TEACHER'S ATTITUDE TOWARDS THE USE OF TECHNOLOGY IN THE CLASSROOM

First of all, teachers needs to know the exactly meani

ng of technology in the classroom. Forget the chalk dust, the dog eared textbooks, even the more modern DVD player. Today's school students are downloading homework on iTunes, listening to lessons via podcasts, communicating with other students all over the world through social

networking sites, and even

video conferencing with leaders of business and industry. And it's not just high-school kids who are making good use of the fast-moving technology; Australia's primary school students are now being equipped with the skills needed for the digital age.

Digital revolution

Public schools throughout Australia are benefit

ing from the Federal Government's $2.2 billion Digital Education Revolution initiative, which aims to prepare students for further education and training, jobs of the future and to live and work in a digital world. School students are now being switched on to some of the most up-to-date technology available, from laptop computers for students in years 9-12 to interactive whiteboards, video-conferencing equipment and even virtual classrooms. And, although they sound space-aged and technical, most of the technologies that students are using are the same as those in most homes; the main difference is that, in schools, their educational potential is being explored.

So we can say that technology in the classroom are all those new electronic equipments which can help us to teach more effectively. But is it important?. A very big numbers of teachers around the world think technology is helpful tool to teach students of 21st century.

As we can read on the first paragraph, Australian teachers are using new technology inside their classrooms. Now you are going to read what teachers in Kenya think.

Degree

Doctor of Philosophy (PhD), Ohio University, Curriculum and Instruction

(Education), 2003.

Abstract

This study investigated and analyzed the teachers’ and administrators’ perceptions and experiences towards computer usein Kenyan classrooms. While technology has penetrated many sectors including banking, transportation, communications, medical services and so on, the Kenyan educational system seems to lag behind. Research indicates that computer use in Kenyan classrooms is still at its infancy stage (Kiboss, 2000). The use of computers in only a small percentage of the nation’s classrooms is attributed to barriers such as heavy duties on imported hardware and software, and shortage of qualified personnel (Odhiambo, 1991; Hawkridge, 1990).

In spite of computer proliferation, the mere presence of technology in schools or classrooms is not a guarantee that it will be used effectively. Therefore, this study is important because teachers and administrators play a significant role in determining how technology is integrated into the curriculum. According to Woodrow (1991), the success of any educational innovation on computer technology depends upon the support, attitudes and perceptions of the teachers and administrators involved. Therefore, understanding their perceptions and experiences will be useful in designing teacher preparation and staff

development programs.

Data were collected from 27 people including computer-using teachers, non-computer-using teachers, and school and Ministry of Education administrators. Results from the in-depth interviews, participant observation and document analysis revealed a great deal about how teachers and administrators view computer use in Kenyan schools. The primary findings of the study were: 1) both teachers and administrators viewed the use computers in Kenyan classrooms as a worthwhile experience and computers were basically used to teach computer science and computer literacy, 2) barriers that hindered the effective use of computers included shortage of hardware and software, limited time, shortage of power, and lack of quality training for teachers and administrators, 3) computer-using teachers and administrators were enthusiastic and spoke positively about computer use, whereas the non computer-users felt left behind technologically, 4) teachers and administrators reported feeling unprepared by the teacher training colleges to use computers in the classrooms, 5)teachers and administrators expressed the need to provide both practicing and pre-service teachers with professional development opportunities in technology.

All in all, the study suggests that teachers’ and administrators’ perceptions and experiences play a significant role in theuse of computers in Kenyan classrooms and hence the need to provide preservice and inservice training programs to enable them successfully teach using computers in the classrooms. The findings of this study suggest the need for the Kenyan government and MOE to review not only teacher preparation and staff

development programs but also, to develop a revised national plan to implement ICT in schools nationwide over time.

Now we read that there are teachers who don't feel comfortable working with all this new technology, but what is the main problem?, Nowadays children are more interested using and working with technology, We can use that as a motivation, to make interesting any class in any level.

To continue here you have a point of view from Venezuela educational system.

Due to the current status of English as a global language of science, technology, and international relations, many countries around the world consider the teaching of English a major educational priority (Crystal 1997; McKay 2000). However, English as a Foreign Language (EFL) is often taught under unfavorable conditions, and, as a result, high school graduates are not always competent users of English. EFL teachers in South America, Asia, Africa, and elsewhere, for whom this situation is probably familiar, can profit by sharing information about the problems they encounter and by investigating the various alternatives available to improve EFL instruction.

One important alternative is to take advantage of the continuing advances in multimedia technology and to make an effort to integrate this technology with in-class instruction. It is well documented that multimedia technology can help with some difficulties associated with the EFL situation, such as large class sizes and mixed-ability classroo

ms. And where multimedia technology has been used for EFL instruction, better results have been achieved with training students to be autonomous learners. This explains the growing number of schools with facilities for students to access computers and audiovisual equipment.

Currently, in Venezuela exist a very inefficient educational system. Most of teachers are no prepared to teach with this great tool called technology . Teachers must learn how to work

and how to teach with all the knew technology because we can take advantage of the situation. Learning will be most effectively because students will be more motivated working with an IPAD or a LAPTOP or may be just with Desktop Computer.

The class will be funnier, children can work individually, trains students to self-monitor and self-assess their progress, which promotes autonomous learning, allows students to experience real-life and communicatively meaningful language situations and contexts and introduces a variety of print, audio, and visual materials that match different student learning styles and preferences.

You can find some videos on the next posts.

Posted by Mario Sarmiento.

References: http://eca.state.gov/forum/vols/vol44/no3/p14.htm

http://etd.ohiolink.edu/view.cgi/Wabuyele%20Lusike.pdf?ohiou1071169942

http://www.smh.com.au/lifestyle/back-to-school/technology-in-the-classroom-20100119-mhn3.html

http://www.youtube.com/watch?v=kEObrRcOV0I

http://www.youtube.com/watch?v=kQlNyTrKhAg&feature=related

http://www.youtube.com/watch?v=tg4EbeKcLd0&feature=related

http://www.youtube.com/watch?v=L6zuvdLc2Pw&feature=related