Md. Ahasanul Arefin Chowdhury :
(From previous issue)
Some educators argue for teaching the ICT skills as a separate subject, while others argue for teaching these skills through cross-curricular activities. In addition, the educators express a range of views about teaching with ICT. While some educators apply directed or teacher-centred instructional strategies, others employ constructivist or student centred instructional strategies, and some others use peer-tutoring strategies in some cases. They also consider self-efficacy and confidence critical for teaching about and with ICT. A lack of knowledge about ICT decreases teachers’ self-efficacy and confidence. They consider adequate training, sufficient practice and evidence of successful ICT approaches helpful for increasing their confidence in this regard.
Finally, the educators perceive the support from their professional culture and environment as crucial for successful integration of ICT in education. Although some educators consider the top-down strategy critical for this purpose, others emphasize a ‘bottom-up’ approach with support of higher authority. The physical facilities, teachers’ attitudes and a like-minded community of practice are also perceived important in the integration of ICT in education.
Integrating ICT in education is a widely spoken vision of educational reformation. The policy documents and the interviewed teacher educators of Bangladesh envisage integrating ICT in a way that will increase peoples’ access to education, and enhance the quality of education. However, there is a lack of understanding of what the integration of ICT should look like among the Bangladeshi educators. Therefore, the teacher education curriculum needs to clarify the concepts of ICT integration in Bangladeshi educational settings.
The Cambridge Dictionaries Online defines the term ‘integrate’ as “to mix with and join society or a group of people, often changing to suit their way of life, habits and customs” (“Integrate”, 2011a). Similarly, the Merriam-Webster online dictionary explains it as “to form, coordinate, or blend into a functioning or unified whole” (“Integrate”, 2011b). In both definitions, ‘change’ appears to be an important criterion to integrate something in a situation, Accordingly, Lloyd (2006, p. 4) defines the term ‘integrate’ as to “seamlessly combine components, parts or elements into a complex but harmonious whole.” Therefore, the integration of ICT in education is considered as a seamless combination of ICT with all the curricular components, instruction, assessment, professional development, and academic culture (Finger, Russell, Mamieson-Proctor, & Russell, 2007; Kozma, 2(08). According to the above definition, it is important to note that a successful ICT integration in Bangladeshi education setting requires a holistic change in the education sstem. This indicates that providing computers in schools without reforming curriculum, developing professionals and changing traditional teaching and learning practices docs not mean ICT integration (Chowdhury, 2011; Hossin, Bilkis, Alam, & Islam, 2011.
It has been widely recognized that government policies often focus on providing ICT equipment in schools presuming that this will instigate integration or expected change automatically (Kozma, 2008). However, the literature shows that the potential of ICT for bringing change in the education system has not been successful due to the lack of appropriate educational strategies, such as ICT supported curriculum reframing, professional development and infrastructural establishment (Peck & Sprenger, 2008). As a result, although governments are increasing their investments in ICT, the potential of ICT in education is not fully realized. Therefore, the Government of Bangladesh needs to consider the nature, structure and strategies of integrating ICT successfully in education.
The B.Ed. curriculum in Bangladesh perceives the integration of ICT in education as a two-layered process ; teachers will learn some ICT skills, and they will use ICT for teaching learning activities (MOEBD, 2005). However, the Bangladeshi educators consider three layers (or steps) of ICT learning in education : acquisition of ICT skills, using ICT as a tool for teaching-learning activities, and ICT as a medium of teaching and learning (e.g. online distance learning).
Finger, Russell, Jameson-Proctor, and Russell (2007) reviewed different research studies and policy documents on ICT in education from different countries and note that the integration of ICT in education is often conceptualized as a three staged process: acquiring ICT skills, enhancing learning and teaching with ICT, and transforming pedagogy, content and structure of schooling with ICT. Clearly’, the educators show a broader understanding of implementing ICT in education than what the B.Ed. curriculum states, and they are ahead of the government’s and strategies. Therefore, the Bangladeshi educators’ Insights of the ICT’s potential to bring change in education system should be taken into account in the policy documents.
Teacher education programmes and teachers’ professional development training in Bangladesh focus mostly on learning about ICT and a little on learning with ICT. The aspect ‘learning through ICT’ is almost absent in the training curriculum. Learning about ICT aims to develop knowledge and skills about current ICT in order to gain the experience necessary to understand the potential of ICT and to develop the attitudes necessary for ICT capabilities. This aspect places the focus on the ICT and its applications. Learning with ICT recognizes the pedagogical use of ICT, particularly the knowledge of how computers can support teaching and learning.
