given, I take the responsibility for the work as
if it were the section of the paper for which I am solely responsible; and
c. that I have not collaborated with any members of the group to breach the University’s
regulations.

Signature:
Serena Browne

Assignment 2 (option 2)

Assume that you are an administrator who has received instructions to introduce ICT-
mediated instruction in your school. Prepare a well-organized plan to guide how the
following issues will be addressed:
a)     Justify the introduction of ICT-mediated instruction in schools.

b)     Describe how you will guide the development of school-based policies to guide the
initiative.

c)     Describe how, and in what areas you will prepare the staff for the initiative.

d)     Explain your provisions for students with physical or mental disabilities.

e)     Reveal the overall provisions that you will make to monitor and evaluate the initiative.

RUBRIC

Criteria Excellent Good Poor

Justification for ICT mediated instruction informs 10 ≤ 8≤ 5≤
the benefits to your own students; uses suitable
examples to show understanding of ICT use.
School based and staff development policies are 5≤ 4≤ 2≤
well designed and written so that content is
thorough and understandable
Provisions for disability, monitoring and 5≤ 4≤ 2≤
evaluation are well described; and all rationales
are well presented and documented
TOTAL 20-17 16-10 9-0
Submission status
 ICT has transformed not only the teaching context but the world as we know it.
Information, communication, entertainment, trade, education among other key areas are readily
accessible and more convenient as a result of ICT. According to Tinio (2003) as cited by
UWIOC (2020) ICT refers to Information Communication Technologies which includes a range
of technologies and other resources that are used to create, communicate, store, disseminate and
manage information. These technologies include, but are not limited to, computers, the Internet,
radio and television and telephone systems. Evidently ICT has become an integral part of
everyday life, it is therefore crucial that it is included in the education system to provide the
smooth transition of students into adulthood and the world of work. ICT mediated instruction
refers to the use of ICT tools to facilitate completion of learning tasks to achieve curriculum
objectives, it involves the three major dimensions of constructivist theories, these are activity
based teaching and learning, reflective teaching and learning, and teaching and learning that
focuses on social negotiation UWIOC (2020).

ICT mediated instruction in school is not only justifiable but essential for holistic
development of students. Society has advanced technologically, employees are expected to be
versed in the use of technology to be considered asset to companies. Organizations now
communicate, store information, present information via technological media, therefore students
who do not possess these skills will become marginalized. According to Slavin (2016) it is
essential that students are introduced to the use of technology to be able to successfully integrate
into a technologically driven world. Similarly according to Tinio (2003) as cited by UWIOC
(2020) ICT can help to make teaching and learning a more engaging and active process that is
connected to real life, and it can make education more relevant to the modern workplace that is
now dominated by ICT. The use of ICT in learning also facilitates student centred learning which
allows students to become autonomous learners. When students take responsibility for their
learning it is more meaningful to them and as a result is solidified quickly and for a longer period
of time. According to UWIOC (2020) ICT facilitates activity based learning, reflection oriented
learning, social learning which fosters the exploration and manipulation of environments and
objects, wrestling with questions and the undertaking of experiments, set their own learning
objectives and reflectively monitor their progress, taking corrective actions to improve their
performance, reflect on their concrete experiences to achieve conceptual understanding and they
actively experiment in order to test their observations improve their level of development by
interacting with others who are more capable create learning communities, where people with
common learning objectives, locate and share information and undertake social interactions with
members of the community. These essential developing higher order thinking skills which will
be essential solving interaction problems and creating useful inventions. Furthermore the result
of these types of learning are much more significant than the antiquated route learning facilitated
by teacher centered environments that lack technology. Another major justification of the
inclusion of ICT mediated learning is creates an interesting learning environment. According to
Sana & Adhikary (2017) ICT improves the teaching and learning process as it drives innovation
and effectiveness, it is further stated that the inclusion of multimedia tools and simulations
allows for instant access and understanding of information provided. ICT therefore caters to
students’ variety of learning styles as they are able to observe pictures, listen to videos, and
interact with simulated activities. According to Slavin (2016) when learning is interactive
students develop intrinsic motivation that is they develop an innate interest to learn. The
unpredictability of life also warrants the inclusion of ICT in learning, which is evident in the
current Covid-19 pandemic. ICT allows for learning to occur outside of the walls of the
classroom which was essential during the peak of the pandemic and the closure of school. The
inclusion of ICT mediated learning has allowed for the continuation of the learning process at
home which took the form of zoom meetings, Microsoft team classrooms and emails. According
to UWIOC (2020) ICT has the capability to overcome constraints of time and space so that
students can engage in asynchronous learning where there is a lag between delivery of
instruction by the provider, and the students’ response.

