Module for Training Head Teachers

MODULE FOR TEACHING I.C.T. INTEGRATION AMONG THE HEAD-TEACHERS IN PUBLIC PRIMARY SCHOOLS IN KENYA.
Introduction
This module is meant to build competencies in the participant for change towards the incorporation of ICT in the teaching and learning process. It covers the various changes brought about by ICT, the changing roles of the teacher, learners and factors leading to resistance to change. Managing change is about getting people on board and making them want to change. It involves creating an emotional connection to the change process and motivating the individuals to act differently. School managers have the responsibility of facilitating and enabling change as well as helping staff members to understand the aims and ways of responding positively to embrace the new ways of service delivery.
Outline of the course
• Technological Changes Brought about by ICTs in Human Lives
• Changing Roles of Teacher and the Learner
• Role of a Head Teacher as a Change Agent
• Factors Leading to Resistance to Use of ICTs in Teaching and Learning
• Overcoming Resistance to the Use of ICTs in Teaching and Learning
• Role of Eff¬ective Communication in the Change Process
• Phases of the Change Process
Specific objectives
By the time you go through this module, you should be able to:
a. Describe the various changes brought about by information and communication technology in human lives;
b. Explain the changing role of the teacher and the learner;
c. Discuss the role of the head teacher as a change agent in the school;
d. Discuss factors leading to resistance to use of ICTs in teaching and learning;
e. Explain how the head teacher can overcome resistance to use of ICTs in teaching and learning;
f. Explain the role of eff¬ective communication in the change process;
g. Explain how the school leader can help the teachers deal with the phases of the change process.

HINT:
1. Technological changes in information acquisition
2. Pedagogical changes influenced by ICT
3. Changes in communication of information

A. Technological Changes Brought about by ICTs in Human Lives

Over the past two decades, technology has become widespread and has transformed lives. The following are some of the changes that have been brought by ICT.
Communication Mobile telephony
Social media
Blue tooth
Dissemination Information sharing using the Internet and intranet
Storage Greater capacity storage devices such as external storage devices (DVDs, flash disks, memory cards) and data centres.
Management of information Tailor-made applications to enhance communication, dissemination and storage of data.

B. Changing Roles of Teacher and the Learner
Traditionally, the role of a classroom teacher in the teaching and learning process has been the transmitter of knowledge and skills while that of the learner has been that of the passive recipient. Technology has contributed to change of pedagogy from teacher-centred to learner-centred approaches.
As a teacher, what teaching approaches do you use, teacher centered or learner centered and how do they differ in terms of content, teaching and learning, classroom environment, assessment and use of technology?
The table below compares teacher centered and learner centered approaches

Teacher-Centred Approaches Learner-Centred Approaches
CONTENT
Learners have access to limited information, selected by the teacher or the school library. Learners have infinite access to unlimited information of varying degrees of quality.
Teachers choose activities and provide materials at the appropriate level. Learners select from a variety of teacher provided activities and often determine their own level of challenge at which to work.
TEACHING AND LEARNING
The teacher is the source of information - the sage on the stage - helping learners acquire skills and knowledge. The teacher is the facilitator. The guide on the side providing opportunities for learners to apply skills and construct their own knowledge.
Learning starts with what learners do not know. Learning starts with learners’ previous knowledge.
CLASSROOM ENVIRONMENT
Learners learn passively in an often silent classroom. Classroom environment resembles an active workplace with various activities and levels of sound depending on the kind of work being done.
Learners usually work individually. Learners often collaborate with peers, experts, community members, and teachers.

ASSESSMENT
Teachers are primarily accountable for learning. Teachers and learners share accountability for learning and achievement.
Learners are extrinsically motivated by the desire to get good grades, to please teachers, and to gain rewards. Learners’ interests and involvement promotes self- motivation and e¬ffort.
TECHNOLOGY
Teachers use various kinds of technology to explain, demonstrate, and illustrate various topics. Learners use various kinds of technology to conduct research, communicate, and create knowledge.

