by: Rogelio Alegrid


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The use of computers in school is probably one of the the biggest achievements in education. related to this so called “achievement”, there are just so many issues concerning the use of computers the classroom. And before any technological advancement in the academe can even be considered efficient, these issues must be thoroughly dealt with in order to achieve the specific goals or learning behavioral objectives of the teachers, administrators and the parents.

(Issues on using a computer in a classroom of more than 30 students)

A typical classroom may not have a computer at all, but if chances are good, a classroom may be lucky enough to receive at least one computer for learning.
Teachers in the classroom are usually only presented one student computer. A teacher in this scenario is very protective of this computer, puts a protective plastic covering on it and has strict rules on when the students can use it causing fear.
In order to make this situation work, the teacher needs to maximize the use of the single unit computer to improve or to sustain the learning process.

Sharp (2008) suggests that the following things that teachers need to observe to facilitate learning through computers:
• select software that is adaptive to the students needs in the classroom
In any good instruction, you adapt the material to students’ needs (Sharp, 1998).
The software that will be purchased should be decided after assessing the needs and interests that the students have.
• collect the appropriate equipment, organize the classroom
Since the computer may not be totally sufficient for the number of students, the teacher can think of ways on how to make the access of the students in a bigger class. LCD projectors or OHP may be use so that the class maybe able to interact with whatever software or activity is done in the class.
• use the team approach
The best way to maximize the use of a single computer in a class is through team approach. The students can perform a task in a team, and they are trained to be goal oriented. This team method, according to sharp (1998), reaches a larger of students.
• know the software’s time factor
It is very important for the teacher to know the time constraints of a particular program. This may help the teacher adjust the activities he assigns in a given time frame.
• encourage group participation
It is necessary for the students to feel free in participating in the computer-related activities. When students work in groups, they are given the chance to experience the activities without the too formal set-up of one-on-one instruction. The teacher should encourage the students to cooperate in order to promote learning and social skills.
• integrate computer use into the classroom
One big question that most teachers face, is how to make the computer an integral part of the core curriculum. Sharp (1998) reminds us that the software should not substitute for the standard curriculum but rather should complement it on a regular basis.


Despite the increasing availability of technology to schools, research evidence indicates that teachers do not use it as expected.Studies have identified several obstacles to technology use in the classroom. Among them is the culture of schooling and resistance to change, the lack of teacher technology and pedagogical skills, the lack of technologies specifically designed to serve the needs of the teachers and students, the lack of support, curriculum constraints, education policy, and problems in the area assessment.

Although there is a dramatic growth in the availability of technology to schools, there is a great deal of evidence that teachers do not use technology as expected (National Center for Education Statistics, 2000)

Reasons why Information and Communication Technology (ICT) is not integrated in the class:
• lack of equipment
• realities and culture of the everyday classroom
• teacher’s knowledge, skills, beliefs, and culture
• teachers are asked to incorporate ICT in class, but often with minimal preparation and support
• the question whether or not ICT can improve conventional teaching and learning
• the theoretical framework for the integration is not widely developed, and if not used wisely, can distract students

Concerns about ICT:
• Teacher Preparation
• Technology, Reform, and the Culture of Schooling
• Learning Technologies Design
• Collaboration among Teachers, Faculty, and Experts
• Communities and Continuous Support
• Make Technology an Integral Part of Tecaher Preparation Programs
• Constructivists Pedagogical Approaches
• Curriculum and Assessment


Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.

Sharp, V. (2009) Computer Education for Teachers: Integrating Technology into Classroom Teaching, 6th Edition, ISBN 978-0-470-14110-6.

Vrasidas, C., Glass, G. (2005) Achieving technology integration in classroom teaching. Preparing teachers to teach with technology. Information Age Publishing.

Vrasidas, C., & McIsaac, M. (2001). “Integrating technology in teaching and teacher education: Implications for policy and curriculum reform”. Educational Media International, (38)2/3), 127-132.

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Posted in Activities, Materials, Teaching

    • Well the integration of any ICT in teaching and learning process, may fully be dependent on the teacher’s objectives, strategies, and implementation. For example, if the teacher plans to improve the oral reading skills of the students, then he must carefully choose an ICT that will meet all her objectives suited for her students, classroom environment, and teaching instructions. Any learning material, ICT included, may only be successful if proper planning and implementaion is executed.

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