Guiding the development of school-based policies is essential in ensuring the success of

the initiative. This must involve all stakeholders involved, namely; teachers, students, staff,
parents and members of the private and public sector. The involvement of these individuals will
aid in a smoother transition as individuals point of views are considered, this may result in
donations from stakeholders. Findings by an investigation carried out by Yaro, Arshad & Salleh
(2017) indicated that educational stakeholders have a significant role to play in policy
implementation, these may be categorized into total commitment and supporting school systems,
which reduces dependency on the government. As a result UNESCO (2011) indicates that the
policy identifies plans for the expansion ICT infrastructure to improve access and equity, this
will facilitate the development and facilitation of quality digital content. This therefore will
ensure that the school is able to meet the demands of ICT learning. The inclusion of ICT
mediated learning warrants the mandatory exposure of all teachers and staff both pre-service and
in-service to ICT tools and ICT teaching. The value of ICT tool to learning must be recognized,
specifically its ability to search for, retrieve, prepare, communicate and present information
UNESCO (2011). There must also be curriculum transformation to include ICT mediated
learning. Curriculum transformation regarding ICT mediated learning is a holistic approach that
involves current learning and assessment practices, teachers, students, hardware and software.
Curriculum transformation will ensure ICT is continuously utilized and pre-existing and non-
existing skills are built upon. Curriculum looks at goals, contents, organization of learning and
assessment, together these components create a comprehensive approach to successful
curriculum innovation such as the inclusion of ICT mediated learning, ICT inclusion has recently
paid greater attention to curriculum content, learner activities, teacher roles and assessment
activities UNESCO (2012). Furthermore, analyzation of the successful implementation of ICT
mediated learning policies of other learning institutions must be carried out. This will identify
what policies have worked for others and what can be successfully applied to one’s specific
institution. According to UNESCO (2012) Rwandan has achieved successful implementation of
ICT mediated learning through teacher development, pedagogical and curriculum change.

It is essential that the staff is well prepared for the inclusion of the initiative. Students
will be educated on numerous areas to ensure ease of transition into ICT mediated learning. It
should not be assumed that teachers are ICT experts, therefore they must first be trained.
According to Almerich, Suarez, Belloch, & Bo (2011) ICT training is one of the key aspects for
the integration ICT in daily educational practice, it must be a continuous process as technology is
ever changing and teachers must be knowledgeable on the current tools and practices in the ICT
world. This enables teachers to effectively teach and promote learning. The staff must also be
trained in how to teach students to use ICT, it is essential that students are versed in ICT Tools
such as laptops, projectors and smartboards before ICT tools are incorporated into the actual
subject area lesson or there will be major constraints. According to UWIOC (2020) Kennewell
(2006) states that constraints regulate the actions that could be supported by the element that is
they inhibit specific actions. A major constraint of the inclusion of ICT is student’s lack of
knowledge of the proper use of ICT, therefore the teaching of the use of ICT will eradicate this
challenge. Additionally there are certain challenges that erupt with the inclusion of ICT tools
such as distractions and interruptions. As a result teachers will be taught how to mitigate these
issues and introduced to ways of fostering proper ICT etiquette to ensure a safe environment. An
assessment of the school’s current inventory will also be carried out to evaluate the state of the
current tools and the need for more ICT tools in individual classes. Teachers will also equipped
with personal computers to ensure that are able to effectively prepare, teach, assess and record
students performances and preparing dating base. Workshops will also be implemented to
educate teachers on the maintenance and repairing of specific ICT tools. This will ensure the
longevity of ICT tools. According to UWIOC (2020) Wee and Abu Bakar (2006) found that lack
of equipment, out-of-date equipment and poorly maintained equipment were major obstacles to
the use of the Internet in education, they state infrastructural, technological needs must be met
and adequate technical support should be available. They advised that at the time of initial
installation of the technology, expert advice should guide the selection of equipment and the
installation design.

