Obstacles in IT Educational Practice
Technology had made a greater factor or major factor to enchance our system in teaching or educational practices and now a days more and more countries all over the world are integrating technology in teaching or should I say IT Educational practice. As a student it really helps a lot in terms of my study of course when i seek information i can easily "google" or browse it in the internet I can proudly say that we have internet connection at home it easier for me to use it without spending a money to rent a PC in the internet cafe. But my mind was caught in using IT in Educational purposes or practices, yes it is. They are using technology in teaching, of course student are much more motivated with this as well as I, but we cannot say that in IT Educational practices students and instructor can never face or encounter problems regarding in IT Educational practices. Instructional technology (IT) into the university classroom has become a significant part of education. As such resources for educating and assisting faculty in this new arena have become crucial. Workshops on how to use software are not always enough. Teachers need to understand the ways in which these new tools can make a significant difference in student learning.
These are some problems or obstacles in IT Educational practice :
Time. The time requirements needed for preparation and delivery of the discussion.In addition, there were concerns that time devoted to research will be sacrificed to accommodate teaching expectations. Wise use of technology takes adequate training, time, planning, support, and teacher ownership.
Cost. Cost factors related to course development, instruction; technology hardware and use; technical staff and graduate assistant support; and increased costs to the students. Money spent on school technology is wasted without an equal effort to help teachers with its use and integration into the curriculum.
Instructional design. Concerns focused around faculty receiving technological assistance and training for designing courses, and then how to offer these courses via both face-to-face and distance methods on a parallel basis. Discovering whether technology “works” is not the point. The real issue is when and under what circumstances. Like any other tool, teachers have to come up with a strategy or pedagogy to make it work.
Instructor-student relationships. The emphasis was on whether there would be a decrease of personal contact with students, thus inhibiting the ability to get a feel for the students’ capabilities.
Focus. The focus of the students to catch up the discussion will be lessen because of so many features of IT in education they will lost their attention if instructors will not make a move to solve this one.
Technology offers opportunities for learner-control, increased motivation, connections to the real world, and data-driven assessments tied to content standards that, when implemented systematically, enhance student achievement as measured in a variety of ways, including but not limited to standardized achievement tests. Technologies must be pedagogically sound, they must go beyond information retrieval to problem solving; allow new instructional and learning experiences not possible without them; promote deep processing of ideas; increase student interaction with subject matter; promote faculty and student enthusiasm for teaching and learning; and free up time for quality classroom interaction in sum, improve the pedagogy.
Instructional technology is not about technology it is primarily about content and effective instructional practices. Technology involves the tools with which we deliver content and implement practices in better ways.
These are some problems or obstacles in IT Educational practice :
Time. The time requirements needed for preparation and delivery of the discussion.In addition, there were concerns that time devoted to research will be sacrificed to accommodate teaching expectations. Wise use of technology takes adequate training, time, planning, support, and teacher ownership.
Cost. Cost factors related to course development, instruction; technology hardware and use; technical staff and graduate assistant support; and increased costs to the students. Money spent on school technology is wasted without an equal effort to help teachers with its use and integration into the curriculum.
Instructional design. Concerns focused around faculty receiving technological assistance and training for designing courses, and then how to offer these courses via both face-to-face and distance methods on a parallel basis. Discovering whether technology “works” is not the point. The real issue is when and under what circumstances. Like any other tool, teachers have to come up with a strategy or pedagogy to make it work.
Instructor-student relationships. The emphasis was on whether there would be a decrease of personal contact with students, thus inhibiting the ability to get a feel for the students’ capabilities.
Focus. The focus of the students to catch up the discussion will be lessen because of so many features of IT in education they will lost their attention if instructors will not make a move to solve this one.
Technology offers opportunities for learner-control, increased motivation, connections to the real world, and data-driven assessments tied to content standards that, when implemented systematically, enhance student achievement as measured in a variety of ways, including but not limited to standardized achievement tests. Technologies must be pedagogically sound, they must go beyond information retrieval to problem solving; allow new instructional and learning experiences not possible without them; promote deep processing of ideas; increase student interaction with subject matter; promote faculty and student enthusiasm for teaching and learning; and free up time for quality classroom interaction in sum, improve the pedagogy.
Instructional technology is not about technology it is primarily about content and effective instructional practices. Technology involves the tools with which we deliver content and implement practices in better ways.
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