THE EFFECTS OF ICT-ENABLED LEARNING WITHIN THE EDUCATION SYSTEM

Praxis international journal of social science and literature, 2023

The revolutionary changes in the educational system has necessitated the incorporation of ICT in schools. The educational process has been shifted from teacher centered to learner centered. ICT is being used as an instrument for achieving this objective, thus making a creative learning environment. ICT has the potential to address the innumerable needs of students and also teachers, as it demonstrated its power by entering into virtual reality which is a computer-stimulated environment ICTs can provide immense learning opportunities to students as ICTs have the capability to link teaching with real-life experiences. ICTs enhance self confidence among students and pave way for capacity building, and skill development. Moreover, ICT creates a balanced ecosystem in the education sector where students and other stakeholders benefit a lot from its usage. This article lists out the merits of ICT in the education sector.

2003

2014

The purpose of this paper aims to bring together the findings and key points from a review of significant part of the available literature associated with ICTs for Education and ICTs in Education. This review set out to identify and evaluate relevant strategies in national and international research and initiatives related to measuring and demonstrating the effective use of ICT for education with regard to the teaching learning process; ICT and quality and accessibility of education; ICT and learning motivation, ICT and learning environment, and ICT to enhance the scholastic performance. 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 h...

ijedict.dec.uwi.edu

2017

This special edition is being published at a time when there is lack of formal research and under theorization of ICT integration into teaching and learning in South Africa. With many initiatives still dominated by the procuring of computational infrastructure equating it to pedagogical ICT integration in schools. Most ICT initiatives are not informed by research thus lack theoretical grounding and systematic approach, yet ICT needs to be conceptualized in its many facets and its manifold impacts on societies. Too often the initiatives follow personal interests regulated by service providers and that does not guarantee success as its sequence design and implementation activities are not conceptualized around education needs. The limited use of technology by teachers brings with it social, economic, and cultural contextual constraints and concerns about social and cultural capital in the integration of ICT in schools (Belland, 2009; Dasuki, 2012). The misconception is that provisioni...

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.

fi=Lapin yliopisto|en=University of Lapland|, 2021

International Journal of Advance Research in Science and Engineering (IJARSE), 2016

This paper is a mere attempt to present a glimpse of meaning of ICT, its importance & its mandatory need for education, which is indispensable. ICT stands for INFORMATION & COMMUNICATION TECHNOLOGY. These technologies include: computers, the Internet, Broadcasting technologies (radio and television), Telephony. 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. Of the teachers interviewed on the effectiveness of ICT in education majority of them felt that introduction and use of ICT adequately will be extremely effective in children's learning and achievement. However, current research on the impacts of ICTs on student achievement yields few conclusive statements, pros or con, about the use of ICTs in education. Studies have shown that even in the most advanced schools in industrialized countries, ICTs are generally not considered central to the teaching and learning process. However, there appears to be a mismatch between methods used to measure effects and the type of learning promoted. Standardized testing, for example, tends to measure the results of traditional teaching practices, rather than new knowledge and skills related to the use of ICTs. It is clear that more research needs to be conducted to understand the complex links between ICTs, learning, and achievement. Again, on the question of impact of audio visuals, research shows that surprisingly little documentation is available on the use and impact of video in education, barring one or two video projects like UNICEF's animation series, 'Meena', which has become a key weapon in the battle against gender and social inequity in South Asia. Many teachers are reluctant to use ICTs, especially computers and the internet. Some of the reasons for this reluctance include poor software design, skepticism about the effectiveness of computers in improving learning outcomes, lack of administrative support, increased time and effort needed to learn the technology and how to use it for teaching, and the fear of losing their authority in the classroom as it becomes more learner-centered. In terms of using internet and other ICT as a resource for lesson preparation, most of the teachers interviewed, admitted to never or rarely using it, while very few used the internet to gather information sporadically or regularly.

The article presents new socio-cultural conditions which affect including education. We also demonstrated that educators who know how to adapt to change, and produce innovations are required to be within the globalization of the XXI century. Since the use of technology will not be indefinite, pedagogy advanced integration of our century recommend these goals in the curriculum. This explains the essential role of a teacher efficient central in promoting social interaction in computer class: the growing presence of technology requires teachers to be more creative and encourages them to use teaching methods that are more attractive to students. Keywords: Collaborative learning, information and communication technology, learner, network, virtual classroom, interactive learning.

South African Computer Journal, 2017

This special edition is being published at a time when there is lack of formal research and under theorization of ICT integration into teaching and learning in South Africa. With many initiatives still dominated by the procuring of computational infrastructure equating it to pedagogical ICT integration in schools. Most ICT initiatives are not informed by research thus lack theoretical grounding and systematic approach, yet ICT needs to be conceptualized in its many facets and its manifold impacts on societies. Too often the initiatives follow personal interests regulated by service providers and that does not guarantee success as its sequence design and implementation activities are not conceptualized around education needs. The limited use of technology by teachers brings with it social, economic, and cultural contextual constraints and concerns about social and cultural capital in the integration of ICT in schools (Belland, 2009; Dasuki, 2012). The misconception is that provisioning of computing devices and basic ICT training prepares teachers for quality ICT pedagogical integration. The White Paper on e-Education (Department of Education, RSA, 2004) states that ICT offers greater opportunities to access learning, redress inequalities and improve the quality of teaching and learning. As the White paper on e-Education puts it, there is compelling international and local research evidence that, under the right conditions, "investments in ICTs yield positive results for learners and teachers. .. [including] knowledge for the real world; the ability of learners to manage learning;. .. and accessing information that increases knowledge, inquiry and depth of investigation" [cl. 2.19](Department of Education, RSA, 2004). In many cases teachers end up using computers to represent information instead of using it to "improve the capability to generate thought." (Hokanson & Hooper, 2000). It is clear that the discourse on 'ICT in Education' has not been adequately debated and researched scientifically in the South African context. In fact there is lack of empirical work to ground the discourse. Howard and Maton (2011) assert that intellectual fields that lack explicit, powerful theoretical frameworks capable of underpinning empirical research tend towards repetition, fragmentation and segmentation. Provincial governments are making significant investments every year on computing devices, yet there is no correlation between the money spent and the uptake of computers for teaching and learning in schools. Evidently, it is important to have a deeper understanding of ICT innovations and how they shape new digital pedagogies and practices to release the potential of digital technologies