Aug 01 2009

ICT in Education

Published by admin

Schools use ICT for:

Administration

Schools have to keep information about all the pupils and staff. Schools need to store information on:

Individual Pupils:

  • Name
  • Name and Addresses of parent(s) and/or guardian(s)
  • Subjects that a pupil is doing
  • Past Examination Results
  • Photographs
  • Attendance records

    • Groups of Pupils:

  • Teaching Groups
  • Pastoral Groups
  • Clubs, Societies, Teams, etc.
  • Previous pupils of the school

    • Teachers

  • Names and adresses
  • Groups they teach
  • Salary information

    • A subject and a teaching tool

    Schools also teach ICT and/or computing as a subject and often have networks for pupils to store their work on and to access eductional resources. The types of applications that the pupils will use will include:

    Standard Office Tools:

  • Word Processors
  • Spreadsheets
  • Presentation Graphics
  • Database Management Systems

    • Specific Teaching Tools:

  • Circuit Simulators
  • Mathematical models of specific systems (eg prey/predator relationships)
  • Drill programs
  • Infromation Resources

    • These would include both specific and general resources.

    What are ICTs and what types of ICTs are commonly used in education?

    ICTs stand for information and communication technologies and are defined, for the purposes of this primer, 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, broadcasting technologies (radio and television), and telephony.

    In recent years there has been a groundswell of interest in how computers and the Internet can best be harnessed to improve the efficiency and effectiveness of education at all levels and in both formal and non-formal settings. But ICTs are more than just these technologies; older technologies such as the telephone, radio and television, although now given less attention, have a longer and richer history as instructional tools.  For instance, radio and television have for over forty years been used for open and distance learning, although print remains the cheapest,most accessible and therefore most dominant delivery mechanism in both developed and developing countries. The use of computers and the Internet is still in its infancy in developing countries, if these are used at all, due to limited infrastructure and the attendant high costs of access.

    Moreover, different technologies are typically used in combination rather than as the sole delivery mechanism. For instance, the Kothmale Community Radio Internet uses both radio broadcasts and computer and Internet technologies to facilitate the sharing of information and provide educational opportunities in a rural community in Sri Lanka. The Open University of the United Kingdom (UKOU), established in 1969 as the first educational institution in the world wholly dedicated to open and distance learning, still relies heavily on print-based materials supplemented by radio, television and, in recent years, online programming. Similarly, the Indira Gandhi National Open University in India combines the use of print, recorded audio and video, broadcast radio and television, and audioconferencing technologies.

    What is e-learning?

    e-learning encompasses learning at all levels, both formal and non-formal, that uses an information network—the Internet, an intranet (LAN) or extranet (WAN)—whether wholly or in part, for course delivery, interaction, evaluation and/or facilitation. Others prefer the term online learning. Web-based learning is a subset of e-learning and refers to learning using an Internet browser (such as Netscape or Internet Explorer).

    How can ICTs help expand access to education?

  • 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).
  • 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.

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