Integration of Information Technology activities into School CurriculumWord格式文档下载.docx
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Integration of Information Technology activities into School CurriculumWord格式文档下载.docx
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DrMeenakumari*,Prof.M.Radhakrishna**
Internetbasedlearningisatoolformanyproblemsituations.Whileintegratedintoaschoolsystemitcouldbeofgreathelpinremediallearning,absenteelearning,recapitulation,individualization,self-pacing,lookahead,takingcareofadiversegroupofstudentswhileaddressingthemediangroup.Whenviewedasdistancelearningenvironmentitoffersopportunityforthedropouts,extendsreachtothosewhodidnothaveaccesstoeducation.Whenlookedatfromthepointofviewofnon-formal/supplementary/non-crediteducationitprovidesopportunityforgroupstolearnandupgradetheneededknowledgeandskills.Thisisusefulforworkinggroups,peoplewantingtochangetheirprofession.ThepaperdiscussesstrategiesandmodelstoimplementInternetbasedlearningsystemsforeachoftheabovesituations.Themodels/strategiesemphasizetheneedtointegratethesenewapproacheswiththeexistingstructuresformaximumeffectiveness.
Keywords:
ITcurriculum,Secondaryeducation,ITinstructionalmodel
1Introduction
Theschoolsystems,allovertheworld,haveadesiretointroducetheInformationTechnology(IT)orcomputerstudiesataveryearlystageintheeducationofthestudent.ForthepurposeofthisarticleITandcomputerstudieshavebeenconsideredequivalentandthetermIThasbeenusedtorepresenteitherofthem.Inmostcountries,theITeducationhasbeenimplementedbyintroducinganITsubjectinthecurricularactivitiesofthestudents,fromtheupperprimaryleveltillhighersecondarylevel(Alevel).Abouttwotothreehoursofcurriculumtimeperweekisallocatedforthissubject.TheconventionalcurriculumintroducedinschoolsincludesIntroductiontocomputers,softwaretoolslikewordprocessors,spreadsheets,databasesetc.,programminglanguages,InternetandWebpagedesign.TheemphasisisonformalteachingoftheITasanindependentsubjectdealingwithafewisolatedconceptsandsometechniques.
TheconsequenceofthisapproachisthattheadditionalITsubjecttakesawaythetimefromeithertheotherschoolsubjectsandthusreducingtheemphasisonthesesubjects,oraddanadditional2to3hoursaweektothecurriculumandtheschooldurationandthusincreasingtheburdenonthestudent.Ineithercase,thequalityofeducationisadverselyaffectedandwithoutreallyprovidinganyadvantagetoeitherthestudentortheeducationsystem.
Theconventionalinstructionalapproachdescribedinthelastsentenceofpara1above,inregardtoteachingITmakeslearningdifficultandisoftensuspect.Thiscriticismisvalidinrespectofteachingofanyothersubjectoftheschoolcurriculum.Veryrarelytheapproachcatchestheimaginationofthestudentandinspiresthestudent.Infacttheapproachiscounterproductiveandpositivelyloosesanopportunitytoprovideanexcitinglearningexperienceforthestudent.TheoverburdeningofthestudenthastobeseenintheAsiancontextofveryhighpressureonthestudenttodowellintheschoolinordertogainentryintouniversitylevelprofessionalcourses.
AnumberofmodelssuchasPiage’sconstructivistlearning,exploratorylearning,collaborativelearningandexperientiallearningmodelsoffersomefruitfulalternativestoconventionalinstructionalprocess.Aninterestingexampleofconstructivismisthatthechildrenduringtheirplayconstructtheirownworldsandexploretherelationshipsintheseworlds.Thechildlearnstheconceptspertainingtothisworldandtherelationshipsinthisworldthroughexplorationandwithoutthethreatofbeingevaluated.Thethreatofevaluationdoesnotallowthestudenttolearnorexperiencetheconceptsbutmerelyremembertheconceptsandapplications.Duringtheplay,thechildalsodevelopstheconceptsofcollaborationwithothers,accommodationoftheothers’pointofviewetc.ITeducationisverymuchamenabletoadoptingtheselearningmodelsandSeymourPappertandhisschoolhavemadesomenotableeffortstoapplysomeoftheselearningmodelsthroughtheLOGOenvironment.
Theapproach,ofteachingITskillsasspecificsubjectsinconventionalmannermayenablethelearningoftheseITsubjectsthroughrotelearning,butthestudentdoesnotgainintermsofapplications,doesnotdevelopanappreciationofthesubjects,maynotseetherelevanceofthesesubjectstohisdailyactivities.Thisresultsineducationthatisuninspiring,unexcitingandinefficient.Ofcoursethiscriticismmayequallybevalidforothersubjectstaughtinsecondaryschools.Howeverthesesubjectshadtheadvantageofbeingtaughtbyprofessionalteacherswithlongexperiencepartiallycompensatingforanylossoffocusonapplicationsandrelevance.ITeducationdoesnothavethisbenefitsastheITteachersarenotexperiencedteachersandoftentendtobecomputerprofessionalswithnoformaltrainingintheprocessofteaching.
