Information and Communication Technology (Ict) in Education

Download as pptx, pdf, or txt
Download as pptx, pdf, or txt
You are on page 1of 18

INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) IN EDUCATION


WHAT IS ICT?
• Information and Communication Technology can be defined as the use of hardware and software for
efficient management of information.
• It refers to the forms of technology that are used to transmit, store, create, share, or exchange particular
task.
• It plays an important role in the way we communicate, learn, and live.
• Worldwide research has shown that ICT can lead to an improved student learning and better teaching
methods. A report made by the National Institute of Multimedia Education in Japan, proved that an increase
in student exposure to educational ICT through curriculum integration has a significant and positive impact
on student achievement, especially in terms of Knowledge, Comprehension, Practical skill and
Presentation skill in subject areas such as mathematics, science, and social study.
• Educational ICT tools can be divided
into three categories.
1. Input Source
2. Output Source
3. Others
3 MAIN ADVANTAGES OF ICT TOOLS IN
EDUCATION
• Through ICT, images can easily be used in teaching and improving the
retentive memory of students.
• Through ICT, teachers can easily explain complex instructions and ensure students’
comprehension.
• Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable, which
could improve students’ attendance and concentration.

3 MAIN DISADVANTAGES OF ICT TOOLS IN EDUCATION


• Setting up the devices can be very troublesome.
• These are too expensive to afford.
• It is hard for teachers to use with a lack of experience using ICT tools.
WHAT DOES ICT IN EDUCATION MEAN?

• ICT in education means TEACHING and LEARNING through ICT.


• Education policymakers and planners must first of all be clear about what educational outcomes are being targeted. These broad goals
should guide the choice of technologies to be used and their modalities of use.
• The potential of each technology varies according to how it is used. Haddad and Draxler identify at least five levels of technology use
in education: presentation, demonstration, drill and practice, interaction, and collaboration.
• Each of the different ICTs—print, audio/video cassettes, radio and TV broadcasts, computers or the Internet—may be used for
presentation and demonstration, the most basic of the five levels.
• Except for video technologies, drill and practice may likewise be performed using the whole range of technologies.

• On the other hand, networked computers and the Internet are the ICTs that enable interactive and collaborative learning best; their full
potential as educational tools will remain unrealized if they are used merely for presentation or demonstration.
ICT IN EDUCATION…
• UNESCO considers that ICTs can contribute to
• universal access to education
• equity in education
• the delivery of quality learning and teaching
• teachers’ professional development
• improve education management, governance and administration provided the right mix of policies, technologies
and capacities are in place.

• UNESCO takes a comprehensive approach to ICTs in education. It is through the Organization’s Inter-
sectoral Platform that it focuses on the joint work of:
• Communication and Information
• Education and Science Sectors– where the issues of access, inclusion, equity, and
quality in education can be addressed.
ICT IN
EDUCATION…
• UNESCO - its country and regional offices as well as institutes ––in collaboration with its partners, develop resources
that can help countries elaborate effective ICTs in education policies, strategies and activities. This includes ensuring
that strategies meet the challenges caused by the digital divide and the most disadvantaged populations.
• Its program includes:

• Capacity building and policy advice for the use of technologies in education, particularly in emerging domains such as
mobile learning

• Ensuring that teachers have the skills necessary to use ICTs in all aspects of their professional
practice through tools such as the ICT Competency Framework for Teachers (ICT CFT)

• Supporting the use and development of multilingual educational resources and software which are available for use and re-
use as a result of open licenses (open educational resources – OER; free and open source software – FOSS)
ICT IN EDUCATION…

• Promoting ICTs for inclusive education, including for persons with disabilities and
gender equality
• Collecting statistics and developing indicators on the use of ICTs in education
• Providing policy support to ensure that the potential of ICTs are harnessed effectively throughout the education system

• The UNESCO Institute for Information Technologies in Education (IITE), based in Moscow, specializes in information
exchange, research and training on the integration of ICTs in education.

• UNESCO’s Bangkok office is notably involved in ICTs for Education in Asia and the Pacific.

• UNESCO works with the educational community worldwide – Ministries of Education, specialized institutions,
teachers, and of course learners - to effectively leverage the potential of ICTs in order to benefit quality teaching and
learning.
HOW HAVE COMPUTERS AND THE INTERNET BEEN USED FOR
TEACHING AND LEARNING?

• There are three general approaches to the instructional use


of computers and the Internet, namely:
• Learning about computers and the Internet, in which
technological literacy is the end goal;
• Learning with computers and the Internet, in which the
technology facilitates learning across the curriculum; and

• Learning through computers and the Internet,


integrating
technological skills development with curriculum applications.
• It is also used for doing different kinds of research.
WHAT DOES IT MEAN TO LEARN ABOUT COMPUTERS AND THE
INTERNET?
• Learning about computers and the Internet focuses on developing
technological literacy. It typically includes:

• Fundamentals: basic terms, concepts and operations


• Use of the keyboard and mouse
• Use of productivity tools such as word processing, spreadsheets, data base and graphics programs
• Use of research and collaboration tools such as search engines and email
• Basic skills in using programming and authoring applications such as Logo or Hyper Studio
• Developing an awareness of the social impact of technological change
WHAT DOES IT MEAN TO LEARN ABOUT COMPUTERS AND THE
INTERNET?

