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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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Introduction to Information & Communication Technology (ICT)

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Information Technology Presentation Topics (Updated)

Below is the list of information technology presentation topics. This updated list of IT-related presentation topics covers general, latest and best trends. Students & researchers can use these IT topics for PowerPoint (PPT) presentations, Webinars, Seminars, Conferences, Oral Speeches, Oral presentations, Individual or Group presentations. These ideas will definitely help students of MBA, MCA, BE, ME, BCA, & other IT courses to make a stunning presentation.

Latest Information Technology Topics For Presentation

Cloud Computing

Table of Contents

Artificial Intelligence

Data Privacy

Adding Intelligence to the Internet

Bio-inspired Networking

Sixth Sense Technology: New Reality

Finger Tracking In Real-Time Human-Computer Interaction

Fiber Distributed Data Interface

Virtualization

Cyberphysical Systems

Internet of Things (IoT)

Visualization Research

IT Governance

Cyberterrorism

3D Password

5G Technology: Hope Vs. Hype

Alphabetical List of IT Presentation Topics

Artificial Neural Network (ANN)

An Identity Based Eco-System

Free Space Laser Communications

Cellular Through Remote Control Switch

Breaking the Memory Wall in MonetDB

Buffer overflow attack : A potential problem and its Implications

Biometrics in SECURE e-transaction

10 Gigabit Ethernet

3D Internet

3D password

3D Printing

3D Television

4G Broadband

4G Technology: 4G Wireless Systems

5 Pen PC Technology

64-Bit Computing

AC Performance Of Nanoelectronics

Access gateways

Airborne Internet

Ambient Intelligence

Ambiophonics

Android: Future of Computing

Anonymous Communication

Asynchronous Chips

Attentionomics

Autonomic Computing

Barcode Technology

Biometric Voting System

Bio-Molecular Computing

BlackBerry Technology

Blu Ray Disc

Bluejacking

Brain Chips

Brain Fingerprinting

Broadband Over Power Line

Cable Modems

Capacitive And Resistive Touch Systems

Cellular Communications

Cellular Neural Network

Chameleon Chip

Cisco IOS Firewall

Cluster Computing

Code Division Duplexing

Combating Link Spam

Compact peripheral component interconnect

Computational Visual Attention Systems

Compute Unified Device Architecture CUDA

Conditional Access System

Content Curation and Aggregation

Content Marketing

corDECT Wireless in Local Loop System

Crusoe Processor

Cybernetic Organism

Data Compression Techniques

CyberTerrorism : New Challenge

Data Leakage Detection

Data Recovery

Data Security

Data Warehousing

Delay Tolerant Networking

Design and Analysis of Algoritms

Desktop Virtualization

Developer Integration

Development of the Intenet

Diamond Chip

Digital Audio Broadcasting

DNA Based Computing

Digital curation

Digital Jewelry

Digital Subscriber Line

Digital Watermarking

Driving Optical Network Evolution

Dual Core Processor

Dynamic Cache Management Technique

Dynamic Data Grid Replication Strategy

Dynamic Domain Name Service

Dynamic Languages

Dynamic Memory Allocation

Dynamic Synchronous Transfer Mode

Dynamic Virtual Private Network

Dynamically Reconfigurability Computing

Ethical Hacking

E Cash Payment Systems

Earth Simulator

E-Cash Payment System

Elastic Quotas

Electronic Banking

Enhancing LAN Using Cryptography and Other Modules

Enterprise social collaboration

Ethernet Passive Optical Network

Extended Mark Up Language

Extreme Programming (XP)

