Group 1
Rahman
Muhammad idris
Ridwan
Ismaini
ICT
AND EDUCATION
Introduction
to ICT
ICTs
stand for information and communication technologies and are defined, for the
purposes, 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.
The
Effectiveness of ICTs in Education
ICTs
are a potentially powerful tool for extending educational opportunities, both
formal and non-formal, to previously underserved constituencies—scattered and
rural populations, groups traditionally excluded from education due to cultural
or social reasons such as ethnic minorities, girls and women, persons with
disabilities, and the elderly, as well as all others who for reasons of cost or
because of time constraints are unable to enroll on campus.
a.
Anytime, anywhere. One defining feature of ICTs is their ability
to transcend time and space. ICTs make possible asynchronous learning, or learning
characterized by a time lag between the delivery of instruction and its
reception by learners. Online course materials, for example, may be accessed 24
hours a day, 7 days a week. ICT-based educational delivery (e.g., educational
programming broadcast over radio or television) also dispenses with the need
for all learners and the instructor to be in one physical location.
Additionally, certain types of ICTs, such as teleconferencing technologies,
enable instruction to be received simultaneously by multiple, geographically
dispersed learners (i.e., synchronous learning).
b.
Access to remote learning
resources. Teachers and learners no
longer have to rely solely on printed books and other materials in physical
media housed in libraries (and available in limited quantities) for their
educational needs. With the Internet and the World Wide Web, a wealth of
learning materials in almost every subject and in a variety of media can now be
accessed from anywhere at anytime of the day and by an unlimited number of
people. This is particularly significant for many schools in developing
countries, and even some in developed countries, that have limited and outdated
library resources. ICTs also facilitate access to resource persons, mentors,
experts, researchers, professionals, business leaders, and peers—all over the
world.
c.
ICTs help prepare individuals for the
workplace.
One of the most
commonly cited reasons for using ICTs in the classroom has been to better
prepare the current generation of students for a workplace where ICTs,
particularly computers, the Internet and related technologies, are becoming
more and more ubiquitous. Technological literacy, or the ability to use ICTs
effectively and efficiently, is thus seen as representing a competitive edge in
an increasingly globalizing job market.
Benefits
of ICT in Education
Here are some of
the benefits which ICT brings to education according to recent research
findings.
General benefits
a.
Greater
efficiency throughout the school.
b.
Communication
channels are increased through email, discussion groups and chat rooms
c.
Regular
use of ICT across different curriculum subjects can have a beneficial
motivational influence on students’ learning.
Benefits for
teachers
a.
ICT
facilitates sharing of resources, expertise and advice
b.
Greater
flexibility in when and where tasks are carried out
c.
Gains
in ICT literacy skills, confidence and enthusiasm.
d.
Easier
planning and preparation of lessons and designing materials
e.
Access
to up-to-date pupil and school data, any time and anywhere.
f.
Enhancement
of professional image projected to colleagues.
g.
Students
are generally more ‘on task’ and express more positive feelings when they use
computers than when they are given other tasks to do.
h.
Computer
use during lessons motivated students to continue using learning outside school
hours.
Benefits for
students
a.
Higher
quality lessons through greater collaboration between teachers in planning and
preparing resources .
b.
More
focused teaching, tailored to students’ strengths and weaknesses, through
better analysis of attainment data
c.
Improved
pastoral care and behaviour management through better tracking of students
d.
Gains
in understanding and analytical skills, including improvements in reading
e.
Comprehension.
f.
Development
of writing skills (including spelling, grammar, punctuation, editing and
re-drafting), also fluency, originality and elaboration.
g.
Encouragement
of independent and active learning, and self-responsibility for learning.
h.
Flexibility
of ‘anytime, anywhere’ access (Jacobsen and Kremer, 2000)
i.
Development
of higher level learning styles.
j.
Students
who used educational technology in school felt more successful in school, were
more motivated to learn and have increased self-confidence and self-esteem
k.
Students
found learning in a technology-enhanced setting more stimulating and
student-centred than in a traditional classroom
l.
Broadband
technology supports the reliable and uninterrupted downloading of web-hosted
educational multimedia resources
m.
Opportunities
to address their work to an external audience
n.
Opportunities
to collaborate on assignments with people outside or inside school
Benefits for
parents
a.
Easier
communication with teachers
b.
Higher
quality student reports – more legible, more detailed, better presented
c.
Greater
access to more accurate attendance and attainment information
d.
Increased
involvement in education for parents and, in some cases, improved self-esteem
e.
Increased
knowledge of children’s learning and capabilities, owing to increase in
learning activity being situated in the home
f.
Parents
are more likely to be engaged in the school community
g.
You
will see that ICT can have a positive impact across a very wide range of
aspects of school life.
The
use of ICTs help improve the quality of education
ICTs
can enhance the quality of education in several ways: by increasing learner
motivation and engagement by facilitating the acquisition of basic skills, and
by enhancing teacher training. ICTs are also transformational tools which, when
used appropriately, can promote the shift to a learner-centered environment.
Motivating
to learn. ICTs such as videos, television and multimedia computer software that
combine text, sound, and colorful, moving images can be used to provide
challenging and authentic content that will engage the student in the learning
process. Interactive radio likewise makes use of sound effects, songs,
dramatizations, comic skits, and other performance conventions to compel the
students to listen and become involved in the lessons being delivered. More so
than any other type of ICT, networked computers with Internet connectivity can
increase learner motivation as it combines the media richness and interactivity
of other ICTs with the opportunity to connect with real people and to
participate in real world events.
