introduction to ict in education -presentation

Introduction to ICT in education
Introduction
Globalization and technological change—processes that have accelerated in tandem over
the past fif- teen years—have created a new global economy “powered by technology, fueled
by information and driven by knowledge.”1 The emergence of this new global economy has
serious implications for the nature and purpose of educational institutions. As the half-life of
information continues to shrink and access to information continues to grow exponentially,
schools cannot remain mere venues for the transmission of a prescribed set of information
from teacher to student over a fixed period of time.
Rather, schools must promote “learning to learn,” : i.e., the acquisition of knowledge and
skills that make possible continuous learning over the lifetime.2 “The illiterate of the 21st
century,” according to futurist Alvin Toffler,“will not be those who cannot read and write, but
those who cannot learn, unlearn, and relearn.”
Concerns over educational relevance and quality coexist with the imperative of expanding
educational opportunities to those made most vulnerable by globalization—developing
countries in general; low-income groups, girls and women, and low-skilled workers in
particular. Global changes also put pressure on all groups to constantly acquire and apply
new skills. The International Labour Organization defines the requirements for education and
training in the new global economy simply as “Basic Education for All” ,“Core Work Skills for
All” and “Lifelong Learning for All Information and communication technologies (ICTs)—
which include radio and television, as well as newer digital technologies such as computers
and the Internet—have been touted as potentially powerful enabling tools for educational
change and reform. When used appropriately, different ICTs are said to help expand access
to education, strengthen the relevance of education to the increasingly digital workplace, and
raise educational quality by, among others, helping make teaching and learning into an
engaging, active process connected to real life.
However, the experience of introducing different ICTs in the classroom and other educational
settings all over the world over the past several decades suggests that the full realization of
the potential educational benefits of ICTs is not automatic. The effective integration of ICTs
into the educational system is a complex, multifaceted process that involves not just
technology—indeed, given enough initial capital, getting the technology is the easiest part!
but also curriculum and pedagogy, institutional readiness, teacher competencies, and long-
term financing, among others.
This primer is intended to help policymakers in developing countries define a framework for
the appropriate and effective use of ICTs in their educational systems by first providing a
brief overview of the potential benefits of ICT use in education and the ways by which
different ICTs have been used in education thus far. Second, it addresses the four broad
issues in the use of ICTs in education—effectiveness, cost, equity, and sustainability. The
primer concludes with a discussion of five key challenges that policymakers in developing
countries must reckon with when making decisions about the integration of ICTs in

education, namely, educational policy and planning, infrastructure, capacity building,
language and content, and financing.
What are ICTs and what types of ICTs are commonly used in
education?
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, broad-casting technologies (radio and
television), and telephony.
In recent years there has been a groundswell of interest in how computers and the Internet
can best be harnessed to improve the efficiency and effectiveness of education at all levels
and in both formal and non-formal settings. But ICTs are more than just these technologies;
older technologies such as the telephone, radio and television, although now given less
attention, have a longer and richer history as instructional tools. For instance, radio and
television have for over forty years been used for open and distance learning, although print
remains the cheapest, most accessible and therefore most dominant delivery mechanism in
both developed and developing countries. The use of computers and the
Internet is still in its infancy in developing countries, if these are used at all, due to limited
infrastructure and the attendant high costs of access.
Moreover, different technologies are typically used in combination rather than as the sole
delivery mechanism. For instance, the Kothmale Community Radio Internet uses both radio
broadcasts and computer and Internet technologies to facilitate the sharing of information
and provide educational opportunities in a rural community in Sri Lanka. The Open University
of the United Kingdom (UKOU), established in 1969 as the first educational institution in the
world wholly dedicated to open and distance learning, still relies heavily on print-based
materials supplemented by radio, television and, in recent years, online programming.
Similarly, the Indira Gandhi National Open University in India combines the use of print,
recorded audio and video, broadcast radio and television, and audioconferencing
technologies.
What is e-learning?
Although most commonly associated with higher education and corporate training, e-learning
encompasses learning at all levels, both formal and non-formal, that uses an information
network the Internet, an intranet (LAN) or extranet (WAN)—whether wholly or in part, for
course delivery, interaction and/or facilitation. Others prefer the term online learning. Web-
based learning is a subset of e-learning and refers to learning using an Internet browser
(such as Netscape or Internet Explorer).
What is blended learning?
Another term that is gaining currency is blended learning.This refers to learning models that
combine traditional classroom practice with e-learning solutions. For example, students in a
traditional class can be assigned both print-based and online materials, have online
mentoring sessions with their teacher through chat, and are subscribed to a class email list.
Or a Web-based training course can be enhanced by periodic face-to-face
instruction.“Blending” was prompted by the recognition that not all learning is best achieved
in an electronically-mediated environment, particularly one that dispenses with a live
instructor altogether. Instead, consideration must be given to the subject matter, the learning
objectives and outcomes, the characteristics of the learners, and the learning context in order
to arrive at the optimum mix of instructional and delivery methods.
What is open and distance learning?
Open and distance learning is defined by the Commonwealth of Learning as “a way of
providing learning opportunities that is characterized by the separation of teacher and learner
in time or place, or both time and place; learning that is certified in some way by an institution
or agency; the use of a variety of media, including print and electronic; two-way
communications that allow learners and tutors to interact; the possibility of occasional face-

to-face meetings; and a specialized division of labour in the production and delivery of
courses.”
What is meant by a learner-centered environment?
The National Research Council of the U.S. defines learner-centered environments as those
that “paycareful attention to the knowledge, skills, attitudes, and beliefs that learners bring
with them to the classroom.” The impetus for learner-centredness derives from a theory of
learning called constructivism, which views learning as a process in which individuals
“construct” meaning based on prior knowledge and experience. Experience enables
individuals to build mental models or schemas, which in turn provide meaning and
organization to subsequent experience. Thus knowledge is not “out there” , independent of
the learner and which the learner passively receives; rather, knowledge is created through an
active process in which the learner transforms information, constructs hypothesis, and
makes decisions using his/her mental models. A form of constructivism called social
constructivism also emphasizes the role of the teacher, parents, peers and other community
members in helping learners to master concepts that they would not be able to understand
on their own. For social constructivists, learning must be active, contextual and social. It is
best done in a group setting with the teacher as facilitator or guide.
https://wikieducator.org/images/f/ff/Eprimer-edu_ICT_in_Education.pdf
We were going throug the document and analising the aspects in our schools.

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