Eye Movement-Based Human Computer Interaction Techniques

Facebook Thrift

Fiber Channel

Fingerprints Technology

Fluorescent Multi-layer Disc

Free Space Optics

Gaming Consoles

Generic Access Network

Generic Framing Procedure

Generic Visual Perception Processor GVPP

Genetic Algorithms

Global Wireless E-Voting

Green Computing

Google Chrome OS

Google Glass Project

Google Strikes Back

Graph Separators

Graphical Password Authentication

Green Cloud

GSM 900 Mobile Jamme

Handheld Computers

High Altitude Aeronautical Platforms

High Performance DSP Architectures

Holographic Data Storage

Human Computer Interface

Holographic Memory

Hyper-Threading technology

Image Identification System

I-Cloud by Apple

In Vehicle Networking

Incognito mode

Infinite Dimensional Vector Space

Instant Messaging

Integer Fast Fourier Transform

Integrated Voice and Data

Intel Centrino Mobile Technology

Keyboard without Keys and Board

Ipv6 – The Next Generation Protocol

In-Vehicle Networking

Intel Core I7 Processor

Intelligent Software Agents

Intelligent Speed Adaptation

Internet Access via Cable TV Network

Internet of Things

Internet Telephony Policy in INDIA

The world of Internet Protocols

Intrusion Tolerance

Intrution Detection System

Intrution Detection Systems

Inverse Multiplexing

IP spoofing

IP Telephony

IPv6 Protocol

Iris Scanning

Java Database Connectivity

JOOMLA and CMS

Laptop Computer

Large Cloud Services

Layer 3 Switching

Light emitting polymers

Location Dependent Query Processing

Low Power UART Design for Serial Data Communication

Media Fragmentation

Migration From GSM Network To GPRS

Mobile Security

Mind Reading Computer

Mind-Reading Computer

MiniDisc system

Mobile Computing

Mobile Phone Cloning

Mobile Virtual Reality Service

Mobile WiMax

Mobile WiMAX

Modems and ISDN

Modular Computing

Money Pad, The Future Wallet

MPEG Video Compression

Multi Touch Technology

Multiterabit Networks

Nano Cars Into The Robotics

Nanorobotics

Network Security Firewalls

NVIDIA Tesla Personal Supercomputer

Network Traffic Analyzer

Neural Interfacing

Neural Networks And Their Applications

Nokia Morph

No-Touch Interfaces

Online Analytical Processing (OLAP)

Online Video Streaming

Open-source

Operating Systems

Optical Computer

Optical Fibre Cable

Optical Free Space Communication

Optical packet switch architectures

Optical Packet Switching Network

Optical Satellite Communication

Optical Switching

Orthogonal Frequency Division Multiplexing

Ovonic Unified Memory

Plagiarism Detection Techniques

Packet Sniffers

Palm Vein Technology

Parallel Computing In India

Parallel Databases

Param 10000

Personal Cloud Services

personal clouds accelerate

Phishing Technology

Pill Camera

Pivot Vector Space Approach in Audio-Video Mixing

Planar Separators

Plastic Memory

Platform Architectures

PON Topologies

Quantum Computing

Project Oxygen

Protein Memory

Public Key Infrastructure

Quantum Cryptography

QoS in Cellular Networks Based on MPT

Quadrics Interconnection Network

Quantum Information Technology

Real-Time Systems and Real-Time Operating Systems

Radio Frequency Light Sources

Radio Network Controller

RAIN technology

Rapid Prototyping

Real-Time Content

Refactoring

Resilient Packet Ring Technology

Robotic Surgery

Rover Technology

Satellite Radio

Seam Carving for Media Retargeting

Search by Image

Search Leads To Sales

Secure ATM by Image Processing

Security Features of ATM

Self Defending Networks

Self Organizing Maps

Self-Managing Computing

Semantic Digital Library

Sense-Response Applications

Sensors on 3D Digitization

Setting up a LAN using Linux

Short Message Service (SMS)

Significance of real-time transport Protocol in VOIP

Silent Sound Technology

Sixth Sense Technology

Social Networks That Are IT Policy Friendly

Skinput Technology

Smart Cards

Smart Fabrics

Smart Note Taker

Smart Pixel Arrays

Smart Quill

Sniffer for detecting lost mobiles

Social Literacy Skills

Social Media Privacy

Social Media Schizophrenia

Social Platforms

Socket Programming

Soft Computing

Software Reuse

Space Communications Protocol

Space Mouse

Speech Application Language Tags

Speed Detection of moving vehicle using speed cameras

Synchronous Optical Networking

Storage Area Networks

Store Management System

Structured Cabling

Surface Computer

Survivable Networks Systems

Swarm intelligence & traffic Safety

Synthetic Aperture Radar System

TCPA / Palladium

Tele Immersion

Tele-immersion

Tempest and Echelon

Terrestrial Trunked Radio

Text Mining

The integration Technology

Tsunami Warning System

The Mobile Revolution

Third Generation

Thought Leadership

Tool Command Language

Touch Screens

Transmedia Storytelling

Ubiquitous Networking

Ubiquitous Social Computing

Unicode And Multilingual Computing

Unified Modeling Language (UML)

