Resource Tools

The ability to use ICT resource tools is a skill that is taught, or acquired, through regular practice and interaction with such tools, so as to obtain maximum benefit from them. The students claimed to be skilled in using the ICT resources they had been exposed to, even though their knowledge base was limited. They conceded that there was more to be learnt if they were to fit in perfectly with 21st century ICT usage.

One participant (S2) pointed out two areas of competency:

“….the one of the computer and the one of the data projector, ja that one I can say I am good

at actually”. Further claim that “…Yes, I can’t say that I am that much competent, but what I

know is that I can use those, I can use ICT, but I can’t say that I am that much competent, because there are some of the things that I was never exposed to”.

However, she maintained: “... Yes, it really helped me, because in most cases during the lectures the lecturers they don’t elaborate more. They just give you maybe some hints and short

notes. So I have to go there and search more information”. This indicated the relevant

contribution made by ICTs to the conceptual understanding of issues discussed in class.

Participant (S3), on the other hand, claimed to have mastered the skill of surfing the internet for information – a lifelong skill that one can indeed develop for oneself with little help from lecturers and the institution:“I think with the internet, I think the internet is the one which is popular and even though I am retiring, then I can still have access to the internet and read and find current information”.

162 | P a g e

“Mostly we use the internet and then in the internet when you search a topic there, then you

will find different sources which bring different ideas. And then in that way then it is then I am able to get a lot of information and then different ideas and then at the end when I combine them, then I find something solid”. (S3)

This indicates resourceful use of ICT to maximise learning potential and accrue the benefits of it for conceptual understanding. The student noted the dramatic progress made in ICT competency, when measured against his or her school background. This is portrayed in the following comment:

“As you can see during the secondary, we only received, as I indicated, we only received the

textbooks. They were limiting us and then now if I get a topic or I get a topic from the class, and then I can go further. Then I get into the internet and then I search the topic and I will get a lot of information”. (S3)

Respondent (S4) used various sources and opinions to arrive at an understanding. This is reflected in the comment that:

“… let’s say for example I am looking at the concept energy, I look at what is this book saying about energy or the concept that are dealing with energy. Then I go to the internet...”.

Obviously the internet is a very comfortable digital zone for many student teachers seeking information, and they are well equipped to use it to contribute immensely towards their knowledge development. The respondent went on to comment:

“Like most of the time when you Google the internet, it will just put a simple statement. There will be certain page ask.com, and then people will have to ask the same question. I look at the book; I look at those answers and then I Google more. Some you will find that they are just.., even when I say lecture notes, it is going to give a lot of lecture notes from different universities’ lecturers about the same concept and then from there I can this guy is talking about this things and about this thing. Sometimes I will find that the only difference is the terms they are using there”. (S4)

Thus, students make use of search engines to obtain a variety of materials, and to analyse other people’s views on similar issues. In this way they consolidate conceptual understanding and demonstrate a creative and effective use of technology to support learning.

163 | P a g e

“I was well in advance with the internet and stuff like that. So during first year, they will give us an assignment, and guys look at the books. When they are not giving you sufficient

information, I will go to the lab and search for the information”

- and professed to make use of ICT collaboratively:

“I am going to be teaching science. I know that sometimes there will be some concept in

science or some chapters that I am not vast with them or I am not good at. So with this ICT I can also communicate with my colleagues, you can say help me here” (S4).

This participant seemingly depicts some level of capability and makes use of resources to advance learning.

Participant (S5), although not equipped by lecturers with ICT proficiency, through personal effort has learnt to engage with available resource tools for conceptual understanding and skill development, and is ready to employ these tools in future endeavours:

“Even though I did not have that much exposure, but like one is the cell phone, because everyone now has got a cell phone. So cell phones can be used purposefully” (S5).

The respondent seemingly agreed with the notion that competency comes about when one regularly engages with such tools for improved knowledge about them:

“Competency comes along with engaging regularly with what you are doing, but so far I have realised

that I can be able to use ICT devices into my practice”. However, this self-developed

competency may have limitations, since the practice of skills may be possible only in a particular dimension and scope.

The participant expressed attachment to ICT resource tools and acknowledged the ease with which it enables one to access information, as well as its handy nature – as reflected in the comment:

“ICT makes me to be closer to my learning. Using it, it is more easy and flexible other than maybe relying on textbooks and other things. ICT is just at your disposal. No need for too much stuff. It is only you and the device. So it makes it simple and easy”. (S5)

The student saw the beneficial impact of ICTs on learning and conceptualisation, and went on to recommend the use of resource tools, like cell phones, to obtain academic materials: “…So we can use those, like cell phone facilities, to get to access to those resources other than saying we don’t have enough textbooks, whereas we do have portable devices

164 | P a g e

that can help us to download resources”. In this way, the participant showed how ICT

resources could be used to advance conceptual development in a system with insufficient hard copy materials.

Another participant (S6) claimed to have strategically developed capability and confidence in using ICT tools on his own:

“I am confident enough in using the laptop and computer. Actually the laptop, my knowledge

on the laptop, it enables me to help people. The time I got used to the laptop it became so easy, because it was a new thing to me and I just tried everything that I could learn from and when it comes to presenting, the project I am not well equipped with it, but I just learn by trying”.

Through practice this respondent became conversant with the technology and uses the tools to study: “…in maths sometimes I come across worksheets on the internet and they give me the problem and they say provide the solution and submit and then they give you the feedback”. In this way he demonstrates how to use technology efficiently and effectively to monitor learning progress.

It is worth noting that only a few of the student participants were exposed to ICTs at school level. Nevertheless, engaging with the technology at the tertiary level through the performance of tasks had contributed immensely towards them maximising the benefits of digital technology. Their enthusiasm to advance their competency in the use of ICT, to construct knowledge and develop skills, helped them to integrate these tools into their learning, to the extent of using them to evaluate their academic progress.