ThusthereisaneedtodesigntheITeducationinamorecarefulmanner.ThedesigncoverstheissuesofITcurriculum,instructionalmodels,integrationoftheITintotheconventionalstudentactivitiesandstudentevaluation.ThispaperexploresawayofintroducingtheITcoursesattheschoollevelbykeepinginviewalltheaboveissues.
2ObjectivesofteachingITcoursesinschools
WeliveintheworldofITandwereceiveavarietyofservicesfromthesocietyanddeliveredthroughIT.Weareexpectedtoaccepttheseservicesandrespondtotheminapositivemannerfortheharmoniousliving.ThisrequiresthatthemembersofthesocietyhavecertainappreciationandacquaintancewiththeITservicesandapplications.Astudentwhocomesoutoftheschoolsystemhastofindajobinthesociety.
Mostofthejobsrequirethestudenttoworkinenvironmentsinfluencedbythecomputers,makeuseofITskillsandtoolstoperformthejobsinaneffectiveandefficientmanner,operatevariousinformationsystemsandITapplicationsofrelevancetothejob.ThisrequiresthattheschoolgraduateshaveacquiredproficiencyinabroadrangeofITskills.Itmustbeborneinmindthatthepurposeofthegeneralschooleducationsystemistopreparethestudenttoliveharmoniouslyandinasociallyresponsiblemannerinaworldofscience,technology,andcommerce.FurthertheeducationprovidesthestudentwiththenecessaryITskillsthatareneededtoperformtheworkassigned,andexposethemtotherelevantapplications.ThelastgoalistoensurethatthestudentisexcitedaboutlearningandlearnsinamannerthatintegratesITwiththerestofthecurriculumsothatthestudentfindsthelearningprocessasaholisticexperienceratherthanaseriesofunrelatedbitsandpiecesofknowledge.TheITcoursesshouldalsoprovidethebackgroundandpreparethestudentstotakeupprofessionalcoursesintherelevantarea.Generallythecoursesatsecondaryleveldonotprovideabasisforspecialisationbutprovidegeneralbackgroundtoappreciate,harness,integrateandunderstanddifferentareasofknowledgeneededinvarioushumanactivitiesandendeavours.
AlookatthetypesofjobsundertakenbyapersoneitherathisworkplaceorinlifeandtheiranalysiswouldhelpinrealisingthescopeoftheITactivities,ITskills,andITapplicationsthatneedtobeintroducedattheschoollevel.ItisimportanttorealisethattheITdoesnotprovidejobsintheseITfieldsbutwouldfacilitateperformingjobsinallotherareasofhumanactivityessentialforthesociety.Thetypeofjobsthatwecomeacrossafterpost-schoollevelareanofficeassistantwhousesITofficetoolstopreparedocumentsandreports,operatetest,andhelpindevelopingthecomputerisedinformationsystemssucharepayrolls,personnelrecords,ledgersandtransactions,inventorysystems,patientcareandmonitoring,operatorsofapplicationsystemsinhotels,travelindustryandhospitalityservicesetc,industrialworkerwhowouldoperatecomputer/microprocessorbasedequipment,workersfromservicesectorswhooperategeneralpurposeinformationsystemsorspecialisedapplicationssuchasmedicaltranscription,callcentresetc.,andteachersatprimarylevel.
Fromtheforegoingdiscussion,theobjectivesofteachingITatschoollevelmaybesummarisedandstatedasunder:
(1)Developcapabilitytooperatecomputersystemsandmicroprocessorbasedsystemswithconfidence
(2)DevelopappreciationofandacquaintancewiththeITandapplications,includingapplicationstoinstructionalprocess
(3)Developcapabilitytooperateandhelpindevelopinginformationsystems
(4)ProvidegeneralandspecificITskillsthatareneededbythejobmarket,societyandself
(5)IntroducesITandapplicationsinamannerthatintegratesthemintotheschoolactivitiesandrelatesthemtotheworldinwhichthepersonlives
(6)ProvidesthebasisforlearningITintertiaryeducation
3CoursePhilosophyandoutlines
Thediscussioninthissectionisdividedinto4parts–primary(5years),lowersecondary(2to3years),secondary(2to3years),andhighersecondary(2years).
3.1Primary
TheITintroductionmaystartinthelasttwoyearsoftheprimaryschool.Thecontentatthislevelmustexcitethestudent,makehimwonderatthecapabilitiesofthetechnology,nurturehis/herbasictalentssuchasdrawing,writing,storytellingandlistening,andbasicarithmetic.Sincethestudentneedstohandlethecomputerkeyboard,microphone,andstoragesystemsetc.,itisgoodtocreatespecialhardwareandsoftwareinterfacesthatarenotambiguous,easytouseandarerelevanttothesituation.Wi
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