• Learning with the technology means focusing on how the technology can be the means to learning ends
across the curriculum. It includes:

• Presentation, demonstration, and the manipulation of data using productivity tools;


• Use of curriculum-specific applications types such as educational games, drill and practice,
simulations, tutorials, virtual laboratories, visualizations and graphical representations of abstract
concepts, musical composition, and expert systems, and;
• Use of information and resources on CD-ROM or online such as encyclopedia, interactive maps and
atlases, electronic journals and other references
WHAT DOES LEARNING THROUGH COMPUTERS
AND THE INTERNET MEAN?

• Learning through computers and the Internet combines learning about them with learning with them.
• It involves learning the technological skills “just-in-time” or when the learner needs to learn them as
he or she engages in a curriculum- related activity.
• For example, secondary school students who must present a report on the impact on their
community of an increase in the price of oil for an Economics class may start doing research
online, using spreadsheet and database programs to help organize and analyze the data they have
collected, as well using a word processing application to prepare their written report.
HOW ARE COMPUTERS AND THE INTERNET USED IN DISTANCE
EDUCATION?

• Many higher educational institutions offering distance education courses have started to leverage the
Internet to improve their program’s reach and quality.

• The Virtual University of the Monterrey Institute of Technology in Mexico uses a combination of print, live
and recorded broadcasts, and the Internet to deliver courses to students throughout Mexico and in several
Latin American countries.

• Similarly, the African Virtual University, initiated in 1997 with funding support from the World Bank, uses
satellite and Internet technologies to provide distance learning opportunities to individuals in various
English-speaking and French-speaking countries throughout Africa.
HOW ARE COMPUTERS AND THE INTERNET USED IN DISTANCE
EDUCATION?

• But even in Korea, where infrastructure is among the best in the world, and government has put considerable
financial and other resources behind an ambitious ICT-based re- tooling of its educational system, challenges to
online education persist.
• Internet- and Web-based initiatives have also been developed at the secondary education level. The Virtual High
School is a result of efforts of a nationwide consortium of school districts in the United States to promote the
development and sharing of Web-based courses.
• In Canada, Open School offers a wide range of courses and resources to grades K-12 teachers and students that
meet the requirements of the British Columbia curriculum. Course delivery is done through a mix of broadcast and
video, while some courses are delivered totally online.
WHAT IS THE ROLE OF ICT IN
EDUCATION?

• Nowadays information and communication technology (ICT), especially internet, in the education sector,
plays an important role, especially in the process of empowering the technology into the educational
activities.
• Education sector can be the most effective sector to anticipate and eliminate the negative impact of ICT.
Technology (internet) in another side can be the most effective way to increase the student’s knowledge.
• Being aware of the significant role of ICT (internet) in our life, especially in the educational activities,
education authorities should be wise enough in implementing the strategies to empower ICT in supporting
the teaching and learning process in the classroom.
• ICT is not just the bloom of the educational activities, but also it will be the secondary option to improve the
effective and meaningful educational process.
WHAT ARE SOME UNAVOIDABLE FACTS ABOUT ICT IN
EDUCATION?

• First, the ICT has been developing very rapidly nowadays. Therefore, in order to balance it, the whole educational
system should be reformed and ICT should be integrated into educational activities.
• Second, the influence of ICT, especially internet (open source tool) cannot be ignored in our student’s lives. So, the
learning activities should be reoriented and reformulated, from the manual source centered to the open source ones. In
this case the widely use of internet access has been an unavoidable policy that should be anticipated by schools
authorities.
• Third, the presence of multimedia games and online games by internet has been another serious problem that should be
wisely handled by the educational institutions. The students cannot be exterminated from this case. They can have and
do with it wherever and whenever they want.
• Schools, as a matter of fact, do not have enough power and time to prevent or stop it after school times.
Meanwhile, most parents do not have enough times to accompany and control their children. So, the students have
large opportunities to do with multimedia games or online games or browsing the negative and porn sites. Having
been addicted, the students will have too little time to study, and even do not want to attend classes.
WHAT ARE SOME UNAVOIDABLE FACTS ABOUT ICT IN
EDUCATION?

• Fourth, the implementation of ICT in education has not been a priority trend of
educational reform and the state paid little attention to it. Therefore, there should be an
active participation, initiative and good will of the schools and the government
institutions to enhance ICT implementation at school.

• Fifth, the teachers should be the main motivator and initiator of the ICT implementation
at schools. The teachers should be aware of the social change in their teaching activities.
They should be the agent of change from the classical method into the modern one.
They must also be the part of the global change in learning and teaching modification.
WHAT ARE THE AIMS AND OBJECTIVES OF ICT IN
EDUCATION?

• to implement the principle of life-long learning / education


• to increase a variety of educational services and medium / method
• to promote equal opportunities to obtain education and information
• to develop a system of collecting and disseminating educational information
• to promote technology literacy of all citizens, especially for students
• to develop distance education with national contents
• to promote the culture of learning at school (development of learning skills, expansion of optional education, open
source of education, etc.)
• to support schools in sharing experience and information with others

You might also like