C. Role of a Head Teacher as a Change Agent

HINT: Among the head teacher’s role as an administrator include:
• Resource mobilization for the acquisition of the necessary infrastructure
• Facilitate staff to acquire and use ICT skills in teaching and learning
• Lead from the front by making use ICT in teaching and management activities

D. Factors Leading to Resistance to Use of ICTs in Teaching and Learning
Change does not come automatically. There is always a possibility of resistance. But why do people resist change? Why would teachers resist the use of ICTs in teaching and learning?
There could be numerous reasons among them being:
i. Fear of the unknown ii. Lack of Competence hence no confidence iii. Poor Communication of the facts iv. Lack of Information v. Benefits and Rewards vi. Comfort Zone. vii. Negative attitude

E. Overcoming Resistance to the Use of ICTs in Teaching and Learning
People are usually resistant to change even when they know that they need to change. School leadership should anticipate possible resistance and help the staff¬ to overcome their fears in order to embrace change. To succeed, joint effort is required between the teachers and the head-teachers. Below are some suggested solutions:
• Involve the teachers and stakeholders in the process
• Train the teachers
• Explain the change using easy to understand terms
• Develop a shared vision and buy-in
• Explain the reasons why they need change
• Address the concerns to the stakeholders
• Communicate to the stakeholders and keep them informed
• Provide requisite resources.

E. Role of Eff¬ective Communication in the Change Process
In your study group, you are required to role play the following imaginary scenarios where the individuals are discussing ICT issues in the given contexts.
a). DEO addressing head teachers in the District
b). Head teacher addressing PTA in school
c). Head teacher addressing staff¬ members
d). Head teacher addressing pupils

The role plays gist would circulate around:
a. Communicate the reasons for change b. Ensure audience understand the vision
c. Address fears and concerns
d. Explain the role of each audience in the change process.
To address the above concerns, consider the 5 Ws
1. Who should be told – This is everyone who needs to know anything about change.
2. When should they be told – It is important to inform everyone at the same time to avoid spread of rumours.
3. What should they be told – Be clear on the plans and what is to happen and what is happening. That is the vision, the mission and the objectives of the change and make people understand how the changes will aff¬ect them.
4. Where should the message be conveyed – Choose the best venue to relay the information.
5. Who should control the communication process – Consider the right person for this role and make the person available when possible to mingle with others in the work place.
G. Phases of the Change Process
The change process requires a period of adjustment before things stabilize. The adjustment may sometimes be difficult because it may involve depression, anxiety issues, panic attacks and codependency.
The following are the seven phases of Lewin’s model through which people perceive change.
Fill in the second column as in the first two examples shown.
Lewin’s phases Likely scenario in the integration of ICT
Phase 1 – Shock and surprise
This is where people are confronted with expected situations and they realise their usual ways of doing things are no longer suitable for the new conditions. • Can primary school children use computers yet learn
• What about their storage?
Phase 2 – Denial and refusal
People still believe change is not necessary. • They should not start at class one
Phase 3 – Rational Understanding
Here people realise the need for change and focus on long term solutions. However there is no willingness to change own patterns of behaviour.
Phase 4 – Emotional Acceptance
This is the crisis phase. The management creates a willingness to change, values, beliefs and behaviour and exploits the real potential.
Phase 5 – Learning
People start trying out new behaviour.
Phase 6 – Realization
More information is gathered and the knowledge acquired has a feedback – eff¬ects. People understand which behaviour is eff¬ective and open their minds to new experiences.
Phase 7 – Integration
People totally integrate their newly acquired patterns of thinking and activities as the new becomes routine.

Exercise
1. You are the head teacher of ABZ primary school. Your school has received a donation of 50 laptops and other support equipment for the implementation of ICT integration.’

2. Highlight your strategies to ensure eff¬ective adoption of the technology in the teaching and learning process.

REFERENCES
MOEST (2013). ICT Integration in Teaching and Learning: A Manual for Teachers and School Administrators. Nairobi. Developed by CEMASTEA in partnership with Flemish Association for Development and Technical Assistance (VVOB).

Badiliko facilitators’ manual (session 1- Managing change)

Roblyer, M. D., Edwards, J., & Havriluk, M. A. (2004). Integrating educational technology into teaching (4th Ed.), Upper Saddle River, NJ: Prentice Hall.

www.kicd.ac.ke ,

References: MOEST (2013). ICT Integration in Teaching and Learning: A Manual for Teachers and School Administrators. Nairobi. Developed by CEMASTEA in partnership with Flemish Association for Development and Technical Assistance (VVOB). Badiliko facilitators’ manual (session 1- Managing change) Roblyer, M. D., Edwards, J., & Havriluk, M. A. (2004). Integrating educational technology into teaching (4th Ed.), Upper Saddle River, NJ: Prentice Hall. www.kicd.ac.ke ,