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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
• Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
• E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To sup­port teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful imple­mentation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

• India [ PDF ]
• Detroit, USA [ PDF ]
• Finland [ PDF ]
• Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
• Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
• BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
• Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
• Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
• Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
• Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
• Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
• Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.'  ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
• "Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
• Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
• Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
• Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
• Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
• Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
• Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
• Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
• Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
• Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
• Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
• Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
• Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
• Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
• Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
• Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
• Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
• Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
• Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
• Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
• Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
• Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
• Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
• Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
• Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
• Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
• Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
• Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
• Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
• Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
• Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
• Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
• Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

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ICT INTERGRATION IN TEACHING AND LEARNING

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ICT in teacher education - PowerPoint PPT Presentation

ICT in teacher education

Ict in teacher education what can be achieved by using ict developing ict skills implementing aspects of autonomous learning individual learning adaptation to ... – powerpoint ppt presentation.

• What can be achieved by using ICT?
• developing ICT skills
• implementing aspects of autonomous learning
• individual learning adaptation to needs
• group learning socialisation
• developing cultural awareness
• developing reflection through writing and discussion
• improving communication between students
• improving communication between students-tutors/lecturers
• bridging gaps between mentors in schools teacher trainees educational institution
• Experiencing the close link between culture and language
• Visualising stereotypes
• Discussing stereotyped views
• Develop intercultural awareness on the basis of reflection
• Planning a lesson/period for teaching and learning culture
• Reflecting on the programme through discussion
• Exchanging ideas
• Feedback on programme from students and tutor
• Assessing the programme after implementation
• Plan a lesson/lessons/a period where you focus on cultural aspects of foreign language learning. (You may already have planned this during your first weeks in school.)
• Present you programme/plan in LUVIT with your comments.
• Aspects that you might want to consider while planning the lesson(s)/period
• Write a short text assessing the classroom experience related to your programme in LUVIT. When assessing your teaching programme, you may want to consider what the learners achieved with regard to the following
• Cultural knowledge
• Intercultural competence
• Intercultural awareness
• Any adjustments that you have made in your programme should be mentioned.
• Remember that aspects which were not successful are as interesting as the more successful ones.
• gaining knowledge of theoretical concepts
• interpreting and understanding theoretical concepts
• understanding the importance of theory in relation to practice
• Knowledge and understanding constructed by the individual through social interaction, dialogue and cooperation
• Language is the central cultural tool, mediating learning
• To learn is to be socialised into a learning culture, the culture of a subject, and a community of practice which exists within the culture of that subject
• Examples of other concepts
• Situated learning
• Autonomous learning
• Communicative competence
• Collaborative learning
• Reading and interpretation
• Meta-language
• Open learning situations
• The instrumental mistake
• Authentic texts
• In your text, the suggestions below should all be related to the overall theme of developing the EFL learners textual competence and genre awareness.
• Process writing
• Motivated shifts in verb forms
• Coherence and cohesion
• Aspects related to genre and genre conventions
• A discussion of the different elements or sub- competences of communicative competence using the learner text as a starting-point.
• Rhetorical organization (macrostructure).
• A discussion of aspects of communicative language teaching using the learner text as a starting-point.
• A discussion of the types of writing tasks used at this level using the learner text as a starting-point.
• (Aud Solbjørg Skulstad)

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IMPACTS OF ICT IN EDUCATION

Dec 20, 2019

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IMPACTS OF ICT IN EDUCATION. THE ROLE OF TEACHER. What is ICT. ICT -technologies for collecting, storing, editing and passing on information in various forms . Examples: A personal computer and multimedia Multimedia - data carriers, example video, CD-ROM, floppy disc and Internet.

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IMPACTS OF ICT IN EDUCATION THE ROLE OF TEACHER

What is ICT • ICT -technologies for collecting, storing, editing and passing on information in various forms . • Examples: A personal computer and multimedia • Multimedia - data carriers, example video, CD-ROM, floppy disc and Internet

USE OF ICT IN EDUCATION • ICT – An object Learning about ICT. • ICT – assisting tool- making assignments , collecting data • ICT- medium of teaching and learning • ICT - tool for organization and management in schools.

