{"id":5859,"date":"2024-01-04T18:02:48","date_gmt":"2024-01-04T18:02:48","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=5859"},"modified":"2024-01-04T18:29:04","modified_gmt":"2024-01-04T18:29:04","slug":"dynamism-and-diversity-in-teaching-what-is-expected-of-conventional-teaching-of-sciences-in-the-year-2030","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/edu-mania\/edumania-vol-2-issue-1\/dynamism-and-diversity-in-teaching-what-is-expected-of-conventional-teaching-of-sciences-in-the-year-2030\/","title":{"rendered":"Dynamism and Diversity in Teaching: What is Expected of Conventional Teaching of Sciences in the Year 2030?"},"content":{"rendered":"\t\t
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Dynamism and Diversity in Teaching: What is Expected of Conventional Teaching of Sciences in the Year 2030?<\/span><\/p>

Muraina, Ismail Olaniyi<\/span><\/p>

Department of Computer Science, College of Information and Technology Education<\/span>, <\/span>Lagos State University of Education, Lagos Nigeria<\/span><\/p>

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Abstract<\/span><\/p>

Dynamism is seen as the trait of being distinguished by intense activity and progress; or the inclination for constant change, activity, or progression. It can also refer to a philosophy or school of thought that emphasizes change or the processes that generate change as an essential component of reality. Dynamism is a word that evokes energy and a strong desire to see something realized. The paper analyzes the value of being dynamic in teaching, particularly in fields such as computer science, biology, physics, and chemistry, as opposed to the prevalent use of traditional approaches. It provides more information about the potential for online science education to start today and continue through 2030. Data were gathered from 200 school teachers (50 from pre-primary, 50 from primary, 50 from secondary, and 50 from tertiary) using a questionnaire instrument via Google Forms for the study, which uses a descriptive survey method. Before being put through Chronbach’s Alpha reliability test, the instrument was validated by colleagues in colleges and faculties of education; the 0.897 index shows that the instrument is quite trustworthy. Because the instrument was administered online, it was filled quickly and sent back to its intended location. Data was properly collated before being properly analyzed using charts for easy reading and visualization using the statistical program SPSS. The results indicate that there is no discernible difference between teachers who are prepared for online teaching and those who are not; additionally, there is a significantly lower rate of teachers who can use online tools that support online teaching compared to teachers who are not; and there is a strong likelihood that traditional teaching will be gradually phased out by 2030.<\/span><\/p>

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Keywords:<\/span> Teaching, Teaching Dynamism, Conventional Teaching, Online Teaching, Year 2030, Sciences.<\/span><\/p>

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Impact Statement<\/span><\/p>

Traditional teaching methods have a long history and have proven to be effective time and again; they provide important human interaction between teachers and students, fostering a sense of community and encouraging active engagement; however, incorporating technology into the classroom enriches the learning experience, increases engagement, and prepares students for a technologically driven society. Technology in education is gaining popularity around the world as a means of addressing the time and space constraints associated with traditional schooling. While several digitally enhanced teaching and learning approaches have challenged traditional teaching methods, it is unlikely that technology will completely replace traditional methods by 2030. Technology in the classroom can enhance learning by providing multisensory experiences, but it cannot replace in-person tutoring. Future instructors must modernize instruction by incorporating technology and creating an engaging, active learning environment. Combining traditional and technology-based teaching approaches is essential for a more effective learning environment.<\/span><\/p>

Authors\u2019 Profile<\/span><\/p>

Dr Ismail Olaniyi MURAINA earned his BSc. Ed in Computer Science Education, MSc. Ed Computer Science Education, MSc. In Information Technology, and Ph.D. in Data Science in 2005, 2010, 2017, and 2022, respectively. He is currently working as a Lecturer in the Department of Computer Science at Lagos State University of Education, Lagos Nigeria since 2018. He is a member of TRC, STAN, TASET, IEEE, IACSIT, IAENG, ACM, ISDSA, MTTF, SEAN, ICERT, ISAC, and INSTICC since 2008 till date. He has published more than 90 research papers in reputable national and international journals. His main research work focuses on Data Science, Data Analytics, Machine Learning, Artificial Intelligence and Information Technology. He has 25 years of teaching experience and 15 years of research experience.\u00a0<\/span><\/p>

(Orcid ID:\u00a0<\/span>https:\/\/orcid.org\/0000-0002-9633-6080<\/span><\/a>\u00a0)<\/span><\/p>



<\/b><\/p>

References<\/span><\/p>

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