The Impact of ICT on teaching and learning: : a case study of Allidan Visram high school
Salman, Salim A S
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The study attempts to explain the impact of ICT on learning and teaching, with an aim of enhancing student learning and achievements. The question asked by the researcher is whether technology improves learning and students achievements. It has been found that lCT does not increase learning over and above traditional methods. The more appropriate question should be:- How can the Educational technology together with Technology Education be implemented in the learning environment to facilitate learning and teaching process. When Educational Technology is integrated into classroom, students are able to access more information faster and in an efficient manner. In the absence of these fundamental changes to the teaching and learning process such classrooms may do little but to accelerate the ineffective processes and methods of teaching. The impact of ICT on learning process therefore excites and engages learner's interests. Today, everything that is required for reading, looking up, studying, training, revising, constructing, arranging and informing, saving and reminding, browsing or navigating is available at the click of a mouse. Hence it is necessary for the schools to jump onto the Technology bandwagon so as to become part of information super-highway and make it possible for their learners to have access to the world's knowledge .. The purpose of the study was to determine the impact of lCT in schools with regards to students, teachers and the entire learning environment and the subsequent effect on the students learning and achievement. As a result, the researcher the researcher was able to find whether Educational Technology had a profound impact on the students learning and achievements in the classroom environment. The study was conducted by researcher after following an experimental research approach in the vicinity of Allidina High School located in the Mombasa district, Coast Province, Kenya. The objectives of the study in employing lCT in learning and teaching are vast and include, first, to determine whether students are able to access information readily outside the classroom and use appropriate tools to analyze and interpret such information. Secondly, to find out if students motivation and challenge is motivated and able to identify whether active learning is encouraged and more authentic assessment resulted. Again, to be able to illustrate if the cognitive processes are tapped. Finally, to determine the influence on the learner's independence to engage in the learning process. In addition, this study addressed a number of research questions that were tackled during the investigations and were as follows:- 1. Does the use of ICT in schools influence student's learning and achievements? 2. What are the advantages and disadvantages of deploying ICT as a tool for teaching and learning? 3. What impacts does ICT have with regard to students, teacher and teaching strategies and the entire learning environment? 4. What are some of the recommendations and future plans for Kenyans schools regarding the use of ICT in classrooms? If this study can be accomplished, it will contribute substantial awareness to a number of people specifically the students, teachers, school administration and the parents. Student's achievement will be greatly enhanced, whereas the impact to teachers is to facilitate effective classroom communication for the interest of the learner through delivering instructional objectives more effectively and efficiently. The school administration is assisted in their management and administration functions which are supported highly by technology. The implementation of this study had a number of limitations ranging from financial constraints to the use offew resources such as computers and other few technologies while other forms of technologies and hypermedia were not exhausted. The target population size had been 500 and a sample random technique is used to realize 50 sample sizes that include 30 being the students, 5 teachers, 3 officials from the ministry, 5 management staff and 7 technicians; the researcher administers research tools such as questionnaires, conducting interviews and observes scenarios while collecting effective data. Again, more information is sought through internet, magazines, journals and relevant text books whilea video camera was used to record the entire procedure of data collection conducted by the researcher and also reflect the project progress at each level. The reliability and validity of these tools is also realized when using them to suit a particular function. The researcher and his assistant participated in the data collection process and general project co-ordination. Though, the investigation merit limitations, the researcher was able to minimize some of these limitations through soliciting more funds from family and friends, have access to a variety of ICT tools from many sources, building good rapport in the school community and planning in advance to overcome time limitations. The collected data was organized in tabular form and represented using Single bar graphs and Circular pie-chart and consequently, analysis made to draw out relevant conclusions and recommendation tied to the results. Scientific calculator, MS Word and MS Excel Package was used to effect and manipulate these data. The output result after analysis is expressed in Percentages in order to give a meaningful picture about the impact of the study on the students achievement. Video camera was used to record live on going classroom discussions using Integrated ICT strategies in order to reflect the activeness and motivation of students in the learning sessions. The project is then placed in a DVD to further monitor the entire conduction process.