Facilitating
the acquisition of basic skills. The transmission of basic skills and concepts
that are the foundation of higher order thinking skills and creativity can be
facilitated by ICTs through drill and practice. Educational television programs
such as Sesame Street use repetition and reinforcement to teach the alphabet,
numbers, colors, shapes and other basic concepts. Most of the early uses of
computers were for computer-based learning (also called computer-assisted
instruction) that focused on mastery of skills and content through repetition
and reinforcement.
Enhancing
teacher training. ICTs have also been used to improve access to and the quality
of teacher training. For example, At Indira Gandhi National Open University,
satellite-based one-way video- and two-way audio-conferencing was held in 1996,
supplemented by print-materials and recorded video, to train 910 primaryschool
teachers and facilitators from 20 district training institutes in Karnataka
State. The teachers interacted with remote lecturers by telephone and fax
Examples
of ICT-based activities
What kind of classroom
activities are suited to the use of ICT? The following is a brief guide to some
of the most common uses of ICT in teaching and learning.
Finding
out
Students
can use ICT to find out information and to gain new knowledge in several ways.
They may find information on the Internet or by using an ICT-based encyclopedia
such as Microsoft Encarta. They may find information by extracting it from a
document prepared by the teacher and made available to them via ICT, such as
document created using Microsoft Word or a Microsoft PowerPoint slideshow. They
may find out information by communicating with people elsewhere using email,
such as students in a different school or even in a different country.
Processing
knowledge
Students
can use ICT as part of a creative process where they have to consider more
carefully the information which they have about a given subject. They may need
to carry out calculations (eg. by using Microsoft Excel), or to check grammar
and spelling in a piece of writing (perhaps using Microsoft Word), or they may
need to re-sequence a series of events (for example by re-ordering a series of
Microsoft PowerPoint slides).
Sharing
knowledge
Students
can use ICT to present their work in a highly professional format. They can
create documents and slideshows to demonstrate what they have learned, and then
share this with other students, with their teacher, and even via email with
people all around the world.
Computers
and the Internet use for teaching and learning
There
are three general approaches to the instructional use of computers and the
Internet, namely:
a.
Learning about computers and the
Internet, in which technological literacy is the end goal;
b.
Learning with computers and the
Internet, in which the technology facilitates learning across the curriculum;
and
c. Learning
through computers and the Internet, integrating technological skills
development with curriculum applications.
Learn
about computers and the Internet
Learning
about computers and the Internet focuses on developing technological literacy.
It typically includes:
a.
Fundamentals: basic terms, concepts and
operations
b.
Use of the keyboard and mouse
c.
Use of productivity tools such as word
processing, spreadsheets, data base and graphics programs
d.
Use of research and collaboration tools
such as search engines and email
e.
Basic skills in using programming and
authoring applications such as Logo or HyperStudio
f. Developing
an awareness of the social impact of technological change.
Learning
with 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:
a.
Presentation, demonstration, and the
manipulation of data using productivity tools
b.
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
c. Use
of information and resources on CD-ROM or online such as encyclopedia,
interactive mapsand atlases, electronic journals and other references.
Technological
literacy is required for learning with technologies to be possible, implying a
two-step process in which students learn about the technologies before they can
actually use them to learn.
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.
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 programme’s reach and
quality.
Disadvantages
of ICT
One of the major barriers for
the cause of ICT not reaching its full potential in the foundation stage is
teacher’s attitude. According to Hara (2004), within the early years education
attitudes towards ICT can vary considerably. Some see it as a potential tool to
aid learning whereas others seem to disagree with the use of technology in
early year settings. Blatchford and Whitebread (2003:16), suggests that the use
of ICT in the foundation stage is “unhealthy and hinders learning”. Other early
years educators who are opposed to offering ICT experiences within the
educational settings take a less extreme view than this and suggest that ICT is
fine, but there are other more vital experiences that young children will
benefit from, (Blatchford and Whitebread, 2003). In theory some people may have
the opinion that the teachers who had not experienced ICT throughout their
learning tend to have a negative attitude towards it, as they may lack the
training in that area of the curriculum.
Another important drawback to
using ICT in schools is the fact that computers are expensive. According to the
IT learning exchange (2001), in most schools ICT will be the single largest
curriculum budget cost. This may be seen as a good thing but on the other hand
there will be little money left over for other significant costs.
References:
Anonim. 2018. ICT in Education. Retrived
from: https://en.unesco.org/themes/ict-education.
Accessed on June 30, 2018
Anonim. 2018. What are ICTs and what types
of ICTs are commonly used in education. Retrived from: https://en.wikibooks.org/wiki/ICT_in_Education/Definition_of_Terms.
Accessed on June 30, 2018
Anonim. 2018. ICT
and Education. Retrived from: http://ict-adv-disadv.blogspot.com/. Accessed on June 30, 2018
Reetika
Bosefeature, 2018, Effectiveness of ICT
In Education. https://www.franchiseindia.com/education/Effectiveness-of-ICT-in-Education.10155,
Accessed on June 30, 2018
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