Technologies and the use of technology generally offer tremendous opportunity for learning institutions to improve education services and be able to link with the outside world.
Mission
The mission is to provide excellent world-class education. The aim is to provide that quality education services to all the students regarding the dynamic of world’s technological growth. This mission is to help prepare students to be productive within the context of global modern technological developments. In the same breath, the mission focus is also to ensure that all the students and stakeholders can use technology to transform the education system.
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Vision
The Vision is to advance technological growth in education. This vision on technology integration plan revolves around advancing technology. This advance is to ensure that learners and staff inclusively are provided with global access to information, medium for expression and communication skills and proficiencies necessary for the workforce. The school is working to ensure this vision remains constant throughout the integration plan.
Goals and Objectives
The overall objective is to evaluate the performance effectiveness and conformance of technology integration plan, examine the resources available. Additionally, ensure that each learner and staff have convenient access to computers. Ensure that the equipment necessary to support classroom technology adequate and effectiveness and that the process of technology integration plan in this institution is effective. The goal is to provide that assessment of the school’s technology integration plan. Secondly, another goal is to discover challenges or bottlenecks in the integration plan. In the same breath, the goal is to assess the school’s readiness in preparing the students to adopt modern technology. Most importantly ensure that students are well catered for sufficiently incorporated. Similarly, also ensure that all the technology system is well integrated into the learning curriculum. Thirdly the goal is to ensure that the technology integration is organized, well aligned and equitable.
District Overview
The District has continued to invest in technological programs within its areas of jurisdiction to increase academic growth and provide that global touch on education systems within a community ( Mapotse, 2015). The district is working with the relevant stakeholders technological and the local authorities related to education around the school. The aim is to engage schools staff and stakeholders towards bringing tremendous technological plans into the schools educational system and curriculum. To achieve this plan, the district has developed a technology committee team created which have drafted a progressive a mission and vision statement. The committee’s role is to examine and survey on the challenges and progress of the school towards the technology integration program and report to the district. In return, the district has budgetary plans directed at ensuring and funding technology integration plans in schools. The focus is being driven on having proper infrastructure technological wise, installing appropriate equipment capable of integrating technology (Attuquayefio & Addo, 2014). Similarly, district’s focus is also aimed at training staff in the field of technology to achieve effective technology integration in schools. This has been achieved by providing resources and opportunities for technology implementation.
Methodology
In conducting this audit, several approaches were employed. These methods include school’s desk research, interviews on focus groups, and data analysis and surveys (Vaishnavi & Kuechler, 2007). Several desk research focused on reviewing all information on school education curriculum, agendas strategies. Secondly, on interviews focus groups, the focus was on the school's board, heads of departments, parents and lastly learners themselves. The focus groups were fundamentally the parents association and the teachers within the school. In the case of data analysis and surveys method, the focus was on the available data within the school's records and statistics. This was attainable as a comparison is made with the data and statistics and the district level records. Similarly, focus here was on the school's expenditure. That is on staffing, parental engagement, the resources available in the school and the budgetary provision on technological resources. In the same breath, a self-completion survey questionnaire was done online covering the students within the school and responses later collected and analyzed.
Results
Fundamentally, technology has tremendously revolutionized how the world interacts with people, how they work, learn, communicate and how they spend their time (Salam et al., 2018). The results achieved from this audit sought to answer several questions. Firstly, on whether teachers are proficient in the use of technology in the teaching/learning environment. This audit discovered that majority of the teachers are proficient on the modern technological advancement and the easy a ccess to computers within the school. On whether the students are proficient in the use of technology in the teaching/learning environment, it is discovered that there are disparities and discrepancies on how students interact in such an environment. There is a gap between those who fit well in the system while others still struggle with catching up. This situation is related to the different social background of some students.
Notably, administrators and support Staff use technology to support school management or more effective school operations that improve education, teaching methods, promoting academic performance (Türel et al., 2017). Such roles include communicating, collecting, analyzing and storing school’s data and even giving virtual classes. Similarly, it’s realizable that technology is integrated into the teaching/learning environment , by the way, increasing access to educational technologies and including it into the school’s curriculum. Technology proficiencies and measures are well incorporated into teaching and learning standard through Inclusion of technology in standards. Such standards include proficiency in the use of computers and networking for both teachers and students. Similarly, technology proficiencies and measures are also incorporated into student assessment by offering computer-administered tests or tests via computers (Sanmamed, et al., 2017). Lastly, technology is fundamentally integrated into administrative processes as epitomized in the daily school processes such as communication via emails to staff members and students .
Recommendation and Conclusion
This audit’s main focus wanted to find out whether technology has been integrated into teaching and learning and whether the plan on the integration of technology is useful, properly aligned and fundamentally identify the bottlenecks or challenges if they exist. Similarly, aim as to detect whether the integration plan has achieved the desired expected objectives and in the same breath attempt to offer a solution. In this regard, it is discovered that technology integration is still an ongoing process and there is significant access by both teachers and students to technology devices. However is evident that the challenges on infrastructures, technical support, and resources hamper technology integration. In offering a recommendation, it is desirable for the school and relevant stakeholders to identify technological needs, develop policies strategies to alleviate the school’s needs in technological advancement.
References
Attuquayefio, S. N., & Addo, H. (2014). Using the UTAUT model to analyze students' ICT adoption. International Journal of Education and Development using Information and Communication Technology , 10 (3), 75.
González-Sanmamed, M., Sangrà, A., & Muñoz-Carril, P. C. (2017). We can, we know how. But do we want to? Teaching attitudes towards ICT based on the level of technology integration in schools. Technology, Pedagogy and Education , 26 (5), 633-647.
Mapotse, T. A. (2015). An emancipation framework for technology education teachers: An action research study. International Journal of Technology and Design Education , 25 (2), 213-225.
Salam, S., Zeng, J., Pathan, Z. H., Latif, Z., & Shaheen, A. (2018). Impediments to the integration of ICT in public schools of contemporary societies: A review of literature. Journal of Information Processing Systems , 14 (1).
Türel, Y. K., Özdemir, T. Y., & Varol, F. (2017). Teachers' ICT Skills Scale (TICTS): Reliability and validity. Çukurova University. Faculty of Education Journal , 46 (2), 503-516.
Vaishnavi, V. K., & Kuechler, W. (2007). Design science research methods and patterns: innovating information and communication technology . Boca Raton, FL: CRC Press.
