ICT in Education

Zenodo (CERN European Organization for Nuclear Research), 2015

This paper focuses on the role of ICT in education making dynamic changes in society and influencing all aspects of life. Information and Communication Technologies (ICT) that are becoming increasingly pervasive in societies around the world are also reaching schools it adds value to the processes of learning, and in the organization and management of learning institutions. The Internet is a driving force for much development and innovation in both developed and developing countries. Countries must be able to benefit from technological developments.A shift in the role of a teacher utilizing ICTs to that of a facilitator does not obviate the need for teachers to serve as leaders in the classroom Thus, nowadays Knowledge of ICT and skills to use ICT in teaching learning has been gained importance for teachers. This paper attempts to analyze the role of ICT in education as an innovative learning tool and opening new vistas of learning. ICT is considered a critical tool in preparing and educating students with the required skills for the global workplace. It educates students so that they can continually adapt to a work world of continuous technological innovations, and makes it easier for students to access knowledge. ICT is regarded as an engine for growth and tool for empowerment, with profound implications for education change and socioeconomic development.

IJIRMPS, 2018

Information Communication Technologies (ICT) at present are influencing every aspect of human life. They are playing salient roles in work places, business, education, and entertainment. Moreover, many people recognize ICT's as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information. ICT permeates the business environment, it underpins the success of modern corporations, and it provides governments with an efficient infrastructure. At the same time, ICT adds value to the processes of learning, and in the organization and management of learning institutions. One of the many challenges facing developing countries today is that of preparing their societies and governments for globalization and the information and communication revolution. Policy-makers, educationists, non-governmental organizations, academics, and ordinary citizens are increasingly concerned with the need to make their societies competitive in the emergent information economy. Globalization and innovations in technology have led to an increased use of ICTs in all sectors - and education is no exception. Uses of ICTs in education are widespread and are continually growing worldwide. It is generally believed that ICTs can empower teachers and learners, making significant contributions to learning and achievement. Over the last two decades, the rapid growth of ICT has become one of the most important topics discussed by the scholars in education. This is due to the capability of ICT in providing a dynamic and proactive teaching and learning environment. In line with the current digital era, teachers are required to integrate ICT in their daily teaching and replace their traditional methods with modern tools and facilities. The main focus of this paper is on effectiveness of ICT integration in education.

There is an exponential growth in the use of information and communication technologies (ICTs). This has pervasive impacts on the socialization and lifestyle of persons and extends to the mode of operandi within the workplace. Therefore, it is only natural to have increasing interest and investment being put into the use of ICT in education globally. Education allows one to be socially adept and optimizes the competitive edge of an individual within the job market. Studies have shown that integration of ICT in education has the ability to proliferate and improve the current education standards and amenities. The essay highlights the responsibilities that ICT has assumed within classrooms and the significance of ICT in education as it relates to creating students who are well trained and have the viable advantage in the work environment. It points out the various impacts on students, teachers and administrative processes that the integration of ICT has induced. Regardless of the various limitations of implementing ICT-enabled learning, especially in third world countries, steps are being taken to employ ICT-enable learning in the Jamaican schools. This is geared towards sustainable development for the nation.

2018

According to Daniels ICTs have become within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. However, there appears to be a misconception that ICTs generally refers to ‗computers and computing related activities'. This is fortunately not the case, although computers and their application play a significant role in modern information management, other technologies and/or systems also comprise of the phenomenon that is commonly regarded as ICTs. Pelgrum and Law state that near the end of the 1980s, the term ‗computers' was replaced by ‗IT' (information technology) signifying a shift of focus from computing technology to the capacity to store and retrieve information. This was followed by the introduction of the term ‗ICT' (information and communication technology) around 1992, when e-mail started to become available to the general public. According to a United Nations report ICTs cover Internet service provision, telecommunications equipment and services, information technology equipment and services, media and broadcasting, libraries and documentation centres, commercial information providers, network-based information services, and other related information and communication activities. According to UNESCO information and communication technology (ICT) may be regarded as the combination of ‗Informatics technology' with other related technology, specifically communication technology. The various kinds of ICT products available and having relevance to education, such as teleconferencing, email, audio conferencing, television lessons, radio broadcasts, interactive radio counselling, interactive voice response system, audiocassettes and CD ROMs etc have been used in education for different purposes. The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, and research. A great deal of research has proven the benefits to the quality of education. ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow's workers, as well as strengthening teaching and helping schools change. As states, much has been said and reported about the impact of technology, especially computers, in education. Initially computers were used to teach computer programming but the development of the microprocessor in the early 1970s saw the introduction of affordable microcomputers into schools at a rapid rate. Computers and applications of technology became more pervasive in society which led to a concern about the Abstract: Information and communication technologies (ICT) have become commonplace entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more student-centred learning settings. But with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important and this importance will continue to grow and develop in the 21 st century. In this paper, a literature review regarding the use of ICTs in education was provided. Effective use of ICT for Education, along with ICT use in the teaching learning process; quality and accessibility of education; learning motivation. Learning environment. Besides, an overview of the ICT and scholastic performance.

Information Technology for …, 2010

Inaugural Lecture of the Universitat Oberta de …, 2004

In the inaugural lesson for the academic year 2004-2005, the author reflects on the role of information and communications technology in education. He raises some fundamental issues and questions whether ICT is suited to transmitting knowledge, particularly to students who are not already highly motivated to learn or well versed in the art of using and interpreting information. For his analysis, he takes as a point of reference the world of business and offers a brief look at the changes brought to the sector by ICT. To date, the main application of ICT in the business sector has focused on aiding access and processing of large quantities of information for employees and management with the principal aim of increasing productivity. In the case of education, however, little or no information is being used to improve student performance, mainly because education managers are largely illiterate in information management tools. Likewise, despite schools having more and more access to ICT, new technologies are still scarcely used as part of the teaching methodology. Once again, it is the lack of training that creates difficulties: many teachers do not have the necessary IT skills and feel uncomfortable, nor do they have the specific training needed to be able to use the new resources in the classroom. In the university sector, ICT has already made an important impact, whether in terms of teaching, research or administration; however, despite some exceptions, there are few real examples with educational models that are based on this technology and there is still an important social preference for traditional educational models.

2003