Unlicensed Mobile Access

Viruses, vulnerabilities and security holes

Virtual Instrumentation

Virtual keyboard

Virtual LAN Technology

Virtual MArketing

Virtual Private Network

Virtual Reality

Visible Light Communication

Voice morphing

Voice Over Internet Protocol

Voice Portals

Voice Quality

Wearable Bio-Sensors

Wearable Technology

Why did Microsoft Surface fail?

Windows DNA

Evolution & Journey of MS Windows

Wireless Application Protocol

Wireless Fidelity

Wireless Internet

Wireless Networked Digital Devices

Zero-Knowledge Protocols and Proof Systems

Wireless Technology

Wireless USB

Wireless Video Service in CDMA Systems

Wolfram Alpha

Word Sense Disambiguation

Workplace Monitoring

X- Internet

XML Encryption

Yii Framework

Zettabyte FileSystem

ZigBee Technolgy

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Unit 1-Introduction to ICT

Mar 24, 2019

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Unit 1-Introduction to ICT. Unit 1-Introduction to ICT. Table of Contents What Is Information and Communication Technology? ICT and the Environment Ergonomics. What Is Information and Communication Technology?. What Is Information and Communication Technology (ICT)?. Information

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Unit 1-Introduction to ICT Table of Contents What Is Information and Communication Technology? ICT and the Environment Ergonomics

What Is Information and Communication Technology?

What Is Information and Communication Technology (ICT)? • Information • Communication • Technology • A good way to think about ICT is to think about all the ways digital technology is used to help individuals, businesses and organizations use information. • ICT includes any product that will process information electronically • ICT will store, retrieve, manipulate, transmit or receive information electronically. 

What Is Information and Communication Technology? • What do you think is an example of ICT? • Anything that help you access, use, and share information is ICT: • from computer, digital television, email, robots or household devices, such as electronic calendars, clocks, timers, to cell phones and PDAs.

What Is Information and Communication Technology? • Discussion: • With the person beside you: • Identify five examples of ICT in your home. • Identify five examples of ICT in your school. • Where would we be without technology? • Video: ICT: Getting Connected to Sustainability • http://www.youtube.com/watch?v=Yzk1CCLqFvQ&feature=related

What Is Information and Communication Technology? • How has advances in ICT affected our relationship with people? • ICT has even affected relationships among people by allowing them to communicate in new and different ways. • How do you communicate with your friends? • How do people communicate in work world? • Whether it is through voice mail, text messaging, instant messaging, or e-mail, people rely on ICT to keep contact. • Video:Communication and ICT Video • http://www.youtube.com/watch?v=P0M2pvYD7Co

What Is Information and Communication Technology? • Video: • ICT - Benefits of using ICT http://www.youtube.com/watch?v=kE0NT2-91eU&feature=related • Digital Nation: Frontline Video • http://www.pbs.org/wgbh/pages/frontline/digitalnation/view/

ICT and the Environment

ICT and the Environment • Discussion: • What effects do your electronic activities have on the environment?

ICT and the Environment • To find out more information on this topic, lets read the PDF article in the 0836-STU Folder: • “ICT and The Environment” • Read only the first page • Discussion: • The three categories of environmental impact are raw materials used to make the ICT device, energy use, and waste. • When you bought your ICT device, did any of these categories have an impact on which device you bought?

ICT and the Environment-Disposal Lets get more into the third category, waste. Computer hardware disposed of at landfills has serious implications on the environment. We export enough e-waste each year to fill 5126 shipping containers (40 ft x 8.5 ft). If you stacked them up, they’d reach 8 miles high – higher than Mt Everest, or commercial flights. • But what really happens to your old computer or broken printer or fried cell phone?

