TERM PAPER

OUTLINE
Teachers Attitudes on Integration
of ICTs into pedagogy
PRESENT BY:
ELSSEY LESSIANNA ANAK RICHARD
2015303731

INTRODUCTION
Instruction for 21st Century Skills

Relevant to students outside the classroom

Students is highly engaged

Students has a choice and voice in his/ her learning

Students takes ownership for own learning

Includes higher order thinking creativity and innovation

The success of any initiatives to implement technology in an

educational program depends strongly upon the support and
attitudes of teachers involved.

THESIS STATEMENT
In many developed countries, nearly all schools are equipped with the
infrastructure to conduct ICT mediated teaching and learning. Positive
teacher attitudes towards computing are critical if computers are to be
effectively integrated into the school curriculum. A major reason for studying
teachers attitude towards computer use is that it is a major predictor for
future computer use in the classroom
(Myers & Halpin, 2002).
In achieving excellence in schools, it is important to ensure that teachers are
able to integrate technology into the curriculum. As such, the groundwork
must be laid at the trainee or pre-service teachers level. To do otherwise is
to produce future teachers with underdeveloped skills in the use of
technology. In the course of their training, pre-service teachers should be
provided with the tools and experiences that will be useful for the regular
activities in their future job: classroom instruction, research, and problem
solving. Using technology enables pre-service teachers to arrange their
environment and adjust their instructional strategies
(Zhang & Espinosa, 1997).

SUPPORTING DETAILS
SITE (2002)
Society for Information Technology for teacher education identified
2 basic principles for development of effective ICT teacher
education.

Technology should be infused into the entire teacher education

programmed.

Students should experience innovative technology supported

learning environments in their teacher education programmed.

RECOMMENDATION

Students and teachers must have sufficient access to digital

technologies and internet in their classrooms.

Teachers must have the knowledge and skills to use the new
digital tools and resources to help all students achieve high
academic stands.

CONCLUSION
Integrating 21st century skills teaching and assessment, then is
not only an economic imperative, driven by changes in workforce,
but a vital aspect of improving student learning.
Silva

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Association for Educational Communications and Technology (1977). The definition of

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Bernauer, J. A. (1995). Integrating technology into the curriculum: First year evaluation. A
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