Introduction

            Information and Communication Technology (ICT) in education has been thrown heavily into the spotlight within recent times as a result of an evolving world and changing times.  The increase in access to knowledge using technology has helped to propel the society forward with the use of phones, computers, televisions and many other means of smart apparatus.  Within both homes and schools, especially this year, ICT has been widely used as a means of teaching and augmenting the learning process with numerous evidence being collected which show that it can help to progress the learning outcomes in schools (Olafare Festus et al, 2019). 

            The new schooling reality due to COVID19 has many teachers imparting knowledge using online platforms and other digital means of communication.  Children of this current generation have been brought into a very technologically advanced world and have quickly become comfortable and familiar with the use of smart phones, tablets, computers and the internet.  ICT mediated instruction is quickly becoming developed and incorporated into the classroom.  Many challenges are being met; both teachers and students are finding ways to improve information, gain knowledge and be efficient. Teachers in particular are finding new ways to create entertaining, new and exciting ICT-mediated instruction within their school curriculum (Wu & Liu, 2015).

 

Justification of introducing ICT-Mediated instruction in school

            Our world is constantly evolving and changing its approach to using technology.  Collective unity and a harmonious way of life within society supports the success of education.  Using Information and Communication Technology in education helps to promote connection and communication among the student body. Race, disability and beliefs are not readily exposed, giving students the opportunity to accomplish their educational goals within an unbiased educational system.  This creates a tolerant educational atmosphere built on vital and significant input allowing the development of a more open-minded society (Bosco et al, 2016).

            ICT mediated instruction helps to lay the groundwork for educators as many occasions present themselves allowing educators the opportunity to use an assortment of pedagogies. The support of instructive or progressive advancement when using ICT as a tool helps to close the gap of time, distance, collaboration restraints and so much more.  Both the behaviourist and constructivist approaches are supported by the use of online technology which can provide the ability to do inclusive thematic lessons, learn in a holistic sense and allow for group collaboration (Mirsajani et al, 2016).

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Benefits of using ICT-Mediated instruction for students

            ICT instruction can be advantageous for teachers, schools and students.  Specifically for students, the global society gains competent learners who are more diverse when compared to their counterparts who do not use ICT-mediated instruction.  Students are able to communicate and share information with each other and teachers after the end of a normal school day.  Students are also able to have access to grades and comments at all times which can help them to improve their performance. This type of learning environment is proven to provide a multi-faceted learning experience for students. Their personal needs are provided as they have the facility to play an active role in their own learning process and formulate their own knowledge. They can set their own pace for working and schedule  assignments around their life commitments (Verhoeven et al, 2016).

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Guiding the development of school-based policies for this initiative

            This school would guide our school based policies on ICT-mediated instruction by ensuring actions and expectations are clear, that the professional development of all staff is addressed, curriculum kept up to date with security and safety included.  The administrators of the school will ensure that all ICT infrastructural needs are met and deemed safe. This will include but are not limited to the physical school building, software and hardware.  Detailed paperwork will also be kept to track inventory in real time in an effort to safeguard against theft.  A student policy on safety will ensure that provisions are put in place to handle plagiarism and create procedures that deal with and address cyber bullying.  Research will be done on different learning theories to ensure the learning needs of all students are addressed.  This will allow proper ICT-mediated curriculum to be built and planned to ensure full integration (Lim, 2015).

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Preparing Staff

            Staff would be prepared in advance for ICT-mediated instruction by planning, meeting to discuss, creating policies and fine tuning their skills in basic operation and technological capabilities. A needs assessment will be carried out in advance of this training to ensure all areas are met to address any short comings or gaps in knowledge (Wu & Liu, 2015). Ongoing training will be made available to staff to further increase their capabilities and maximize the benefits that can be bestowed through the use of ICTs.  Information on websites, games, online assessment tools and other useful resources will also be shared with all teachers to help engage students (Mirsajani et al, 2016).  

