Computer-Driven Technologies for Effective Teaching in K-12 Classrooms in Nigeria

Computer-Driven Technologies for Effective Teaching in K-12 Classrooms in Nigeria

Oluwakemi Olurinola (Olabisi Onabanjo University, Ago-iwoye, Nigeria)
DOI: 10.4018/978-1-7998-1400-9.ch015

Abstract

The world is changing and so is the educational sector. The major driver of this change is technological advancements, so it is imperative that educators investigate ways to prepare students to fit into the 21st century technology-driven workforce by adopting digital alternatives to the pens and books that still dominate present-day classroom resources, especially in developing countries. This chapter discusses the importance of computer-driven technologies in teaching. In doing so, this chapter highlights the present situation of technology integration in schools in Nigeria and the challenges teachers face in their use of classroom technologies. It is the author's opinion that teachers have a responsibility to pursue personal professional development in addition to whatever kind of training provided on the job. This chapter intends to help educators learn how to leverage free digital tools to support and meet the needs of diverse learners in the classroom.
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Background

According to Koopman (2014), many of the gaps in education in developing countries can be bridged with the help of ICTs, which can enhance capacities for creating, sharing, and using information and educational materials. Despite the recognized role of computer-driven technologies in improving education, these technologies remain a low financial priority in most educational systems in Africa. The reason can be amounted to the fact that most countries in the region lack resources for sustainable integration of computer driven technologies in education. This may be because these countries face numerous competing development priorities, ranging from budgetary constraints and management challenges to the dreadful impacts of prevalent diseases affecting children in the communities, which compete for the attention of policy makers. (Adomi & Kpangban, 2010).

Key Terms in this Chapter

Microsoft Education: Provides educational tools and free resources that help schools and teachers prepare, teach, assess, track, and analyze.

ICT Competency: The skills teachers need to harness technology in the service of education.

Technology Integration: The meaningful use of technology resources in the general content area in education and for empowering students to apply technology skills to learning.

Digital Tools: Educational programs, websites or online resources, and digital processing systems that encourage active learning, knowledge construction, and exploration in the teaching and learning process.

Learning Analytics: The use of technology to collect, analyze, and report data about learners for the purpose of understanding and optimizing learning.

Differentiated Instruction: Using a variety of computer-driven technologies to tailor instructions to meet individual needs those providing different avenues for understanding content in a diverse classroom community.

Professional Development: The process of improving and increasing the capabilities of teachers through access to conference attendance, workshops, and informal learning opportunities.

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