Face to face teaching and online teaching • The instructor of a FTF course only attend to the big picture of the course and develop details as the class goes on. • online course must familiarize with the course management system (CMS), and develop course materials beforehand because technology-related materials can be extremely time-consuming to produce. • .

class interaction • The interactions in a FTF class are direct, synchronous, verbal, and typically one to many.. • In an online class, the instructor and students usually do not see each other. The interaction is many to many in , can be hard to follow

Frequency of interaction • In a FTF class, instructors and students usually interact only when class meets and during office hours. An online class instructor, available 24/7 throughout the course via web or email. • When there are confusions or changes, clarification and change announcements reach the whole class during class meetings at the same time in a FTF class. In an online class, there is delay for the clarification or change announcements

Information presentation • In a FTF course, it is verbal and sequential. Presentations have time restraints. Information is presented period by period. Students hear the same thing at the same time usually only once. • In contrast, the information presented in an online course is often text-based and non-sequential. Students access information at a time convenient to them, which can be different from each other.

Teacher’s skill • A great pedagogical and educational psychological craftsmanship. • To be a professional on the subject matter (vocational content) • A large knowledge of modern educational tools. • Skilled to ‘cut to size’ of student guiding processes (e.g., formulating assignments, structuring the guiding process, assessment etc.) Creativity • Flexibility • Logistic skills (e.g. for assigning work- and study places and grouping students) • Skills for working in projects • Administrative and organisational skills • Collaborating skills.

I step -Develop and Structure the Learning Environment • contact information-online office hours and hours of unavailability • Course Objectives –well defined • Attendance Requirements- class discussion, web searches, quizzes, reading assignments • Late Work Policy- late assignment submissions- create alternate assignments at the end of the course for those who missed • Course Schedule- list modules with beginning dates and due dates- each learning schedule contain a check list – print ready so students can print and read them off line.

GRADING SCALES • Grading Scales- for each assignment individual and group grading • Communication Practices- guidelines for posting to the discussion boards email protocols, digital file submission procedures, • Technology Policy - save the assignments in hard drive floppy disc USB flash drive

II step-Opening the course • welcoming email- class wide introductions • Introductions- invite participants to introduce themselves and share something with the group • Emphasize the Syllabus – encourage students to review the syllabus thoroughly • Establish a tone of excellence – set the tone for academic participation

II step - Nurturing the Learning Community • Ample Communication lack of student teacher communication create negative learning community- group emails ,class wide announcements • Facilitate the Discussion Board –threaded discussions – instructor as facilitators • Treat Each Student as an Individual- use students preferred names positive emotion and visual cues. • Respond Quickly – no time delay

MODEL BEHAVIOUR • Model Behavior – develop social skills and make the class room a safe place to interact • Plan For the Next Semester – final stage assessment • Provide consistent, regular feedback, both to individuals in the class and to the group as a whole. Have a backup plan in place so that the course can go on • Be prepared to answer technical questions, even if this isn’t your area of expertise

CONCLUSION • ONLINE TEACHING NEW MODALITY TO DISTANCE EDUCATION • Benefits – promotion of shared working space and resources • Better access to information • Promotion of collaborative learning • New ways of teaching and learning • Apply the strategy of a good gardening of preparing the ground, planting the seed and nurturing the learning community.

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ICT in Education. Case of Egypt Prof. Mohammed A. Ragheb’ PhD. Introduction. The Government of Egypt has given educational reform high priority on its agenda. education is receiving about one-third of Government spending on the services sector.

863 views • 31 slides

ICT in education

ICT in education. Skills focus: Reading: Identify topic development within a paragraph Using the Internet effectively Evaluating Internet research results Writing: Reporting research findings Vocabulary focus Computer jargon Abbreviations and acronyms Discourse and stance markers

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ICT in Education. Objectives. Know the ways that ICT in used in education Understand some of the issues surrounding the use of ICT in Education Be able to describe the ways that ICT is used to enhance teaching & learning, and describe the advantages and disadvantages. CAI / CBT.

