EDWARD'S 👨‍💻🖨️ CCTI PROJECT

I have a few resource websites that I want to recommend. In my analysis, I have chosen to consider the following key elements as criteria for gauging their potential to enhance teaching and learning: Authenticity and credibility: Is the site legitimate? Is the authorship recognized? Who are referring to these sites? Are these referees of significant caliber? If a site is not authentic and credible then whatever it has to offer may not be accepted broadly. You may be able to identify some useful content in it but not all academicians may buy in. Relevance: Does the site have what I want; clearly brought out without any unnecessary jargon? Can my learners' class level of learning match that of the website's content? If a website cannot meet the need, then however fine looking and credible it may be it cannot be beneficial in bringing change. Organisation: In today's world this is a key factor. If the website is not easily browsable then learners can not easily get wha

I must say that office software is an invaluable resource to the teacher. What you would have taken ages to do can now be done in a matter of moments. A learning aid you used some time back and now needs to be modified can be worked on quite faster than you would have using charts or models for that matter. Take the case of diagram drawn on a chart which, with time needs to changed. Take a map of Africa, for example. Drawn 5 years ago, it does not have the country - Southern Sudan. You would probably have to buy a new one or draw a new one (both ways being costly in terms of money and time). Using a projector with images downloaded from the internet, you can update your information quite cheaply and quickly. Talk of a list of new words that have to be increased, a diagram in science that needs a 3D feel, a song in sol-fa notation, the list is long. Office Software is definitely a thumbs up. As concerns stifling of depth of knowledge, I would say let us use office software for what it

The level to which one has integrated ICT in facilitating the learning process obviously varies from one individual to another. How this variation is measured has always been a challenge, at least, for me. This has made me settle at using ICT for what I now understand is in enhancement of tasks (substitution and augmentation) as categorised by the SAMR model. The SAMR also has another level of integration used for task transformation (modification and redefinition). I cannot say I have completely understood these level of categorisation but I know that the higher the category the more proficient you are at integrating ICT in your day to day activities as a subject teacher -- the higher the better. I am so impressed by the task transformation modes of integration i.e. modification and redefinition which provide for ICT significant task redesign and creation of new tasks previously inconceivable. This will provide for better learning especially for those who find it had to grasp certain

My colleagues at work at first seemed not be in position take this whole integration of ICT thing very seriously. The survey, however, has proved me wrong. I see that the interest is there much as few are willing to part with a cost to gain this benefit. I strongly believe that now that we have a larger number able to operate a computer, almost have able to access the internet and easily search for information online and all willing to learn more about ICT; I believe they are ready to pursue! I will get to group them up in an effective way to ensure that the ones who know more are able to make the ones who know less be at the same level with them. As we get along we may all be at the same level probably some day. You-tube video and other tutorials are going to be very instrumental in meeting our goals and so have to be downloaded and made accessible to the staff. We also now have to find a way of making the computer laboratory administration team design a convenient schedule for us. T