Ict Education: Digital History Learners

Over the years in the history of Education, Educational Technology has taken New Avatars from the Programmed Learning Movement to the present era of Web 2.0 Technologies and Social Media. By using Social Media Platforms such as Wikis, Blogs, WhatsApp, Facebook and Twitter in the classroom, teachers have seen an increase in achievement and classroom participation – even less sociable students have become more participatory. Tablets not only offer the present digital learners the chance to browse for information in quick fashions, but they also allow them to more easily collaborate on projects and become more engaged in their learning process. They have become exceptional tools that soon every classroom will strive to have. The Smartphones, like the tablet, have had different receptions. In addition to providing access to social media platforms which allow students to more freely interact, the Smartphones also provide easy access to useful information which betters a child’s overall learning experience. They also offer numerous apps designed to help students better budget their time and create more efficient schedules to complete their school work. Like never before, students are able to access any type of information about any subject matter through free web resources. They choose Khan Academy, YouTube, NROER, OER and numerous other forums which have bettered the learning experience and allowed student access to resources necessary to supplement their own education. Since the start of online programmes, anybody is able to pursue education anytime, anywhere. “With the emerging new technologies, the teaching profession is evolving from an emphasis on teacher-centered, lecture-based instruction to student-centered, interactive learning environments” (John Daniel, 2002). Today, the world of education stands loaded with unprecedented hope for a new paradigm of ‘anybody, anytime, anywhere learning’ through collaborative and constructive pedagogical models, thanks to the all-new web technologies. According to Douglas Kellner (2008), this technological revolution will have a greater impact on society than the transition from an oral to a print culture. George Siemens (2009) observed, “Technology is altering (rewiring) our brains. The tools we use define and shape our thinking”. Today’s teachers, whether in school or college are working with students whose entire lives have been immersed in the 21st century media culture.“The previous teaching practices of teacher directed, ‘chalk and talk’ no longer can engage the learner, nor can it provide the learner with the knowledge needed to connect and stay connected in this digital era (Siemens, O’Neill & Carr, 2008). The New York Times (2011) observed, “Learning, like culture, is a dynamic thing. It was an oral thing once, then it became a printed thing and is becoming a digital thing.” The much-hyped 21st century education is bold. It breaks the mold. It is flexible, creative, challenging, and complex.

2021

The whole of the education system has gone through tremendous changes in the 21st century with the initiation of information and communication technology. ICT is seen as a significant tool for educational reforms and changes, as it has the capacity to change the existing paradigm in the present educational scenario. There isn't a single aspect in education that hasn't been touched by the digital revolution. The use of numerous ICT tools such as Facebook, Instagram, YouTube, and LinkedIn, among others, has a significant impact on how students and teachers communicate, learn and socialize. Thus, ICT has a tendency to increase educational enrolment and educational access. Learning may take place at any time and in any location regardless of the geographical boundaries. ICT technologies are currently utilized by many types of individuals, particularly the student population, to build relationships, connect with the world, exchange and receive knowledge and information, participate in group discussions from near and far destinations, develop stronger personalities, and improve social life. As a result, ICT provides a platform for the students to interact and work with one another in collaborative settings. Thus, the usage of ICT tools has brought about a paradigm shift in the process of education. Despite the fact that technology delivers several benefits to the student community, it diverts students' attention, which could have major effects on the students' professional lives. This paper tends to highlight the influence of using ICT tools in futuristic classrooms, communication and academic life of students and teachers. It also discusses how the paradigm shift has occurred in education through the use of ICT tools. Keywords: ICT tools, Social media, Paradigm shift, Internet and Academic achievement

Abstract: The paper focuses on ICT use in modern education. The characteristics of the society in which we are involved is given. The necessity of an open and flexible curriculum that answers the new demands of the moment is shown. The new role of school in building, modifying and reformulating students’ knowledge, attitudes, feelings, beliefs and abilities in a critical and creative way is stressed. The questions which the paper addresses include: what new skills are required to the 21st century citizen? How are these e-skills evaluated and accredited? How does the growing importance of informal education affect to that training? How is digital literacy of the different members of society acquired?

Abstract What is the importance of Information and Communication Technology (ICT) in Education? There are two issues that we get. The first is the importance of ICT. Why is the articulation ICT utilized rather than PCs? The second one is the means by which we can consolidate ICT for upgrading learning. The very articulation Information and Communication Technology has bunches of thoughts in it. It is not simply utilizing devices. The emphasis is on what is being executed through this medium. We have data innovation and correspondence innovation. Overseeing of vast amounts of data and conveying the same to the concerned individuals is the need of great importance. Subsequently the name ICT. It is an exceptionally complete articulation. It is not constrained to the PCs or the web. It ranges from the utilization of FM radio to the utilization of satellite for correspondence. It incorporates both the frame and embodiment of correspondence. ICT can possibly make adapting more experiential. Also the huge measure of information, visuals accessible on any theme can be conveyed to the classroom from everywhere throughout the world. That is the reason ICT has been viewed as a rising territory with heaps of potential for making instructive process more important.

