Ppt ict

ICT in education

1. ICT in EDUCATION

2. IN F ORM A TION AND COMMUNICATION TECHNOLOGY IN EDUCATION

3. What is ICT? Information and Communication Technology can be defined as the use of hardware and software for efficient management of information. It refers to the forms of technology that are used to transmit, store, create, share, or exchange particular task. It plays an important role in the way we communicate, learn, and live. Worldwide research has shown that ICT can lead to an improved student learning and better teaching methods. A report made by the National Institute of Multimedia Education in Japan, 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.

4. Concept of ICT Information technology (IT) that can help in coping with the inf ormation explosion. Information technology (IT) is the acquisition, processing, storage and dissemination of vocal, pictorial, textual and numerical information by a micro-electronics - based combination of computing and telecommunication. Anything that renders data, information or perceived knowledge in any visual format whatsoever, via any multimedia distribution mechanism, is considered part of the domains space known as Information Technology Communication technology is the activity of designing and constructing and maintaining communication systems.

5. What does ICT in Education mean? ICT in education means TEACHING and LEARNING through ICT. Education policymakers and planners must first of all be clear about what educational outcomes are being targeted. These broad goals should guide the choice of technologies to be used and their modalities of use. 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: presentation, demonstration, drill and practice, interaction, and 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.

6. ICT in Education… UNESCO considers that ICTs can contribute to universal access to education equity in education the delivery of quality learning and teaching teachers’ professional development improve education management, governance and administration provided the right mix of policies, technologies and capacities are in place. UNESCO takes a comprehensive approach to ICTs in education. It is through the Organization’s Inter-sectoral Platform that it focuses on the joint work of: Communication and Information Education and Science Sectors– where the issues of access, inclusion, equity, and quality in education can be addressed.

7. ICT in Education… UNESCO - its country and regional offices as well as institutes ––in collaboration with its partners, develop resources that can help countries elaborate effective ICTs in education policies, strategies and activities. This includes ensuring that strategies meet the challenges caused by the digital divide and the most disadvantaged populations. Its program includes: Capacity building and policy advice for the use of technologies in education, particularly in emerging domains such as mobile learning Ensuring that teachers have the skills necessary to use ICTs in all aspects of their professional practice through tools such as the ICT Competency Framework for Teachers (ICT CFT) Supporting the use and development of multilingual educational resources and software which are available for use and re-use as a result of open licenses (open educational resources – OER; free and open source software – FOSS)

8. ICT in Education… Promoting ICTs for inclusive education, including for persons with disabilities and gender equality Collecting statistics and developing indicators on the use of ICTs in education Providing policy support to ensure that the potential of ICTs are harnessed effectively throughout the education system The UNESCO Institute for Information Technologies in Education (IITE), based in Moscow, specializes in information exchange, research and training on the integration of ICTs in education. UNESCO’s Bangkok office is notably involved in ICTs for Education in Asia and the Pacific. UNESCO works with the educational community worldwide – Ministries of Education, specialized institutions, teachers, and of course learners - to effectively leverage the potential of ICTs in order to benefit quality teaching and learning.

9. Importance of ICT

10. Characteristics of Information Technology Acquisition, Storage, manipulation, management, transmission or reception of data or information. Real time access to information. Easy availability of updated data. Connecting Geographically dispersed regions. Wider range of communication media.

11. Unique Characteristics of ICT ICT is pervasive and cross-cutting From personal use to business and Govt. Can be tailored to meet personal, local, diverse needs. ICT creates networks Those connected benefit from the network The Network externalities increases as it grows ICT is global Transcends cultural and linguistic barriers Allows local communities to be part of the global network

12. Characteristics cont ’ ICT disseminates information and knowledge Separates content from its physical location Makes knowledge available to remote communities ICT allows for zero or declining marginal costs Replication of content is free Distribution of marginal cost is near zero ICT reduces transaction costs ICT enhances efficiency Has power to store, retrieve, sorts, filter and distribute information Makes processes and transactions leaner and more effective ICT reduces the need for intermediaries Links consumers directly to producers Allows users to acquire products and services directly

