It’s Day 5 of #Eduinnovate campaign!
Here is where we take a pause from writing about ideas (after this article!).
The final day of the campaign is tomorrow and it’ll feature a discussion on Twitter Space. We’d love to hear about your experiences with Nigeria’s educational system and your ideas on how we can advance as a nation.
It’s 6pm on July 2nd. Set a reminder with this link:
https://twitter.com/i/spaces/1kvKpAebDwVGE
The theme for Day 5 is Low Technology Exploitation. Let’s get to it.
The use of technology in the classroom supports constructivist and sociocultural ideas, according to learning theory. The constructivist theory holds that knowledge is created by learners through their interactions with the environment, building on prior knowledge and depending on how applicable the material or instructional activity is to their own life. From a sociocultural standpoint, technology offers the platform and the tools to interact via a variety of media with people and groups that are not immediately accessible to the learner.
EXTERNAL FACTORS LIMITING TECHNOLOGY MAXIMIZATION
- Electrical Power
Electricity is a necessity for technical gadgets to function, hence adoption of educational technology will be gradual unless power is widely accessible, dependable, and affordable for many in Africa and beyond. In sub-Saharan Africa, almost 70% of the population lacks simple access to electricity. Even if students were unable to acquire various modern devices, having access to electricity would still improve their quality of life since it would allow them to read in the dark and protect them from the pollutants produced by burning fossil fuels and plant material.
- Internet Connectivity
- Poor Infrastructure
INTERNAL FACTORS THAT LIMIT TECHNOLOGY INTEGRATION
- Low self-efficacy
Self-efficacy is the conviction that one can carry out a task to produce the intended results. Education researchers concentrate on the concepts of self-efficacy involving performance accomplishment, vicarious experiences, verbal persuasion, and physiological stress. It is anticipated that the success rate of pupils would increase in digital classrooms which make use of several technology tools. It is illogical to assert that these objectives may be accomplished without the required technological expertise and good technology integration.
- Teachers’ Perceptions
Teachers are sometimes regarded as reluctant users of technology despite the fact that technological access in schools is rising. Most are used to the old way of doing things, which makes it difficult for them to adopt a new paradigm, which causes them to avoid using 21st-century technology. Technology integration may be perceived as difficult by teachers who lack the digital literacy necessary to comprehend and make use of information from a range of digital sources. They believe that the effort required to master new technology and its usefulness or value are important factors in determining whether they will use it or not.
#Eduinnovate
- Good Infrastructure
Educational boards must take action to implement a new classroom design and methodology that emphasizes mobile learning. Anytime, anyplace learning requires a solid basis in technology, particularly network infrastructure, to be successful. Schools can equip their classrooms for today’s networking requirements by concentrating on the correct technological advancements in network administration and security from the right vendor. When deciding whether to buy technology tools and how they will be used in the learning environment, infrastructure is too frequently ignored. Aspects including the device’s range, duration, and purpose should be taken into account when making these judgments. In order to facilitate clusters of students, collaborative classrooms need groupings of furniture as well as a robust Wi-Fi signal.
- Technology-integrated Professional Development
Effective professional development is still a barrier to advancing the use of technology in the classroom, even with widespread access to it. It is unclear how these experiences would play out for teachers when technology-integrated professional development is put into practice. According to research, offering teachers only professional development opportunities connected to technology use does not result in greater levels of integration in the classroom. Technology integration into the curriculum to maximise its effects on teaching and learning won’t happen until teachers and students are given the knowledge, skills, resources, and support.
THANK YOU FOR JOINING US FOR THE CAMPAIGN
SHARE YOUR THOUGHTS IN THE COMMENT BOX BELOW
Do not forget to set a reminder for the discussion on Twitter space:
https://twitter.com/i/spaces/1kvKpAebDwVGE