A THEORETICAL FRAMEWORK FOR ICT USE IN THE SCHOOL ADMINISTRATION

AND MANAGEMENT

THEORECTICAL CONSTRUCTS

THEORECTICAL CONSTRUCTS

KNOWLEDGE DEEPENING

KNOWLEDGE DEEPENING Use of ICT in education- Policy understanding, teachers are implementing ict policies at school in order to promote the use of

ICT in the process of teaching and learning. Assessment and curriculum- Knowledge application, teachers are facilitating learners and teaching them what the curriculum

implies for them, therefore they use assessment to assess learners on what they have learned based on the curriculum. Pedagogy-Complex problem solving, teachers are teaching learners the curriculum that is relevant to their daily lives, in

order for them to be able to be problem solvers also to be critical thinkers who are able to come up with valid and processed ideas.

ICT- Complex tools, they use this tools in their classroom in order to help learners with the skills for using computers which will help them in their future and in life as a whole, as the meaning of knowledge deepening states.

Organizations and administrations- Collaboration groups, teachers will teach learners to work together by sharing responsibilities, sharing ideas and solving problems together, which will help them to gain team work skills and be able to work with others and help each other.

Teaching professional learning-Manage and guide, in teaching pedagogy teachers are the facilitators and managers of the classroom, they help learners to obtain knowledge, construct knowledge, become critical thinkers and be able to solve problems them selves, therefore the teachers help learners to ensure that they get all of that and be there when they need assistance they guide them and manage them always.

THEORECTICAL CONSTRUCTS

SIX DEMENSIONS

SIX DEMENSIONS Collaboration- The teacher uses group works for learners to share responsibility, share ideas by working together in order for a

teacher to be able to assess them as the group and be aware of their participation in those group work. For student they gain team work skills and be able to share ideas and learn more from each other through discussing in that group work.

Knowledge construction- learners they construct knowledge through learning in class when the teacher is presenting the content, when learners they are able to construct knowledge themselves it easy for the teacher t assess them on what they know and the found related to the content.

Self regulated- In ICT education we need students who are self regulated thinkers those who are able to take care of their self, organize their work, plan their school work and take care of everything, as they are willing to achieve specific goals in life. Therefore the teacher always motivate them and encourage them to continue doing their work well so that they will be able to achieve those goals.

Use of ict in education- learners use ICT in their activities in order to make their work easy and clear, and also the teachers use computers in their teaching so that it will be easy and teach learners skills.

Real world and problem solving- This rubric checks whether the work that has been given to the learners is it related to the real world situation, and does it involves solving problems. Therefore the teachers have to cover problem solving in their curriculum as a skill that the learners must know at the end of their schooling year.

Skilled communications- this rubric checks on the skills of communication on whether are they being promoted in the classroom or not. In this situation the teachers have to teach learners the formal skills of communication that will help them and that they need in their life.

THEORECTICAL CONSTRUCTS

PRACTICAL ASSESSEMENT TASK

PRACTICAL ASSESSMENT TASK

PHASE 1- FIND AND ACCESS DATA AND INFORMATION Identify the problem- old teachers they do not use computers even if computer laboratory are open they do not go there. Understanding the problem- This teachers are old and they were taught with the OBE curriculum so they are not used to

this new technology and they are not confident to try it. PHASE 2- PROCESS DATA AND INFORAMATION Process data and information by asking relevant question which lead to this problem, example: why does the school not

train those teachers? How do the school management encourage them to teach ict? Does the school support them? Or those learning activities that took place in laboratories? Has the principal or management did some effort to encourage them?

PHASE 3- PRESENT DATA OR SOLUTION Asking possible sources which are relevant to the data or information- school management committee and school ICT

support specialist Gather data- by interviewing those teachers and giving them the opportunity to write the test about their view so that we

will gather information through that. Select, organize, and interpret- Use spreadsheet to process information or use database to organize information Present information- make recommendations and present data

Theoretical constructs

BARRIERS

BARRIESTEACHER LEVEL BARRIERS LACK OF CONFIDENCE- Teachers lack confidence of teaching ict because they are anxious of failing, fear of failure. LACK OF COMPETENCE- Teachers they lack competence because they lack skills they do not have enough skilled that they

require to teach ict in the classroom. Resistance to change and negative behavior-teachers they resist to change and adapt to the new technology that is being

used at school because they have negative attitude towards teaching ict, they believe that it has no clear benefit to them and to the learners.

SCHOOL LEVEL BARRIERS LACK OF TIME- Due to insufficient time teachers fail to teach ict the way the want to because there is not sufficient time,

maybe periods are short and they have to book for the computer labs first. LACK OF EFFECTIVE TRAINING- School they do not train teachers for teaching ict these lead to the lack of confidence to

teachers for teaching ict because they do not have relevant skills to do so. LACK OF ACCESSIBILITY- Teachers lack access at school for computers even if they found them it not easy to teach ict

because learners they do not have access at home so it useless to give them work to do at homw for ict. LACK OF RESOURCES- in some schools they do not have enough resources for teaching ict which make it difficult for

teachers to teach it, for instance there are no enough computers and there is no wifi or internet at school.