13. ICT for Education Applications of ICT Distance Education Affordability and geography have been barriers to access ICT has enhanced the quality of distance education Six largest Distance Learning Universities are located in developing countries: Turkey, Indonesia, China, India, Thailand and Korea Distance Education facilitated by ICT has mainly been applied to tertiary education ICT has enabled cross-border education

14. Applications cont’ Scientific Research Development of networks over the internet empowers indigenous research & development (R&D) in developing countries Existence of virtual research groups allows databases and information to be shared ICT enhances North-South and South-South collaborations

15. Applications cont’ Technical and vocational training ICT is being employed to train workers in many functional areas e.g Health care,IT services, teachers Education Administration Enhances day-to-day management of institutions Timetabling Student admission &Tracking Financial Management Medical services Procurement & store management Data distribution & management

16. Uses in Education To broadcast material, online facility or CD-ROM can be used as sources of information in different subjects To facilitate communication for pupils with special needs To use electronic toys to develop spatial awareness and psycho-motor control To use the Online resource like, email, Chat, discussion forum to support collaborative writing and sharing of information To facilitate video-conferencing or other form of Tele conferencing to involve wide range of students from distant Geographic areas For Blended learning by combining conventional classroom learning with E-leaming learning systems To process administrative and assessment data To exchange and share ideas -among teachers for the professional growth To carry out internet-based research to enhance , educational process

17. Uses and Advantages Students Teachers Guidance and Counseling personnel Educational Planners Research Workers Desirable changes and resolution – Formal and Non-formal Education and Instruction

18. H o w h a v e c o m pu t e r s and the I n t erne t been u sed f or teaching and learning? The r e a r e th r ee g en e r al app r oac h es t o the in s tr u ctional us e of computers and the Internet, namely: Learn i n g about c o mpu t e r s a n d t h e I n t ern e t, i n which t ec h no l ogi c al literacy is the end goal; Learn i n g with c o mp u t e r s a n d th e I n t ern e t, i n w h i c h t h e t echnology facilitates learning across the curriculum; and Learning through computers and the Internet, integrating technological skills development with curriculum applications. It is also used for doing different kinds of research.

19. What does it mean to learn about computers and the Internet? Lear n i n g about c o mpu t e r s and the I n t e r n e t f ocuse s o n d e v e l oping 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

20. What does it mean to learn about 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: 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, and; Use of information and resources on CD-ROM or online such as encyclopedia, interactive maps and atlases, electronic journals and other references

21. What does 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. For example, secondary school students who must present a report on the impact on their community of an increase in the price of oil for an Economics class may start doing research online, using spreadsheet and database programs to help organize and analyze the data they have collected, as well using a word processing application to prepare their written report.

22. How are 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 program’s reach and quality. The Virtual University of the Monterrey Institute of Technology in Mexico uses a combination of print, live and recorded broadcasts, and the Internet to deliver courses to students throughout Mexico and in several Latin American countries. Similarly, the African Virtual University, initiated in 1997 with funding support from the World Bank, uses satellite and Internet technologies to provide distance learning opportunities to individuals in various English-speaking and French-speaking countries throughout Africa.

23. How are computers and the Internet used in distance education? But even in Korea, where infrastructure is among the best in the world, and government has put considerable financial and other resources behind an ambitious ICT-based re- tooling of its educational system, challenges to online education persist. Internet- and Web-based initiatives have also been developed at the secondary education level. The Virtual High School is a result of efforts of a nationwide consortium of school districts in the United States to promote the development and sharing of Web-based courses. In Canada, Open School offers a wide range of courses and resources to grades K-12 teachers and students that meet the requirements of the British Columbia curriculum. Course delivery is done through a mix of broadcast and video, while some courses are delivered totally online. While the Philippines fares relatively poor in ICT access and use, the skills and talents of Filipino IT experts have been viewed to be competitive. Results of a survey by the Far East Economic Review in September 1999, suggested that the Philippines then ranked second to India in terms of quality, cost and availability of skilled IT workers in Asia, making them very much in demand in many parts of the world.