With the inclusion of ICT mediated learning provisions for students with physical or
mental disabilities must be made so as to ensure their benefit. . It is essential that ICT assistive
technologies are incorporated this will enable students with various disabilities to effectively
benefit from the inclusion of ICT. ICT assistive tools may include light signals, touch screens,
screen readers and magnifiers, wands and joysticks, alternative keyboards, voice recognition
softwares, braille embossers and refreshable braille displays. According to Makewa & Mutie
(2020) Assistive technology is a great equalizer in the classroom, they give access to learners
with special needs previously closed to them, thereby allowing for increased independence and
participation in the classroom. The researchers further state that the inclusion of voice input word
processor may help those with both mental and physical challenges. It is also crucial that there is
training for staff to enable them to effectively utilize ICT mediated learning and assistive tools to
promote learning for students with special needs. According to Almerich, Suarez, Belloch & Bo
(2011) teachers must be instructed in the pedagogical delivery of ICT learning for students with
special needs as they will require additional effort, time, assistive resources and techniques than
the average student. As a result teachers must be versed in the specific software and hardware
and their use in order to facilitate effective education. There must be first attitudinal change
towards students with mental and physical disabilities in order to effectively implement ICT
mediated learning. According Springer (2014) some major misconceptions about students with
special needs include general educational classrooms cannot support students with disabilities,
students with significant disabilities must be separated and inclusive education negatively
impacts disabled students. Teachers, students and parents must therefore restructure their views
about students with disabilities to provide a safe, motivational and learner friendly environment
for all students as they too can effectively use ICT tools.

In order for the implementation of ICT mediated learning to positively affect students and
promote student centred learning provisions must be made to monitor and evaluate the initiative.
It is of utmost importance that a software system is implemented to give administrators access to
observe the websites and activities being carried out in individual classrooms, this software must
also prevent access to certain sites which can hinder education. According to Spring (2014)
internet filtering and safety policies are necessary to protect students from the proliferation of
objectionable online content, internet safety practices empower teachers and students to access
the vast educational content of the internet safely and securely. It is also important to engage in
on going formative assessment of students understanding and performance with the addition of
ICT. This will give administrators and teachers factual information on not only the effect of
including ICTs but the specific requirements to better serve students and teachers. According to
Rodriguez, Nussbaum, Lopez, & Sepulveda (2010) an assessment scheme would provide both
qualitative and quantitative data to refine, adjust and improve ICT mediated learning, to learn
from experiences, gained, and to determine whether the programme has effectively served the
institution and how it may be replicated. Furthermore stakeholders will be continuously
investigated through the use of interviews, questionnaires, and observations to get their feedback
on the inclusion of ICT mediated learning. It is essential after implementation of a strategy or
practice that one engages with those affected to analyze the effects of decisions taken.

ICT mediated learning can have endless advantages for not only students and teachers but
the private and public sector. The implementation of ICT mediated learning requires much
planning and collaboration among stakeholders. The development of school-based policies to
guide the initiative is the first step and is crucial to the acceptance or denial of ICT mediated
learning. The staff members are also key and must also play a crucial role in implementation.
Students with physical or mental disabilities must not be forgotten as they too have the potential
to learn and greatly benefit from ICT mediated learning. After implementation there must be
monitoring and evaluation of the initiative to ensure its success.

References
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