ICT has given rise to a host, and ethical issues, and challenges in the use of ICT for education. Especially in the field of reading comprehension in a large class size, several complaints have been registered by both parents and teachers that students’ academic performance and achievement is weak because of inappropriate reading comprehension skills demonstrated by those students and also the large number of students.
This research paper is conducted to investigate the challenges of teaching reading comprehension in large classes and to determine the use of ICT to help students overcome these challenges and increase and improve their reading comprehension skills.
To achieve the objectives of this study, this survey reviewed the most possible works and studies already done and related to the area of this study. Also, four videos were observed in order to reflect on them in relation to the research problem.
The main findings after the observation revealed that the challenges that are faced by students in reading comprehension in a large class size can be overcome through the use of ICT tools. Also, this study showed that the most important prospects of using ICT in teaching reading comprehension included: the obvious improvement in vocabulary building and usage through the use of online dictionary. The study's findings are intended to give teachers and policymakers a clearer view of the difficulties and advantages of using ICT in teaching reading comprehension.
Table of Contents
Introduction
Chapter 1: Research problem
Chapter II: Review of literature
2.1- ICT- Information and Communication Technology
2.1.1- Definition
2.1.2- Types of ICT tools
2.2- Implementing ICT in the classroom
2.2.1- Issues and challenges in implementing ICT in classroom
2.2.2- Barriers associated with Teachers' Adoption of ICT
2.3- Overcrowded classes
2.3.1- Class size effects on teaching and learning
2.3.2- Academic Performance and students achievement
2.3.3- Class and student management
2.3.4- Teacher Retention
2.3.5- Coping with overcrowded classes
2.4- ICT and the teaching of reading comprehension
Chapter 3: Class observation
Chapter 4: Reflections
Conclusion
Research Objectives & Topics
This study aims to investigate the challenges associated with teaching reading comprehension in large classes and to determine how Information and Communication Technology (ICT) can be leveraged to help students overcome these hurdles and enhance their reading comprehension skills.
- The challenges and difficulties inherent in teaching reading comprehension within large class settings.
- Barriers to the implementation and adoption of ICT by teachers in the classroom.
- The impact of class size on academic performance, student management, and teacher retention.
- Technological pedagogical strategies for improving reading comprehension through digital tools.
- The role of observation and teacher reflection in refining classroom practices.
Excerpt from the Book
2.2- Implementing ICT in the classroom
Tangible changes have come in classroom settings beside the teaching method because “Chalk and Talk teaching methods are not enough to teach effectively” (Susikaran, 2013). Teachers nowadays need an elementary understanding of the workings of computers besides pedagogical knowledge , understand the concept of a file and storage media, use word processing program, use a web browser in an effective way, and to know how to make PowerPoint slides and on goes the list. According to Jones (2002: 10), “Today, such skills are normally a pre-requisite for success in higher education; even for accessing resources on the internet and publishing”.
Research states that allowing students to set some of their own learning goals increases their motivation to learn (Hom & Murphy, 1983). Technology improves this process by enabling students to organize and communicate learning objectives. ICT also gives teachers and instructors the ability to access to resources that can help them to identify and enhance standards and objectives.
This part shows some technological options teachers and learners may take advantage of:
Internet: The Internet offers immediate access to magazines, requests for articles, information on higher education and jobs, prepared lesson plans, power points, up-to-date research and trends. The selection is infinite with only a click away.
Multimedia Presentations: PowerPoint presentations can be used by teachers to present organized lectures, aid ‘visual’ and inattentive learners and prepare students for their professional life. Using presentation software such as Microsoft PowerPoint generally needs little training in its use.
Summary of Chapters
Introduction: This section introduces the importance of reading comprehension as a lifelong skill and highlights the ongoing debate regarding the integration of technology in classrooms to support student learning.
Chapter 1: Research problem: This chapter defines the core challenges of teaching reading in large classes, where inadequate skills and high student numbers often hinder academic achievement.
Chapter II: Review of literature: This chapter synthesizes existing research on ICT tools, the challenges of implementing technology in education, the effects of overcrowding on classroom dynamics, and the role of ICT in teaching reading.
Chapter 3: Class observation: This chapter provides a detailed analysis of four specific classroom observations aimed at evaluating teaching methods, teacher roles, and the effectiveness of classroom activities.
Chapter 4: Reflections: This chapter offers a critical personal reflection on the observed teaching philosophies, the constructivist model in practice, and how identified pedagogical challenges could be met with ICT.
Conclusion: This final section reconciles the study's findings, emphasizing the need for teacher vigilance when integrating ICT and the potential for managing large classes through effective classroom organization.
Keywords
ICT, Reading Comprehension, Large Classes, Educational Technology, Teaching Methods, Classroom Management, Teacher Training, Student Achievement, Pedagogical Strategies, Constructivism, Digital Tools, Academic Performance, Teacher Retention, Literacy Skills, Multimedia
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the intersection of large class sizes and the teaching of reading comprehension, specifically examining how ICT can be used as a tool to bridge the gap in student performance and manage the difficulties faced by teachers.
What are the central thematic areas covered in the study?
The study covers the definition and types of ICT tools, the challenges of ICT implementation, the negative impacts of overcrowding on teaching and learning, and specific pedagogical techniques for reading comprehension.
What is the core research question?
The research asks what challenges are faced in teaching reading comprehension in large classes, how ICT can mitigate these challenges, and how these technologies can be practically implemented in such environments.
Which research methodology is utilized?
The study utilizes a mixed methodology of literature review and qualitative observational analysis of recorded teaching sessions to reflect on modern classroom practices.
What does the main body of the work address?
The main body examines the barriers teachers face in adopting ICT, the documented effects of overcrowded classrooms on student management, and provides observational data on how teachers currently conduct lessons.
Which keywords best describe this research?
Key terms include ICT in education, large class management, reading comprehension, pedagogical challenges, and digital learning tools.
How does the author define the role of ICT in the classroom?
The author views ICT as an effective instrument for improving instruction, providing access to diverse information sources, and fostering a more interactive, student-centered learning environment.
What specific advice is given for managing overcrowded classes?
The author suggests strategies such as being extremely well-organized, rotating student seating, providing one-on-one attention through tutoring, and establishing clear behavioral norms from the beginning of the school year.
- Quote paper
- Abdellah Kourkouz (Author), 2021, The use of ICT to overcome class size in teaching reading comprehension, Munich, GRIN Verlag, https://www.grin.com/document/1334295
