ii. Exploration and control mode: Students can explore, enhance, experiment with exploration and control mode and build situations software packages. These include adventure, and other types of simulation databases, statistical analysis packages.
iii. Tutorial mode: Information is presented at an appropriate level and pace for the user, giving the students the opportunity to receive feedback on progress. There are available packages for drill and tutorial in technologically feasible subjects such as Geography, Literacy in Science, objective testing e.t.c.
iv. Resources mode: The technology is used to access information and other electronic resources, whether online through internet or off-line using CD-ROM and other software. It promotes testing and research skills.
v. Link Mode: The technology is used for communication between individuals such as electronic-mail (e-mail) and desk-top, video or audio conferencing.
2.5 Using Technology to Increase Efficiency in the Classroom
The use of technology in teacher education to improve classroom-efficiency have been supported by several scholars among which are chickening and Erhmann (2011), Freeman (2017), Leat and McAleavy (2016), Hepp et-al (2014). According to Kozmanet al (2014) those advocating for the use of technology, described a range of potential impacts that new technologies have when applied to education. According to Leuhrman (2012) and Bull et-al (2011) technology application in classroom may be in the area of computer assisted instruction. Under this, Geography teachers may use the new technologies for word processing. Grading, record keeping, web page production and lectures
2.6 Different Types of Technology and Their Educational Application
Many different types of technology can be used to support and enhance learning. Everything from video content and digital movie making to laptop computing and handheld technologies (Marshall 2012) technologies have been used in classroom, and low uses of technology such as pod casting are constantly emerging various technologies deliver different kinds of content and serve different purposes in the classroom. For example word processing and e-mail promote communication skills, data base and spreadsheet programs promote organizational skills and modeling software promotes the understanding of sciences, social sciences, vocational and Math concepts.
Technologies available in classroom today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handle computers, closed circuit television channels and two-way distance learning classroom. Even the mobile phones that many students now carry with them can be used to learn by browsing on it (Prensky, 2015). Each technology is likely to play a different role in student, learning rather than trying to discuss the impact of all technologies as if they were the same. Researchers need to think about what kind of technologies are being made. Students can learn “from†computers where technology used essentially as tutors and serve to increase students basic skill and knowledge and can learn “with†computer where technology is used as a tool that can be applied to a variety of goals in the learning processing and can serve as a resources to help develop higher other thinking creatively and research skills (Reeves, 2012; Ring Staff and Kelley, 2013).
The Discrete Educational Software (DES) is among the most widely available application of educational technology in schools today, along with word-processing software and has assisted in classroom for more than 20 years (Beeker, Ravits and Wong 2015). As in the past teachers use (DES) not only to supplement instruction, as in the past, but also to introduce topics, provide means for self-study, and offer opportunities to learn concepts, otherwise inaccessible to students. DES remains the most commonly used approach to computer use in students learning, in the recent years. Use of computers in schools has increased as educators recognize the potential of learning “with†technology as a means for enhancing students’ reasoning and problem-solving abilities.
Bruce and Levin (2014) for example, looked at ways in which the tools, technologies, and applications to technology can support integrated, inquiry-based learning to engage children in exploring, thinking, reading writing, researching, inventing, problem-solving and experiencing the world “developed the idea of technologies as media with four different focuses; media for inquiry (such as data modeling, spreadsheets, access to online, data based, access to online observations and microscope and hypertext), media for communication (such as word processing, e-mail tutorials and graphics), media for construction (such as computer-aided design and control system), and media for expression (such as interactive video, animation software and music composition).
The main objective of information Technology (IT) for teaching and learning of Geography in secondary schools is to facilitate a faster learning of subject matter.
