Information and Communication Technologies (ICTs)

Definition
Diverse set of technological tools and resources used to transmit, store, create, share or exchange
information. These technological tools and resources include computers, the Internet (websites,
blogs and emails), live broadcasting technologies (radio, television and webcasting), recorded
broadcasting technologies (podcasting, audio and video players and storage devices) and
telephony (fixed or mobile, satellite, visio/video-conferencing, etc.).

Data source
Statistical unit of the Ministry of Education or, alternatively, national statistical office.

Source definition
Guide to Measuring Information and Communication Technologies (ICT) in
Education. http://uis.unesco.org/sites/default/files/documents/guide-to-measuring-i...

Information and Communications Technology (ICT) Skills

By ALISON DOYLE

Even though technology has increased how organizations can be more productive, many
companies still don't run as efficiently as possible. That's why most employers need staff
members that understand the full potential of how information and communication technology
(ITC) can enhance workplace success.

The best communicators really understand what efficient communication is and how new
technologies should be used to make communication even more efficient. But it is not necessary
for you to be knowledgeable about all productivity software. What is most important is that you
know how to properly collaborate with others and that you feel comfortable learning new things
that make offices run better. By communicating professionally, no matter what technology you
are using, you will impress the employer with your skills.

What does Information and Communication Technology (ICT) Skills mean?

Information and communications technology (ICT) skills refer to one’s ability to

converse with people through various technologies. Similar to information technology (IT), ICT
refers to technology use for regular, everyday tasks: sending an email, making a video call,
searching the internet, using a tablet or mobile phone, and more. ICT skills could also include the
ability to use older communication technologies such as telephones, radios, and televisions.
Typically, ICT experts are called upon to integrate old communication technology with the new
technology. Almost every job requires some ICT skills, and many require hybrid skills, a skill
set that is a mix of technical and non-technical skills.
 Types of ICT Skills

Email Management and Setup

Being able to effectively and successfully communicate via email is critical to any job.
You will need to send emails to colleagues, employers, clients, vendors, and so on.
Companies expect their employees to write professional and well-written emails,
as well as respond promptly to messages received in their inboxes.
Depending on the level of expertise required by your employer, you may also need to
be able to manage settings or set up email accounts on various work devices.
 MS Outlook  Digital Signatures
 Gmail and G-Suite  Stationary Settings
 Sending Blue Email  Out of the Office Settings
 Groove  Spam Settings
 Front  Inbox Management
 Zoho Mail  Creating Rules
 Written Communication

Online Research
Almost every job requires at least some online research. Whether you are looking up
new lesson plans in a subject or checking out the latest news on your company’s
competitor, you need to be able to sift through all the information online to find what you
need. This involves basic online information management skills.
 Search Engine Research
 Checking Sources
 Crediting Sources
 FAQs
 Online Forums

Social Media Management

Some jobs require you to use social media. For example, many people working in
marketing tend to manage or update a company’s social media presence. Even if this is
not a critical part of your job, employers increasingly look for employees with basic
social media literacy. The more you know about the benefits of and limits to social
media, the more you can begin to use that media in valuable ways at work.
 Facebook
 LinkedIn
 Pinterest
  Instagram
 YouTube
 Twitter
 Reddit
 Social Media Groups

Online Collaboration
Online collaboration is a broad category that refers to any means of sharing information
with your coworkers (or supervisors, or clients) online. This includes adding a meeting
to a shared online calendar, providing feedback on a document through a web-based
document application, and holding an online video conference with colleagues.
 Video Conferencing Software  File Sharing
 Skype  DropBox Pro
 GoToMeeting  Slack
 Instant Messaging  Google Hangouts
 Google Docs  Zoom

Data Management and Queries

From researchers to administrative assistants to K-12 teachers, almost everyone needs
to be able to develop and manage data using spreadsheets. Furthermore, they have to
be able to analyze that data and recognize trends and patterns. Fluency in programs
like Microsoft Excel is critical in today’s job market.
 MS Excel
 Filters
 SQL
 NoSQL
 MySQL
 Quantitative Analysis

Desktop Publishing
Desktop publishing involves the creation of materials that need to be printed and
distributed. These might include fliers, brochures, newsletters, and more. Because you
can create so much using desktop publishing software, many jobs require you to have
some basic skills in this field. While people with a creative, artistic eye might be
particularly good at desktop publishing, anyone can get better with practice.
 MS Publisher
 MS PowerPoint
 MS Word
  Print Settings
 Adobe Creative Suite
 QuarkXPress

Smartphones and Tablets

Many employers require that their employees use smartphones and tablets; they might
even issue particular phones to employees or state that workers must
be accessible by email during certain hours. For these reasons, it is important to know
how to use a smartphone.
 iPhone  iPad
 Android Devices  Samsung Tablets
 Samsung Smartphones  CAT S41
 Blackberry Devices  Panasonic ToughPad