ICT and the Environment-Disposal Digital Dumping: Disposal of Obsolete Equipment Shipped to developing countries: Salvage, then Landfill tons of these and other electronic items are loaded onto barges and shipped off to developing countries, where the recycling processes are so substandard (low) that they actually contribute to air and water pollution. Whatever isn’t salvageable (reusable) ends up in their landfills.

ICT and the Environment-Disposal Digital Dumping: Disposal of Obsolete Equipment continued… Try to “bridge the digital divide”, then Landfill North American recyclers say it’s not cost efficient to fix broken items, so they often donate these goods to developing nations to help “bridge the digital divide.” Many countries, though, report that up to 75% of this equipment is not usable, nor do they have the technology to repair or recycle it properly.

ICT and the Environment-Disposal • Read the following article: • “What happens to old computers?” • http://computer.howstuffworks.com/discarded-old-computer.htm • Answer the following questions: • What is a growing number of advocacy groups doing? • Define e-waste. • Why shouldn’t old computer go to the landfill? • What problems do the hazardous chemicals and toxic substances in the computers cause to humans? • How should old computers be recycled? • In reality how are they recycled? • What is one of the main reasons that e-waste is transported? • Name two ways that e-waste is dismantled.

ICT and the Environment-Disposal • Now lets see some proof of this... • Read the following article: • “Tossing your computer? Read this first” • http://www.cbc.ca/marketplace/pre-2007/files/environ/hitech_trash/index.html • Answer the following questions: • What happens to computers when they reach the end of their useful lives? • What did Jim Puckett find when he shot his video in China? • What were the consequences of the tech debris (e-waste)? • According to Jim Puckett, Canada shouldn’t be shipping e-waste to China for what reason? • Explain this treaty.

ICT and the Environment-Disposal • Video • Ghana: Digital Dumping Ground • http://www.youtube.com/watch?v=OkpBcFDjk7Y&feature=related • Video • The Wasteland • http://www.cbsnews.com/video/watch/?id=5274959n

ICT and the Environment-Disposal What are the disposal policies in Canada? What environmental policies do computer manufacturers have?

ICT and the Environment-Disposal • Read the following summary: • “Disposal policies in Canada” • http://www.cbc.ca/marketplace/pre-2007/files/environ/hitech_trash/disposal.html • Discussion: • Based on this information, what changes would you make to policies for computer disposal in these cities?

ICT and the Environment-Disposal • Check out the environmental policies of at least two computer manufacturers, such asApple, IBM, MDG Computers, and Dell. • In pairs, compare their environmental policies with respect to manufacturing and recycling computer hardware. Which computer manufacturer has a better environmental policy? Explain why.

ICT and the Environment-Solution • What do we do with our old electronic equipment? • Most charitable groups won’t take it – it’s too old. • The city dump won’t take it –your old machine is full of toxic substances. • You don’t want it sitting in the closet for eternity.

ICT and the Environment-Solution • Video: • The Story of Electronics • The Story of Electronics explores the high-tech revolution's collateral damage—25 million tons of e-waste and counting, poisoned workers and a public left holding the bill. Host Annie Leonard takes viewers from the mines and factories where our gadgets begin to the horrific backyard recycling shops in China where many end up. The film concludes with a call for a green 'race to the top' where designers compete to make long-lasting, toxic-free products that are fully and easily recyclable. • http://www.storyofstuff.org/movies-all/story-of-electronics/

ICT and the Environment-Solution • The Story of Electronics Continued •  Answer the following questions: • What is the main issue that the video presented? • What does “Designed for the dump” mean? • List 1 solution for the manufacturer and 1 solution for the individual.

ICT and the Environment-Solution • The Story of Electronics Continued • Answers: • What does “Designed for the dump” mean? • Designed for the dump: means making stuff to be thrown away quickly. • Today's electronics are hard to upgrade, easy to break, and impractical to repair. • This is a key strategy of the companies that make our electronics. • a key part of our whole unsustainable materials economy.

ICT and the Environment-Solution • Manufacturers Solution • Extended Producer Responsibility (EPR), (also called "Producer Takeback,“) • is a product and waste management system in which manufacturers – not the consumer or government – take responsibility for the environmentally safe management of their product when it is no longer useful or discarded.