24. ICT in Philippine context Government and the private sector need to work together toward ensuring that the proper environment exists for ICT to further flourish. A discussion paper written by Winston Conrad Padojinog , released by the Philippine Institute for Development Studies a decade ago, suggested the need for ICT policies to narrow the digital divide by promoting competition, interconnection and convergence in the ICT sector. While some progress has been made over the past years, there is still much left to be desired. While the Department of Science and Technology, through the ICT Office, is about to provide free Wi-Fi, many point out that it is more important for telecoms to work together and with government to considerably improve the speed of Internet and mobile services in the country. ICT will also need to be diffused better in the education sector. In basic education, there is a need to examine the extent of using ICT in the classroom as we implement the K-12 program. Higher education students will also need to be more prepared for the ever-growing demands of the information-driven economy, especially in the emerging area of data science. It can readily be observed that ICT has been driving innovative activities, and that the ICT sector constantly needs innovation.

25. What is the role of ICT in Education? Nowadays Information and Communication Technology (ICT), especially internet, in the education sector, plays an important role, especially in the process of empowering the technology into the educational activities. Education sector can be the most effective sector to anticipate and eliminate the negative impact of ICT. Technology (internet) in another side can be the most effective way to increase the student’s knowledge. Being aware of the significant role of ICT (internet) in our life, especially in the educational activities, education authorities should be wise enough in implementing the strategies to empower ICT in supporting the teaching and learning process in the classroom. ICT is not just the bloom of the educational activities, but also it will be the secondary option to improve the effective and meaningful educational process.

26. What are some unavoidable facts about ICT in Education? First, the ICT has been developing very rapidly nowadays. Therefore, in order to balance it, the whole educational system should be reformed and ICT should be integrated into educational activities. Second, the influence of ICT, especially internet (open source tool) cannot be ignored in our student’s lives. So, the learning activities should be reoriented and reformulated, from the manual source centered to the open source ones. In this case the widely use of internet access has been an unavoidable policy that should be anticipated by schools authorities. Third, the presence of multimedia games and online games by internet has been another serious problem that should be wisely handled by the educational institutions. The students cannot be exterminated from this case. They can have and do with it wherever and whenever they want. Schools, as a matter of fact, do not have enough power and time to prevent or stop it after school times. Meanwhile, most parents do not have enough times to accompany and control their children. So, the students have large opportunities to do with multimedia games or online games or browsing the negative and porn sites . Having been addicted, the students will have too little time to study, and even do not want to attend classes.

27. What are some unavoidable facts about ICT in Education? Fourth, the implementation of ICT in education has not been a priority trend of educational reform and the state paid little attention to it. Therefore, there should be an active participation, initiative and good will of the schools and the government institutions to enhance ICT implementation at school. Fifth, the teachers should be the main motivator and initiator of the ICT implementation at schools. The teachers should be aware of the social change in their teaching activities. They should be the agent of change from the classical method into the modern one. They must also be the part of the global change in learning and teaching modification.

28. What are the aims and objectives of ICT in Education? to implement the principle of life-long learning / education to increase a variety of educational services and medium / method to promote equal opportunities to obtain education and information to develop a system of collecting and disseminating educational information to promote technology literacy of all citizens, especially for students to develop distance education with national contents to promote the culture of learning at school (development of learning skills, expansion of optional education, open source of education, etc.) to support schools in sharing experience and information with others

29. Limitations and Drawbacks Lack of needed facilities , material and equipment and favourable conditions for the use of ICT Widespread ignorance Resistance – attachment to old ways and fear – adoption of the new Lack of provision – in pre-service stage nor in- service stage

30. Scope of ICT

31. Sco pe TL process P u bli c a t ion Evaluation Research Administration 1 / 22/2016 32 Prof. Priya Kale

32. Teaching learning process Effective learning is possible by five sensory means. According to psychological study human can grasp 80% knowledge visually, 15 % through hearing & 5% with the rest of the sensory items. 1 / 22/2016 33 Prof. Priya Kale

33. So it becomes necessary to present the content by attractive means. Computer technology helps us to provide rich presentation. To provide rich presentation, it is necessary to use the various components like:- Text matter presentation Animation presentation Graphic presentation Audio presentation Video presentation Computer Aided Teaching has become popular now a days. 1/22/2016 Prof. Priya Kale 34

34. SCOPE OF ICT IN EDUCATION A person from village also can refer the latest information and research everyday. Television broadcast is one of the best communication media to educate students, farmers, sportsman. The difficult experiments, advance surgery for medical students etc. can be viewed. LCD projectors can be used for effective training. The man power problem, the human mistakes can be avoided by on-line examination.

