Technology has a role to play in achieving the UN SDG4: to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Our programme for ICT integration is therefore guided by the UNESCO ICT Competency Framework for Teachers (ICT CFT, 2018).
Infrastructure wise, we have provided an ICT suite fitted with high specification all in one flat panel computer system units. The entire school environment enjoys a free wifi network with unlimited bandwidth. The ICT suite is on solar powered system to ensure steady power supply. The suite is constantly air-conditioned to provide the ambience needed for optimal productivity.
From a pedagogical perspective we understand that the successful integration of ICT into the learning environment will depend on the ability of teachers to structure learning in new ways, to merge technology appropriately with pedagogy, develop socially active classrooms, and encourage co-operative interaction and collaborative learning and group work.
This requires a different set of skills from those a typical teacher possesses. We pride in the fact that all our tutorial and non tutorial staff members (both young and old) are adequately trained to the Knowledge Deepening and Creation stage of ICT TFT implementation as we have moved from the first stage onto the second and third stage of development in ICT integration where our learning facilitators and assistants;
- design, modify and implement classroom practices that support institutional and/or national policies, international commitments (e.g. UN Conventions), and social priorities;
- integrate ICT across subject content, teaching and assessment processes, and grade levels, and create a conducive ICT-enhanced learning environment where students, supported by ICT, demonstrate mastery of curriculum standards;
- design ICT-supported project-based learning activities and use ICT to facilitate students to create, implement and monitor project plans, and solve complex problems;
- blend varied digital tools and resources to create an integrated digital learning environment to support students’ higher-order thinking and problem-solving skills;
- use digital tools flexibly to facilitate collaborative learning, manage students and other learning partners, and administer the learning process; and
- use technology to interact with professional networks to support their own professional development.
- critique institutional and national education policies alike, suggest revisions, design improvements and speculate on the impact of these changes;
- determine how best to incorporate student-centred and collaborative learning to ensure mastery of multidisciplinary curriculum standards;
- while determining learning parameters, encourage student self-management in student-centred and collaborative learning;
- design knowledge communities and use digital tools to support pervasive learning;
- play a leadership role in devising a technology strategy for their school to turn it into a learning organization; and
continually develop, experiment, coach, innovate, and share best practice to determine how the school can best be served by technology.