ICT and the Environment-Solution • Manufacturers Solution continued... • When manufacturers take responsibility for the recycling of their own products, they no longer pass the cost of disposal of these toxic products to the government or the tax payers. • Also, they will have a financial incentive to: • Use environmentally safer materials in the production process • Design the product to be more easily recycled • Create safer recycling systems • Keep waste costs down

ICT and the Environment-Solution • Which companies are making progress? • Many companies are moving in the right direction. • For example, some companies have removed specific toxics from their products, like PVC and flame-retardants. • These are great steps, but they're still too small to really turn things around. Electronics need to be - and can be - made much more safe and more durable. • A toxics free computer that only lasts a year isn't good enough.

ICT and the Environment-Solution • Some companies are doing a good job in taking back and recycling their old products. • Check out Electronics TakeBack Coalition (ETBC) Electronics Recycling Scorecard to find out who's leading the way to greener electronics and who's playing catch up. • http://www.electronicstakeback.com/hold-manufacturers-accountable/recycling-report-card/

ICT and the Environment-Solution • Individual Solutions: • What can I do? • How can I be sure my old stuff isn’t getting exported? • Send a message to electronics companies • Let's turn this toxic mess around! You can send a strong message to electronics companies today, demanding that they "make 'em safe, make 'em last, and take 'em back." • http://www.electronicstakeback.com/home/

ICT and the Environment-Solution • What can I do? Continued... • Donate for reuse • If your product can be reused, donate it to a reputable reuse organization, that won't export it unless it's fully functional. • Some good organizations include • Electronic Recycling Association www.era.ca • Rechargeable Battery Recycling Corporation www.call2recycle.org • Salvation Army www.tstores.ca

ICT and the Environment-Solution • “What can I do?” continued... • Find an e-Steward. If your product is too old or too broken to donate, recycle it. But many recyclers simply export your old products, dumping them on developing nations. • So your best option is to use a recycler who is part of the “e-Steward” network; they don’t export to developing nations, and they follow other high standards. • e-Stewards http://e-stewards.org/ • City of Toronto http://www.toronto.ca/target70/electronics.htm • “We Want It” • http://www.youtube.com/watch?v=91OXkMkesBc • Electronic Recycling Association www.era.ca • Rechargeable Battery Recycling Corporation www.call2recycle.org

ICT and the Environment-Solution • “What can I do?” continued... • Manufacturer takeback programs. • If there is no e-Steward near you, then use the manufacturer’s takeback program. Many have voluntary takeback programs where they will recycle your old products for free. Some offer trade-in value for your products. • Discussion: • What did you find when you compared the environmental policies of computer manufactures with respect to manufacturing and recycling computer hardware?

ICT and the Environment-Solution • “What can I do?” continued... • Discussion: • According to the Marketplace article, in 2002 the Canadian computer industry wanted to add a $25 fee to the cost of computers to cover recycling. Now that this fee has been added, in your opinion, do you think the problem of e-waste has been resolved?

ICT and the Environment-Solution • “What can I do?” continued... • Freecycling Article • Freecycling is a new alternative to bringing your unwanted stuff to a landfill by trading things through a network of people online. • For example, if you have something you no longer want, you would post it on the freecycling website. Someone who wants that item would then contact you and arrange to get it. • How do you think this concept can be applied to computer waste in your community? • http://www.emagazine.com/archive/2297 • http://www.freecycle.org/

ICT and the Environment-Solution • What can I do?” continued... • More solutions: “Earth Week: Green computing solutions” • Website shows some of the best software, web sites, blogs, extensions, widgets and doo-dads that help you to understand and potentially lessen your environmental footprint. • http://www.butterscotch.com/tutorial/Earth-Week-Green-Computing-Solutions

Check Your Understanding What are the main reasons there is so much e-waste in our society? What should computer manufacturers do to reduce waste? What should consumers do with their old electronic equipment? List and describe two possible solutions for e-waste. How can you be sure your old electronic equipment isn’t getting exported? When you purchase your next computer, how will you decide which one is the most environmentally friendly?

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