(To be continued)
(From previous issue)
Some educators argue for teaching the ICT skills as a separate subject, while others argue for teaching these skills through cross-curricular activities. In addition, the educators express a range of views about teaching with ICT. While some educators apply directed or teacher-centred instructional strategies, others employ constructivist or student centred instructional strategies, and some others use peer-tutoring strategies in some cases. They also consider self-efficacy and confidence critical for teaching about and with ICT. A lack of knowledge about ICT decreases teachers’ self-efficacy and confidence. They consider adequate training, sufficient practice and evidence of successful ICT approaches helpful for increasing their confidence in this regard.
Finally, the educators perceive the support from their professional culture and environment as crucial for successful integration of ICT in education. Although some educators consider the top-down strategy critical for this purpose, others emphasize a ‘bottom-up’ approach with support of higher authority. The physical facilities, teachers’ attitudes and a like-minded community of practice are also perceived important in the integration of ICT in education.
Integrating ICT in education is a widely spoken vision of educational reformation. The policy documents and the interviewed teacher educators of Bangladesh envisage integrating ICT in a way that will increase peoples’ access to education, and enhance the quality of education. However, there is a lack of understanding of what the integration of ICT should look like among the Bangladeshi educators. Therefore, the teacher education curriculum needs to clarify the concepts of ICT integration in Bangladeshi educational settings.
The Cambridge Dictionaries Online defines the term ‘integrate’ as “to mix with and join society or a group of people, often changing to suit their way of life, habits and customs” (“Integrate”, 2011a). Similarly, the Merriam-Webster online dictionary explains it as “to form, coordinate, or blend into a functioning or unified whole” (“Integrate”, 2011b). In both definitions, ‘change’ appears to be an important criterion to integrate something in a situation, Accordingly, Lloyd (2006, p. 4) defines the term ‘integrate’ as to “seamlessly combine components, parts or elements into a complex but harmonious whole.” Therefore, the integration of ICT in education is considered as a seamless combination of ICT with all the curricular components, instruction, assessment, professional development, and academic culture (Finger, Russell, Mamieson-Proctor, & Russell, 2007; Kozma, 2(08). According to the above definition, it is important to note that a successful ICT integration in Bangladeshi education setting requires a holistic change in the education sstem. This indicates that providing computers in schools without reforming curriculum, developing professionals and changing traditional teaching and learning practices docs not mean ICT integration (Chowdhury, 2011; Hossin, Bilkis, Alam, & Islam, 2011.
It has been widely recognized that government policies often focus on providing ICT equipment in schools presuming that this will instigate integration or expected change automatically (Kozma, 2008). However, the literature shows that the potential of ICT for bringing change in the education system has not been successful due to the lack of appropriate educational strategies, such as ICT supported curriculum reframing, professional development and infrastructural establishment (Peck & Sprenger, 2008). As a result, although governments are increasing their investments in ICT, the potential of ICT in education is not fully realized. Therefore, the Government of Bangladesh needs to consider the nature, structure and strategies of integrating ICT successfully in education.
The B.Ed. curriculum in Bangladesh perceives the integration of ICT in education as a two-layered process ; teachers will learn some ICT skills, and they will use ICT for teaching learning activities (MOEBD, 2005). However, the Bangladeshi educators consider three layers (or steps) of ICT learning in education : acquisition of ICT skills, using ICT as a tool for teaching-learning activities, and ICT as a medium of teaching and learning (e.g. online distance learning).
Finger, Russell, Jameson-Proctor, and Russell (2007) reviewed different research studies and policy documents on ICT in education from different countries and note that the integration of ICT in education is often conceptualized as a three staged process: acquiring ICT skills, enhancing learning and teaching with ICT, and transforming pedagogy, content and structure of schooling with ICT. Clearly’, the educators show a broader understanding of implementing ICT in education than what the B.Ed. curriculum states, and they are ahead of the government’s and strategies. Therefore, the Bangladeshi educators’ Insights of the ICT’s potential to bring change in education system should be taken into account in the policy documents.
Teacher education programmes and teachers’ professional development training in Bangladesh focus mostly on learning about ICT and a little on learning with ICT. The aspect ‘learning through ICT’ is almost absent in the training curriculum. Learning about ICT aims to develop knowledge and skills about current ICT in order to gain the experience necessary to understand the potential of ICT and to develop the attitudes necessary for ICT capabilities. This aspect places the focus on the ICT and its applications. Learning with ICT recognizes the pedagogical use of ICT, particularly the knowledge of how computers can support teaching and learning.
(To be continued)
