Author: Gabriel M. Kennedy
Site of the publication: ResearchGate
Type of the publication: Article
Date of the publication: May 2023
ICT stands for “Information and Communication Technology.” It is changing how we live and work in public space. When we talk about “ICT” today, we should think about all of the ways that advanced technology is used to make it easier for people, companies, and groups to use information. Today, technological growth is more common than ever before and has a wide range of highlights, such as cataloging and modernization. ICT is an abbreviation for “Information and Communication Technology,” which has recently grown to include electronic contact.
Liberia is still making progress in some areas of innovation, but the country is still having trouble putting technology innovations into its educational system. In Liberia, the main goal of ICT in training is to teach students and teachers how to use and work with technology. Even though it is clear that technological growth improves education, helps students do better in school, and makes it easier for teachers to teach, Liberia is still behind when it comes to using ICT to teach and learn. To make this point clear, the nation is yet to develop a clear and comprehensive policy for ICT integration in education.
Teachers Trainers ICT Knowledge plus Attitudes
Accordingly, they must have the ICT skill required to get ready the pre-service teachers with the goal that they can have the option to incorporate the use of ICT in the teaching and realizing a potential result when teachers go into the teaching field. Ghavifeker and Rosdy found that ICT incorporation has incredible adequacy for academic leaders as well as learners. It is shown in the outcomes that with ICT tools, instructors are well outfitted, and they used ICT facilities, this has been a fundamental factor for the attaining of ideal learning process which is based on innovation.
Professional improvement programs and trainings for teachers were also discovered to be a key job in the up gradation of the quality learning of students. Angadi studied the intent and framework for comparing the use of ICT in teachers’ training and concludes that, impact of ICTs on teacher training institutions should be evaluated periodically to make sure that the first-rate with application objectives are met. The result suggests that there may be an urgent need for intensive training for all the teacher educators in the faculties of training.
Regarding teachers trainers ICT skills, Magen-Nagar, and Maskit analyzed the combination of teacher’s training in North Israel schools with ICT integration corresponding to the settings of creative and innovative academics, school based ICT culture, the ways whereby the instructors emblematic thoughts are supposed to add the part of ICT tools and in the situations of ICT how learners get their training; furthermore recognized the working elements throughout teachers’ expert improvement that affects the integrating of trend-setting innovations in teaching and learning.
Mixed methods were utilized to consider 120 instructors through basic equation displaying. It was uncovered that instructors’ understanding and dominance of ICT devices affected the utilization for teaching purposes, as opposed to individual sentiments, the ICT culture, and the accessibility of the apparatuses.
The administrators likewise pointed out that there are limited computers in the school computers’ lab that were accessible to teachers. It was revealed that there is limited internet access at the college and because of this, teachers find it difficult to prepare their lessons. Most teachers purchase their data and use their internet modem to browse the internet to prepare their lessons. Also, the statistics from the teachers’ respondents show that 70.8% of the teachers did not have experience teaching with ICT tools such as computers and projector and other ICT equipment. Similarly, 91.7% of the teachers did not have access to ICT tools for teaching or receive support in the form of training to enhance their smooth use of ICT in teaching.
Certainly, these findings agree with those Özdemir who discover that difficulties to the merger of technology in teaching were the inadequacy of technology infrastructure. The findings are also in agreement with those of Kouninef, Djelti, and Kourbali as they concluded that with the incorporation of ICT in advanced institution there are some constraints as well as difficulties which are mainly due to the infrastructure and support deficiency. In consonance with Rabah, 2015 these findings are matched, and other factors are studied such as funding inflexibilities, professional developmental needs for additional support, technological incorporations, the estimations, and evaluations for the designing of syllabus for the combination of ICT in advanced training are considered as hindering aspects.
Availability of technological structure and assets in universities are important situations to consider when combination ICT in training. Successful execution and coordination of ICT into teaching in colleges rely predominantly on availability and openness of ICT assets. Hence, accessibility of computers, refreshed programming, and equipment remain crucial components to fruitful selection and reconciliation of innovation. For the 21st century teachers to be fully equipped and prepared to enter the classroom, they need to be provided with new ways to process knowledge.