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Provisions for students with physical or mental disabilities

            There are a number of physical disabilities which include hearing, physical, mental and visual impairments. These individuals should not have any disability dictate their ability to participate as a valid and equal member of society. It is important that teachers are trained to create variations in curriculum so that these students can benefit and learn just as others do.  Training should include aspects of psychology to dispel any anxiety or fears teachers may have having a disabled student in their class.  Additionally management of classrooms, finding out and understanding their responsibility, their role  and knowledge with respect to operating specialized material or creating special education for these students should also be included in training.  Assistive technological advancements should be taken advantage of to help engage students in the curriculum.  Software that transcribes speech into text can be used for hearing impaired students, while large screened calculators, screen magnifiers and embossed keyboards can be used for the visually impaired. Extra large calculators could also be utilized for those with physical impairments (Ogirima et al, 2017).

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Monitoring and evaluating the initiative

            Ensuring ICT-mediated instruction in school is properly monitored and evaluated is a proposal  that carries a high level of importance. When the planning process takes place, proper policies which focus on the documentation of implemented ICT instruction within the classroom must be created. Proposals based on learning theories and best practices for integration of ICT into the curriculum should have serious emphasis placed on them.  Continuous dialogue between leaders and teachers who implement the instruction should be effectively monitored, assessed and documented to allow for easier sharing of information, record keeping and making informed decisions with respect to assisting the learning of all students (Olafare Festus et al, 2019).

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Conclusion

            Many possibilities exist when ICT-mediated instruction is used to augment education.  Once all initiatives are included in the planning and implementation into the system of education. It is also beneficial if proper infrastructures and personnel are ready to start the initiative which will ensure its success (Bosco et al, 2016).

 

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References

Bosco, A., Sánchez-Valero, J.-A., & Sancho-Gil, J. M. (2016). Teaching practice and ICT in         Catalonia: Consequences of educational policies. KEDI Journal of Educational Policy, 13(2), 201–220. https://web-b-ebscohost-com.library.open.uwi.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=c33dbfdd-04ad-4f72-  a3c4-3905fdca0883%40pdc-v-sessmgr03

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Lim, M.H. (2015). How Singapore teachers in a pioneer ‘School of the Future’ context ‘deal         with’ the process of integrating information and communication technology into the school curriculum. The Australian Educational Researcher, 42(1), 69–96. https://doi- org.library.open.uwi.edu/10.1007/s13384-014-0153-0

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Mirsajani, H., Mahmud, R., Ayub, A., & Wong, S. L. (2016). Teachers acceptance of ICT and its integration in the classroom. Quality Assurance in Education, 24(1), 26-40.       http://dx.doi.org/10.1108/QAE-06-2014-0025

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Ogirima, O. A., Emilia, O. O., & Juliana, O. B. (2017). Teachers’ Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools. Acta Didactica Napocensia, 10(4), 21–32. https://web-b-ebscohost-com.library.open.uwi.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=6ae77b62-6d85-4d41-  9b00-665374618744%40sessionmgr101

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Olafare Festus, O.,  Boor Charity, M., Taiwo Oyeladun, M., Adeyanju, L. O. (2019). Cultural and school factors as predictions of mathematics teachers' use of information and        communication technology (ICT) for instruction in Ogun state, Journal of Educational            Science and Technology, 5(2), 153-158. https://doi.org/10.26858/est.v5i2.9310

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Verhoeven, J.C., Heerwegh, D. & De Wit, K. (2016).  ICT learning experience and research         orientation as predictors of ICT skills and the ICT use of university students. Education and Information Technologies, 21(1), 71–103. https://doi-org.library.open.uwi.edu/10.1007/s10639-014-9310-3

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Wu, C., & Liu, C. (2015). Acceptance of ICT-mediated teaching/learning systems for elementary school teachers: Moderating effect of cognitive styles. Education and Information Technologies, 20, 381–401. https://doi-org.library.open.uwi.edu/10.1007/s10639-013-9290-8