Over the years in the history of Education, Educational Technology has taken New Avatars from the Programmed Learning Movement to the present era of Web 2.0 Technologies and Social Media. By using Social Media Platforms such as Wikis, Blogs, WhatsApp, Facebook and Twitter in the classroom, teachers have seen an increase in achievement and classroom participation – even less sociable students have become more participatory. Tablets not only offer the present digital learners the chance to browse for information in quick fashions, but they also allow them to more easily collaborate on projects and become more engaged in their learning process. They have become exceptional tools that soon every classroom will strive to have. The Smartphones, like the tablet, have had different receptions. In addition to providing access to social media platforms which allow students to more freely interact, the Smartphones also provide easy access to useful information which betters a child’s overall learning experience. They also offer numerous apps designed to help students better budget their time and create more efficient schedules to complete their school work. Like never before, students are able to access any type of information about any subject matter through free web resources. They choose Khan Academy, YouTube, NROER, OER and numerous other forums which have bettered the learning experience and allowed student access to resources necessary to supplement their own education. Since the start of online programmes, anybody is able to pursue education anytime, anywhere. “With the emerging new technologies, the teaching profession is evolving from an emphasis on teacher-centered, lecture-based instruction to student-centered, interactive learning environments” (John Daniel, 2002). Today, the world of education stands loaded with unprecedented hope for a new paradigm of ‘anybody, anytime, anywhere learning’ through collaborative and constructive pedagogical models, thanks to the all-new web technologies. According to Douglas Kellner (2008), this technological revolution will have a greater impact on society than the transition from an oral to a print culture. George Siemens (2009) observed, “Technology is altering (rewiring) our brains. The tools we use define and shape our thinking”. Today’s teachers, whether in school or college are working with students whose entire lives have been immersed in the 21st century media culture. “The previous teaching practices of teacher directed, ‘chalk and talk’ no longer can engage the learner, nor can it provide the learner with the knowledge needed to connect and stay connected in this digital era (Siemens, O’Neill & Carr, 2008). The New York Times (2011) observed, “Learning, like culture, is a dynamic thing. It was an oral thing once, then it became a printed thing and is becoming a digital thing.” The much-hyped 21st century education is bold. It breaks the mold. It is flexible, creative, challenging, and complex.

In this paper, we review the phenomena and processes which, when viewed together, indicate the birth of a new education paradigm for students in higher education. Our approach to learning in particular is changed by digital tools. Our thinking process and learning methods are subject to development. This paper, while making references to this development, analyses the interactions between typical and atypical learning, in other words, formal and informal learning. It also explains the most important characteristics of the new education paradigm, which we symbolically call „Version 2.0” when addressing the new generation. When analysing these changes, we should review and interpret the most important participants and their roles (students and the teachers supporting them), old routines and future expectations and the new ICT solutions and their increasing role in supporting learning.

The role of Information and Communication Technologies (ICTs) in the school classroom is becoming increasingly prominent these days. Classrooms are constantly evolving to meet the changing needs of students. Despite significant political will and spending by governments on technical equipment and training, levels of ICT integration in Schools for learning and teaching are often low. The drivers behind government and organizational policy relating to ICT integration are many and varied. There is much of resistance to adopt different teaching and learning methods and ICT in today's classrooms that are significantly different than they were ten years ago. This concept becomes more valuable because of the need for children to develop skills that will empower them in modern society and because of the potential value of such technologies as tools for learning. The research analysis reflects a very gloomy picture in which ICT is used in today's classrooms and schools indicates that their use is generally restricted to traditional teaching approaches. Most of the obstacles to the integration of e-learning technologies are actually part of the organizational structures of present-day teaching. The main challenge is to train the graduate teachers to attain the required skills and pedagogical knowledge that will enable them to both effectively use today's technologies in the classroom as well as continue to develop and adapt to new technologies that emerge in the future. The benefits of ICT for learning depend on the learning approach used, emphasizing the role and the skills of the teacher, and the need for support for both learners and teachers.

PalArch's Journal of Archaeology of Egypt / Egyptology, 2020

Traditionally education is focused on sources, for example, schools, Teachers and print media. The students arrived at the data sources by enlisting with schools, Teachers and libraries. Before the advanced period, data was not open by most of individuals, and even those got to couldn't acquire current data as for the present setting. The cutting edge society needs to know the data as it occurs and when it occurs, and the world is moving from a data society to an information society. Along these lines training is given the most elevated need and intellectual prowess is turning into the most significant resource of an association. Advances in computerized innovation have opened up numerous roads of learning. Innovation has made data open/transmittable from anyplace and by all gatherings of individuals. Training has arrived at most pieces of the world and ICT has become a basic piece of human life. This paper depicts the procedure of age, creation and obtaining of information through the innovation. The utilization of ICT to oversee and sort out unequivocal information is featured. The paper additionally portrays how innovation is utilized to access and apply such information. The paper relates how these innovations have been utilized in education and its effect as a rule.