Abstract
The aim of this article is to explore the student teachers’ perception of ICT use in elementary schools in Shkodra city. This research presents the perception that students have on ICT use in several elementary grades during their practice in four different schools. The paper presents an interpretative analyzes of the perception of Shkodra’s university future - teachers at teaching programmes. In this study, the students were asked to analyze the situation in some elementary classes in Shkodra’s schools, about the use of ICT tools during different classes they have attended during their teaching practices. The students reflected also on the association between the use of ICTs in the elementary classes and the reshape of class teaching and learning, as well on the modification on learning and teaching process itself. This paper finishes by identifying some of the perceptions and needs the students will face and would like to change in their future teaching. DOI: 10.5901/ajis.2016.v5n3s1p115
Highlights
ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow's workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005)
The questions asked to the students consisted on what they have really seen in these classes, the ICT tools used by the teachers, the teachers needs on ICT support and on the other hand their perception on their ability to use ICT’s in the future and how do they see the ICT use by them in the future
The focus group of 30 students, third year, in Bachelor level in the education programme follows the active practice and passive practice in 4 schools of the city: “Branko Kadia”, “Skënderbeu”, “Mati Logoreci” and “Pashko Vasa”
Summary
ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow's workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). As Jhurree (2005) states, much has been said and reported about the impact of technology, especially computers, in education.(Noor-Ul-Amin). Students using ICTs for learning purposes become immersed in the process of learning and as more and more students use computers as information sources and cognitive tools (Reeves & Jonassen, 1996: 693-719).), the influence of the technology on supporting how students learn will continue to increase. The use of technologies in teaching and learning process is very important in our schools in Albania. Even though it is in a progressive process, it is not at the level the students and teachers need or the context of the ICT development in general. The process is divided into four categories: stimulus (all the elements in our environment, that can we potentially perceived), electricity, experience and knowledge (which intend all the information that a person brings to a situation). (Goldstein, 2009: 5)
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