Word Processing
In this day and age, it is expected that job candidates know how to use word processing
technology. Candidates need to be able to produce written documents (including
business letters, meeting minutes, and more) using a computer processor such as
Microsoft Word.
 MS Word
 Libre Office Writer
 Transcription
 Typing
 Note Taking

More ICT Skills

 Calendar  Airtable  Realtime Board
Management  Yammer  Mural
 Organization  Chanter  GoVisually
 Time Doctor  Scribus  Data Analysis
 Asana  Zeplin  Big Data
 Invision  Acquire  Computer
 Prevue  Concept Inbox Science
 Mailbird  I Done This 2.0  Computer
 Cage  Red Pen Programming
 Viewflux  LaTex
 Slab  Iovox
 How to Boost Your ICT Skills
Do you feel that your ICT skills are not as good as you want them to be? Is there a
particular skill you are struggling with? Here are some tips to boost your skills and get
ready for the job market:

 Practice using technology. If you already have some of the basic skills listed
above, you might consider simply using them more often. For example, if you
want to get better at using Skype or Zoom before an interview, simply practice
using the video conferencing technology. Ask a friend to pretend to be the
interviewer, and do a mock online interview. The more you practice, the more
confident you will feel when you use this technology when it counts for the job.
 Ask a friend. You could also ask a friend who is more skilled in a particular
technology to help you develop your skills. For example, if you aren’t comfortable
using your smartphone, ask someone you know (who uses their phone a lot) for
some basic tips.
 Watch a (free) tutorial. There are many free online tutorials on how to use
certain technologies. Some of these are on YouTube or can be found via a quick
Google search. Others can be found on company sites. For example, check
out Microsoft’s tutorials and PDFs with tips for using certain products.
 Attend a (free) class. Check with your local community college or public library
to see if they offer classes on computer literacy or ICT skills. Many of these are
free or available at a discount for local residents. However, before you spend
money on a class, try some of the free strategies first.

Computer-Assisted Language Learning (CALL)

Given the breadth of what may go on in Computer-Assisted Language Learning
(CALL), a definition of CALL that accommodates its changing nature is any process in
which a learner uses a computer and, as a result, improves his or her language.
Although this definition might seem unworkably large, it at least encompasses a broad
spectrum of current practice in the teaching and learning of language at the computer.
An awareness of this spectrum allows learners, teachers and researchers to recognize
appropriate materials and methodologies and adapt others to various teaching and
learning styles.

CALL is related to several other terms, many of which overlap and some of which
differ. Most of these terms are no longer in common use, but it is important to be able to
recognize and position them in the research literature while also understanding that the
terminology may continue to change. For example, Chinnery (2008) argues that the
term CALL is inappropriate in that it minimizes or even ignores the contributions of the
teacher.
Terms Peripheral to CALL

Computer-Aided Instruction (CAI) refers to learning at the computer, but not

necessarily with a language focus. Although it may not be the intention of all those who
use the acronym, the term instruction suggests a teacher-centred approach.

Computer-Assisted Learning (CAL), as with CAI, CAL may refer to using a computer
to learn any subject (including languages) using a computer. But, in contrast to CAI,
CAL emphasizes the learner.

Computer-Assisted Language Instruction (CALI), a term once commonly used in

North America.

Computer-Assisted Language Teaching (CALT), CALL but with emphasis on the

teacher.

Computer-Assisted Language Testing or Computer-Adaptive Learning Testing

(CALT). Computer-adaptive testing refers specifically to situations in which the
computer assesses the answer to each question and raises or lowers the level of
difficulty accordingly.

Computer-Adaptive Testing (CAT) using a computer, but not necessarily testing

language acquisition.

Computer-Assisted Teaching (CAT) refers to learning at the computer, but not

necessarily with a language focus.

Computer-Based Training (CBT) tends to refer to programs used for corporate

training with narrow and short-term instructional goals but may refer more generally to
any kind of training. The term is not often used in the languagelearning context except
where it refers to the teaching of some discrete language learning skills, such as
listening.

Computer-Mediated Communication (CMC) refers to a situation in whichcomputer-

based discussion may take place but without necessarily involving learning. However,
opportunities for learning are inherently present, especially in situations in which
learners need to engage in negotiation of meaning with native speakers of the target
language or even with peers of non-native proficiency

Computer-Mediated Instruction (CMI) refers to instruction that takes place through

the use of a computer and may, for example, include learning that occurs when a
learner communicates with a distant tutor through email or simply uses some form of
computer hardware and software. Again, the term instruction shows a teacher-centred
approach.

Intelligent Computer-Assisted Language Learning (ICALL) describes software

programs which attempt to customize feedback features that cater to individual learners’
input.
Technology-Enhanced Language Learning (TELL) refers to any technology used in
the classroom such as video, tape recorders or even entire listening labs.

