Revisiting Teachers’ ICT Skills as Basis for a Faculty Development Training

Abstract

Introduction

Numerous research studies have underscored the utilization of Information and Communication Technology (ICT) resources in education to empower educators and students, ultimately enhancing the quality of teaching and learning experiences.  Scholarly investigations have shown that ICT tools can effectively facilitate student learning and augment instructional practices (Kazu & Yavulzalp, 2008).  Additionally, these tools have proven invaluable for teachers' non-classroom tasks and supplementary responsibilities.  Nonetheless, the mere presence of computers does not inherently ensure high-quality education.  The effectiveness of teachers in delivering a 21st-century education significantly hinges on their competence in utilizing ICT resources.

Kabacki (2009) emphasized that the crux of effective ICT in the education framework lies in fostering teachers' participation in professional development programs tailored to various stages of technology integration.  This aligns with the idea that media resource-related activities should align with teachers' levels of expertise.  Consequently, capacity building in ICT becomes a crucial goal in education.  This extends beyond merely enhancing teachers' ICT skills; it strives to leverage the potential of ICT to enhance teachers' professional capabilities, refine classroom management practices, and elevate the overall quality of instruction.

The pivotal role of instructors within the education system cannot be overstated.  They represent a vital link in the education chain, and administrators and non-teaching professionals form the support system necessary for teachers to fulfill their critical roles.  To address the demands of the 21st century, education must assume a central role in effectively incorporating both new and existing ICT devices into the teaching and learning process.  Despite the apparent benefits of ICT usage in education, Lau and Sim (2008) observed that the full learning potential of ICT is often undermined due to the incomplete ICT literacy of many educators.

In educational institutions, capacity building through ICTs aims to empower teachers, administrators, and even students to manage and organize the teaching-learning process effectively.  Research indicates that some computers and laptops still need to be used, potentially due to personnel needing more confidence and proficiency in utilizing ICT resources to their full potential.  However, some individuals within these institutions possess advanced ICT skills and can serve as trainers to support those who struggle with ICT adoption.

Findings

The impetus for the study emerged from the researchers' role as implementers of the ICT capacity-building initiative under the Center for Teacher Training Institute (COTTI) of the College.  Recognizing the necessity for enhancing the competence of the teaching and non-teaching staff at Union Christian College, the study sought to shed light on the following key findings:

• Most faculty members exhibited a certain level of technical computer knowledge, yet they recognized the need to upgrade their skills to harness the full capabilities of computers.
• Faculty members desired to enhance their software proficiency, particularly in creating compelling slide presentations, designing test paper layouts, and performing accurate grade calculations.
• Several faculty members wished to own personal computers, enabling them to maximize their training and continuously improve their ICT skills. However, they needed more time to do so.

In response to these findings, the administration adopted the following measures:

1. The faculty development plan was revised to prioritize immediate training needs highlighted by the study, including enhancing ICT skills, and integrating ICT into the teaching-learning process.
2. In-service training sessions were conducted to re-skill faculty members in technical computer usage, optimize the utilization of Microsoft programs, navigate online resources for instructional purposes, and incorporate diverse ICT tools into teaching.
3. To facilitate access to ICT resources, laptop loans were provided to interested faculty members, allowing them to acquire personal laptops through pay deductions.

Future Directions

The findings of this study provide a foundation for implementing comprehensive strategies to enhance ICT capacity building within educational institutions.  By focusing on professional development, customized training, collaborative learning, and equitable access to resources, institutions can empower educators to effectively leverage ICT to optimize the teaching-learning process and meet the demands of the 21st century.  This holistic approach will benefit educators and contribute to improved learning outcomes for students and the overall advancement of education.