35. In online tutoring, the student logs into his or her tutor through the use of internet at home. The student asks the question and teacher replies it by writing on smart board or using powerpoint presentation.

36. L E ARNI N G U S ING I C T Motivates learner Learning process can be anywhere and anytime Students use interactive whiteboard in classroom.

37. IMPACT ON TEACHERS Teacher access to : Lesson plans Network of teachers Pedagogical techniques Information resources

38. Publication The notes, printed text books can be digitized with the help of computer technology. Many e-books are available on websites developed by different publishers. Encyclopedia is also available on internet. 1 / 22/2016 42 Prof. Priya Kale

39. Evaluation Online tests Results Feedback Software P r og r ess reports 1 / 22/2016 43 Prof. Priya Kale

40. ADVANTAGES OF ICT FOR EVALUATION Student accept more responsibility for their own learning and its assessment, developing expertise in the process. Teacher application of curriculum can be monitored by analyzing test results. This can be used by teachers for assessing and improving their own performance meeting state and national standards.

41. R esea r ch Search engines E libraries Internet Wikipedia 1 / 22/2016 45 Prof. Priya Kale

42. USE OF ICT IN DAY TO DAY LIFE OF STUDENTS AND TEACHERS Students use ICT as reference tool. They use computers to browse the internet to look information, project information and literature survey. Teachers use ICT in research for preparing teaching material ,participate in online forums and online conference. Researchers use ICT tool to collect ,process and analyze data. School administrators use ICT tool for administrative purpose to make sure that the entire operation runs smoothly. E.g. to get student details at the click of a button.

43. Administration Employees register Library record Progress reports Students register Placement cell Alumni record School campus record Finance & accounts Timetable 1 / 22/2016 47 Prof. Priya Kale

44. How ICT is being used very effectively Br o aden i ng hori z o n s with more oppo r tuni t ies for creative expression Flexibility to study where, when and how best suits individual needs and preferences Increased m ot i vation t h r ough l earning that stimulates and stretches Wider access to learning and participation Sensible choices about when, when not and how to use new technology to enhance, enrich and extend learning

45. Advantages of using ICT in lessons Increased commitment to learning works Enhanced enjoyment and interest in learning and the subject Increase in self-directed learning and independence Getting a lot of information and ideas Learning computer skills Analyzing information Inc r eased mo t iv a tion to st ay o n - w or k, behave bet ter a n d produce higher Quality output Produce higher quality work Learn more independently and at their own pace D o things they cann o t d o u sing traditional m ethods and resources Do more work and work more quickly

46. Four Themes Context and Culture L e ade r ship and Vision Lifelong L e arni n g Planning and Mana g em e n t of Change

47. Four Competencies Pedagogy Collaboration and Networking Technical Issues Social Issues

48. Technological Options in Teaching Voice - one-way, two-way audio tools Video – still images, pre-recorded moving images, real-time moving images Data - Teaching Machine CAI CMI CME Print

49. 3 Main Advantages of ICT tools in Education Th r ou g h I C T , ima g es c a n e a sil y b e use d in t e a ching and imp r o ving the r e t e n ti v e memory of students. Through ICT, teachers can easily explain complex instructions and ensure students’ comprehension. Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable, which could improve students’ attendance and concentration. 3 Main Disadvantages of ICT tools in Education Setting up the devices can be very troublesome. These are too expensive to afford. It is hard for teachers to use with a lack of experience using ICT tools.

50. ADVANTAGES OF THE USE OF ICT IN EDUCATION Quick access to information Easy availability of updated data Connecting Geographically dispersed regions Catering to the Individual differences Wider range of communication media Wider learning opportunities for pupils

51. R e c omm e nd a tion Deep impact Respond to change – much faster Urgent to realign the curriculum framework Training and Orientation – immediate requirement Teachers in profession – continual professional development Teacher educators – plan to introduce – to ensure high quality and appropriate learning Teacher educators, educational authorities and stakeholders - Enjoy the maximum benefits Building appropriate information systems Redefining the processes – transparency