Information and Communication Technology in Education

1. Define ICT and it’s objectives in education.
2. Discuss the advantages and disadvantages
of ICT in Education
3. Enumerate the use of computer, internet
and multimedia as part of ICT in Education
OBJECTIVES:

COMPUTER, INTERNET and MULTIMEDIA

INFORMATION
Information refers to the knowledge obtained
from reading, investigation, study or research. The
tools to transmit information are the telephone,
television and radio. Information is knowledge and
helps us to fulfill our daily tasks.

COMMUNICATION
Communication is an act of transmitting
messages. It is a process whereby information is
exchanged between individuals using symbols, signs
or verbal interactions. Communication is important
in order to gain knowledge.

TECHNOLOGY
Technology is the use of scientific knowledge,
experience and resources to create processes
products that fulfill human needs. Technology is
vital in communication.

Information and Communication
Technologies (ICT)

It is an umbrella term that includes all technologies
for the communication of information.
ICT can be defined as the use of hardware and
software for efficient management of information.
 ICT refers to the forms of technology that are used
to transmit, store, create, share or exchange
particular task.

Information and Communication Technology
(ICT) in Education
- is the mode of education that use information
and communications technology to support,
enhance, and optimize the delivery of
information.

ICT in Education simply means Teaching and
Learning with ICT.

Worldwide research has shown that ICT can lead
to improved student learning and better teaching
methods.
It 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.

Update and Accurate
Knowledge
Contribution in
Extension & Research
Richness of learning
experiences
Professional Growth
ICT
Objectives of ICT in Education

Information and Communication Technologies (ICT)
- ICTs stand for information and communication technologies
and are defined, for the purposes of this primer, as a “diverse
set of technological tools and resources used to communicate,
and to create, disseminate, store, and manage information.”
These technologies include computers, the Internet,
broadcasting technologies (radio and television), and
telephony.

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:
1. presentation,
2. demonstration,
3. drill and practice,
4. interaction, and
5. 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.

RADIO AND TV BROADCASTING
Radio and television have been used
widely as educational tools since the 1920s
and the 1950s, respectively.

There are three general approaches to the use of radio and
TV broadcasting in education:
•direct class teaching, where broadcast programming
substitutes for teachers on a temporary basis;
•school broadcasting, where broadcast programming
provides complementary teaching and learning
resources not otherwise available; and
•general educational programming over community,
national and international stations which provide
general and informal educational opportunities.

•Teleconferencing refers to “interactive electronic
communication among people located at two or more different
places.”
•There are four types of teleconferencing based on the nature
and extent of interactivity and the sophistication of the
technology:
1) audioconferencing;
2) audio-graphic conferencing,
3) videoconferencing; and
4) Web-based conferencing.

Audioconferencing involves the live (real-time)
exchange of voice messages over a telephone
network. When low-bandwidth text and still images
such as graphs, diagrams or pictures can also be
exchanged along with voice messages, then this type
of conferencing is called audiographic. Non-moving
visuals are added using a computer keyboard or by
drawing/writing on a graphics tablet or whiteboard.

Videoconferencing allows the exchange not just of
voice and graphics but also of moving images.
Videoconferencing technology does not use telephone
lines but either a satellite link or television network
(broadcast/cable). Web-based conferencing, as the name
implies, involves the transmission of text, and graphic,
audio and visual media via the Internet; it requires the use
of a computer with a browser and communication can be
both synchronous and asynchronous.

TELECONFERENCING
Teleconferencing is used in both formal and non-
formal learning contexts to facilitate teacher-learner
and learner-learner discussions, as well as to access
experts and other resource persons remotely. In open
and distance learning, teleconferencing is a useful
tool for providing direct instruction and learner
support, minimizing learner isolation.

There are three general approaches to the
instructional use of computers and the Internet,
namely:
•Learning about computers and the Internet
•Learning with computers and the Internet,
•Learning through 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.

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
•Use of information and resources on CD-ROM or online such
as encyclopedia, interactive maps and atlases, electronic
journals and other references

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.

Impacts of ICT on Education
 It has the ability to perform impossible experiments by using
stimulations
 Some of the impossible experiments in the field of medicine,
engineering and industry can be performed easily with the help
of ICT.
 Possibility for students to have individual learning.
 Man power problem and human problems can be avoided by
conducting online examinations.
 The curriculum, information about text books, reference
books and references are available using ICT.

Real Experiences
Multi sensory Learning
Edutainment
Self Learning
Objectivity
Advantages of Use of ICT

Positive Impact of ICT on Education
 Ensures life long learning.
Life long learning can be ensured by E-learning or E-
Education.
 Also enables distance learning.
A teacher teaching his students through the use of ICT even
though geographically dispersed.
 We can access teaching materials and experts from all over
the world.
We can consult to many experts by video conferencing.

Limitations of Use of ICT
Dependency
Less preparation
Over Use
Senseless Use
Negligence of basic skills

Negative Impact of ICT on Education
• There are large costs involved.(Expensive)
• Students, and sometimes teachers, can get
engaged in the technology aspect rather than
subject content.
• A child’s imagination power decreases i.e. the
ability to imagine vanishes.

To summarize, enabling ICT in education, and making
use of technology in education creates an easy-to-manage
learning environment where the delivery of information is
so much smoother and the learning easier.
Also, ICT is definitely the path to take for institutions,
especially in countries like ours, as our growth is directly
aligned with technology and the field of education is no
exception. And assuring higher quality education for its
students will define whether the institution should move
forward or perish.

• https://stories.linways.in/ict-enabled-education-d190bcc91bf0
• https://en.unesco.org/themes/ict-education
• https://www.researchgate.net/publication/325087961_
Information_Communication_Technology_in_Educat
ion
REFERENCES
• https://learningportal.iiep.unesco.org/en/issue-
briefs/improve-learning/curriculum-and-
materials/information-and-communication-
technology-ict
• http://www.itc-international.eu/erasmusplus/ict-in-education

Information and Communication Technology in Education

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