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    Rationale

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    Rashieya Jane Garvez
    The document discusses the use of information and communication technologies (ICT) for supervision in schools during the COVID-19 pandemic. It outlines that ICT tools can be used to support supervision remotely as face-to-face activities were not possible. Teachers had to master different digital learning technologies to support online learning. However, integrating ICT into teaching remains challenging due to issues like limited access to computers and lack of training for teachers in using ICT.

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    Rationale

    Uploaded by

    Rashieya Jane Garvez
    18 views4 pages
    The document discusses the use of information and communication technologies (ICT) for supervision in schools during the COVID-19 pandemic. It outlines that ICT tools can be used to support supervision remotely as face-to-face activities were not possible. Teachers had to master different digital learning technologies to support online learning. However, integrating ICT into teaching remains challenging due to issues like limited access to computers and lack of training for teachers in using ICT.

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    The document discusses the use of information and communication technologies (ICT) for supervision in schools during the COVID-19 pandemic. It outlines that ICT tools can be used to support supervision remotely as face-to-face activities were not possible. Teachers had to master different digital learning technologies to support online learning. However, integrating ICT into teaching remains challenging due to issues like limited access to computers and lack of training for teachers in using ICT.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    18 views4 pages

    Rationale

    Uploaded by

    Rashieya Jane Garvez
    The document discusses the use of information and communication technologies (ICT) for supervision in schools during the COVID-19 pandemic. It outlines that ICT tools can be used to support supervision remotely as face-to-face activities were not possible. Teachers had to master different digital learning technologies to support online learning. However, integrating ICT into teaching remains challenging due to issues like limited access to computers and lack of training for teachers in using ICT.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    A simulated 3D virtual world is likely to have a far-reaching effect where the physical

    world is represented through ICT tools. Such tools can be used for a wide variety influencing all

    aspects of life. The influences are felt more and more at schools. ICT is more widely used to

    support the implementation of supervision. It can be a valuable resource that serves to enhance

    both these functions and processes of supervision of school contexts. These ICT-based

    communication techniques can be classified into three groups: techniques that are more

    emphasized for recording tools, namely, audio recording and video recording; techniques for

    synchronous communication, namely, Google Meet, Zoom, and Skype; and techniques for

    sharing information, which consist of WhatsApp, email, Google Forms, Facebook, and websites.

    Since the onset of the novel coronavirus disease 2019 (COVID-19) pandemic,

    supervisors in organizations are facing leadership challenges as they attempt to manage “work

    from home” arrangements and the health and safety of essential workers. Due to the pandemic,

    face-to-face supervision activities have not been feasible. With this, teachers were required to

    master technology to support online learning. In the era of increasingly sophisticated

    technological disruption, teachers were demanded to have the ability in the field of learning

    technology. The teachers’ mastery of learning technology was so varied that it became a

    challenge in the learning process. By working from home (WFH), the teachers were forced to

    master digital learning technology as a necessity for them. The demand of these needs allowed

    them to know online media that could support as a substitute for learning in the classroom,

    without reducing the quality of learning materials and the learning achievement targets. Also,

    many supervision activities are carried out by utilizing information and communication

    technology. Therefore, the effective integration of ICT is a general prerequisite and must be

    carefully undertaken by the teachers to guide the learners in attaining or developing these skills.
    Integrating ICT in teaching and learning process at present remains a challenging task

    on the part of teachers due to some reasons like: the ratio of student-computer and teacher-

    computer, lack of trainings in integrating ICT, lack of confidence and competence in ICT, lack of

    technical support and lack of accessibility to ICT resources.


    Leadership during crisis

    https://journals.sagepub.com/doi/full/10.1177/15480518211010761

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