Web-Enhanced Language Learning (WELL) refers to CALL that focuses on the

WWW as the medium for instruction.

CALL is closely related to many other disciplines and the computer, as a tool to
aid or study teaching and learning, is often subsumed within them. For example, CALL
has become increasingly integrated into research and practice in the general skills of
reading, writing, speaking and listening and more discrete fields, such as autonomy in
learning.
Autonomy is fostered by CALL in different ways. CALL can present opportunities
for learners to study on their own, independent of a teacher. CALL can also offer
opportunities for learners to direct their own learning (Benson, 2010). But, in many
cases, the degree of autonomy may be questionable as many CALL software programs
simply follow back-step scope and sequence. Such programs give learners only limited
opportunities to organize their own learning or tailor it to their special needs. On the
other hand, most CALL materials, regardless of their design, allow for endless revisiting
that can help learners review those parts for which they want or require more practice.

What is the Appropriate Use of Technology in Young Children?

These days, the question that most parents and educators ask is no longer about
whether and to what extent technology should be used with young children, but rather
how it should be used. The appeal of technology and the steady stream of new devices
may lead some parents and teachers to use technology for technology’s sake, rather
than as a means to an end.

Here are a few guidelines to remember when introducing technology to young

children.

1. Technology and media should be active, hands-on, engaging, and empowering.

Unlike passive media (such as TV), more engaging, interactive media and technology
(such as educational games) that encourage children to explore, create, problem solve,
think, listen, view critically, make decisions, observe, document, research, and
investigate ideas improve their cognitive development the most.

2. Technology should be balanced with other off-screen activities necessary for

optimum development.

While there have been lots of evidence on the positive effects of technology on
children’s learning and development, access to gadgets and media should not exclude,
diminish, or interfere with children’s healthy communication, social interactions, play,
and other developmentally appropriate activities with peers, family members, and
teachers. Parents are highly encouraged to provide children with time for digital
learning, social interaction, and outdoor play for a healthy cognitive, social, emotional,
physical, and linguistic development of the child.

3. Technology and media should not be harmful to children in any way.

It goes without saying that with the vast variety of content on the internet, it is necessary
that technology and media should never be used in ways that are emotionally
damaging, physically harmful, disrespectful, violent, degrading, dangerous, exploitative,
or intimidating to children. Block sites that give children undue exposure to violence or
highly sexualized images as these may be emotionally damaging and exploitative.

4. Technology and media should consider the age, developmental level, needs,
interests, and abilities of each child.

Children interact with technology following a developmental progression similar to their

use of other learning materials. Typically, they move from exploration to mastery and
then to functional subordination (using the tools to accomplish other tasks). Children
need time to explore the functionality of technology before they can be expected to use
these tools to communicate. Simple touch screen devices, such as tablets, are a good
starting point for exploration and experimentation. Parents and educators should also
select the type of content the child is consuming taking into consideration the age of the
child, his developmental stage, and his interests.

5. Effective use of technology should connect on-screen and off-screen activities.

Tech tools have the potential to bring adults and children together for a shared
experience, rather than keeping them apart. For example, a parent may choose to read
a story in traditional print form, as an interactive e-book on an electronic device. When
experienced in the context of human interaction, these different types of engagements
with media become very similar. Early book reading and other joint adult-child
exploration can include co-viewing and co-media engagement.

6. Interactions with technology and media should promote play and exploration.

Play is vital to children’s development and learning. Their interactions with gadgets are
similar to how they use other play materials and include sensorimotor and games with
rules. Young children need to explore technology and interactive media in playful and
creative ways. They should be able to control and explore the functionality of the
medium, think of ways how it may be used in real life, and control the outcome of the
experience through self-correcting learning activities. Interactive digital and collaborative
games allow for these types of experiences.

7. Effective use of technology should support and extend traditional learning

tools in valuable ways.

Technology and interactive media provide numerous opportunities for children to learn
further alongside traditional materials, such as blocks, manipulatives, art materials, play
materials, books, and writing materials. Screen media that expose children to animals,
objects, people, landscapes, activities, and places that they cannot experience in
person. Drawing on a touch screen can add to children’s graphic representational
experiences; manipulating colorful acetate shapes on a light table allows children to
explore color and shape. These opportunities should not replace paints, markers,
crayons, and other graphic art materials but should provide additional options for self-
expression.

When used appropriately, technology effectively enhances a child’s cognitive and

social skills. In the process, they will learn to: observe carefully; be open to full
sensing; listen; speak; record and report; develop vocabulary; practice using
visual symbols, such as letters and numbers; take turns; be patient; make
presentations; develop familiarity and skill with technology equipment; and build
social skills.

Resources:

“Technology and Interactive Medias Tools in Early Childhood Programs Serving

Children from Birth through Age 8”published by NAEYC. National Association for the
Education of Young Children, (2012)