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Social Impacts of ict

Social Impacts of ict . By Jagpal Rajoo . The local community . Development of ict in the local community

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Social Impacts of ICT

Social Impacts of ICT. By Haania Amir. Change .

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ICT in Education. Social nature of knowledge.

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INTERGRATING ICT IN EDUCATION

INTERGRATING ICT IN EDUCATION. THEMES Integration, Planning and Implementation, Resource Management, Influencing Factors. . Goal Contextually relevant and innovative instructional approaches and strategies in pedagogical leadership. Learning outcomes

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SOCIAL IMPACTS OF THE USED ICT.

SOCIAL IMPACTS OF THE USED ICT. Employers check your Facebook or twitter page to look at way you talk about colleges or customer. they are looking at your privy and binness. And never give them your password out because some people can hag in to your computer and rub your money, binness.

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Social impacts of ICT

Social impacts of ICT. Digital divide. Objectives. Look at what the difference between hardware and software Look at what technology is in homes at the moment Introduce the digital divide. What is ICT?. ICT is not just your computer!

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Social Impacts of ICT . BY Kathryn Spence. Positives . Use of social net-working sites enables people to communicate on a wider and more diverse scale. For example, businesses can hole meetings when members are in other parts of the country/world, thanks to things like Skype or Go to Meeting. .

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ICT in Education. This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Social impacts of ICT. Open source . Objectives. Look at what the open source is Consider the impact of open source Consider the advantages and disadvantages. What is open source?. Open source software allows users to use the software for free and be able to change it in any way they wish.

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ICT in EDUCATION

ICT in EDUCATION. 10 KEY MESSAGES. Education Potentials Essentials Toolkit ICT. EFA Teachers Cost Technology Partnerships. UNESCO recognizes the potential of ICT to achieve EFA goals, in particular its ability to: Enable the inclusion of groups with no access to education

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Implementation of ICT in Higher Education

Implementation of ICT in Higher Education. Tom Nyvang [email protected] / [email protected]. Agenda. My background Research focus Methodology Action stages Activity theory on implementation of ICT Analysis preview Dissertation content and structure. Please Interrupt!!. My Background.

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ICT in education. http://blackboard.bi.no. Introduction to Blackboard. Blackboard at BI Log in / username and password Navigating Announcements Course Documents Control Panel. Blackboard at BI .

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Broader Impacts of LIGO in Education

Broader Impacts of LIGO in Education. "Colliding Black Holes" Credit: National Center for Supercomputing Applications (NCSA). Fred Raab, LIGO Hanford Observatory. “Brought to you by the National Science Foundation, America’s investment in the future…”.

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ICT in Education Policies

ICT in Education Policies. Looking at good practices in Europe. Presentation. EC Working Group ICT in education Criteria for selecting good policies Contributions: 58 «Good policy examples» Criteria used in contributions Problematic dimensions in integrating ICT in education Key issues.

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The Role of ICT in Education!

The Role of ICT in Education!. By RTM TECHNOLOGIES PVT LTD. ICT in Schools. Introduction It is generally agreed that ICT is a crucial resource in education. Children use computers from an early age and continue to university level.

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ICT Education in Taiwan

ICT Education in Taiwan. Lih-Shyang Chen Department of Electrical Engineering National Cheng Kung University 2007/9/21. Outline. e-Government and ICT Progress in Taiwan Overview and Functions of MOECC Visions of education in ICT era Actions for paradigm shift

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ICT in Education. Mrs. Preeti Kamra Dept. of Computer Science. What is ICT…. ?. Common and conventional ICT in education. ICT in Education.

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ICT in Education. ICT in Education. ICT has a wide variety of applications in education. ICT as an Information Source. One of the main applications of ICT in education is its use as an information source for both teachers and pupils.

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