Ict ppt
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ICT can be used effectively in teacher education to enhance teaching and learning. It allows for more flexible and self-paced learning, and better connectivity between teachers and students. However, successful integration of ICT requires teachers to be comfortable with technology, have strong lesson planning incorporating its use, and address issues like technical reliability and preventing students from getting distracted. Overall, ICT is best used as a tool to supplement instruction when teachers have the right skills, resources, and constructivist teaching approach.
Ict ppt
- 1. Use of ICT to enrich the quality in teacher education *Krishan kumar(M.Ed Studant) **Surender kumar(M.Ed Studant) ***Neresh kumar (M.Ed Studant) Shah Satnam Ji College Of Education, Sirsa
- 2. ICT and Education ICT to enhance teaching and learning environments. ICT enables self-paced learning through various tools such as assignment, computer etc as a result of this the teaching learning enterprise has become more productive and meaningful. ICT helps facilitate the transaction between producers and users by keeping the students updated and enhancing teachers capacity and ability fostering a live contact between the teacher and the student through e-mail, chalk session, e-learning, web-based learning including internet, intranet, extranet, , TV audio-video aids, CD-ROM. Edusat technology has become very powerful media for interactive participation of experts and learners and it reaches the unreachable. Emerging learning Technology (ELT) of bogging, Integrated Learning  Modules, a pod cast, Wikis, Enhancement of Browsers, e-learning, M-learning, U-learning have started making rapid strides in teaching learning processes.
- 3. How ICT is being used very effectively Broadening horizons with more opportunities for creative expression Flexibility to study where, when and how best suits individual needs and preferences Increased motivation through learning 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
- 4. Advantges of using ICT in lessons Increased commitment to learning works Enhanced enjoyment and interest in learning and the subject Enhanced sense of achievement in learning and pride in the work Increase in self-directed learning and independence Enhanced self-esteem leading to expectations of achieving goals. Getting a lot of information and ideas Learning computer skills Analysing information ICT can have on learners learning, including Increased motivation to stay on-wark, behave better and produce higher Quality output Produce higher quality work Learn more independently and at their own pace Do things they cannot do using traditional methods and resources Do more work and work more quickly
- 5. Increased motivation Many studies describe the motivating effect of using ICT in college and its observed the positive effect it can have on students attention and effort in class Trimmel and Bachman (2004) studied the impact of introducing laptops into classrooms and one of their conclusions was that: “information technology has a positive impact on college attendance and learning interest”. ICT can play an important role in motivating learners and encouraging them to engage in learning, within and beyond the classroom. Most students enjoy working on computers and if it a novelty rather than the norm then that makes it even more motivating. However, whilst student enjoyment is an important factor in education, adherence to the curriculum is even more so and therefore, careful planning is an essential element of teaching with ICT.
- 6. Get higher quality output A good example of ICT being used imaginatively to create high quality output is where pupils in a Geography lesson used PowerPoint to create animated presentations of the way that volcanoes erupt . They had to create a series of pictures of the stages of an eruption, scan them into the computer and then animate them using PowerPoint. It would have been possible to show pupils an animated sequence of a volcanic eruption, but by getting them to make one themselves, they learned a great deal about the way volcanoes behave, and also how to use PowerPoint to create animated sequences
- 7. Learn independently It is common place for schools & colleges to use the Internet as a research tool to allow students to find their own information. Concept to enhance pupils’ understanding of many aspects of the subject. The Internet is often used to augment textbooks at much lower cost, the Internet extensively for research and gathering ideas, and even for interacting directly with contemporaryartists
- 8. Denied the traditional methods The use of specialist hardware and software by learner involved in Art projects. They use digital cameras to capture original images that are used as the basis for paintings or digitally manipulated to create new and interesting effects. The colleges also uses digital scanners to explore the light filtering properties of different plastics, net curtains and film negatives. The use of digital technology allows students to experiment much more than would be possible with traditional techniques given the amount of curriculum time available. ICT can be used effectively in Science to show video sequences of things that are hard to explain or visualise. For example, animated sequences could be used to show how water molecules behave as temperature changes alter the state of the water from ice, through liquid water to steam
- 9. Can more work with use of ICT ICT enables high quality output to be produced at a speed that cannot be matched using traditional methods and resources. Teaching applications such as graphing packages in Mathematics, multimedia authoring software and data analysis packages in Geography and Science all allow students to work much faster than if they had to do the tasks manually. ICT as a tool to increase the breadth and speed of learning, increasing the efficiency of both teacher and students. ICT was used to gather, analyse and present information and the teacher described her use as great for cutting down time where you want to analyse information.
- 10. Integrate in more subjects The work done in all lessons is set in a context that encourages cross- fertilisation of skills across subjects Teachers plan and work collaboratively, facilitating skills transfer across subjects What are the difficulties of successfully using ICT in other subjects? Lack of confidence of teachers in using ict Lack of detailed planned into how ict can be used to enhance the teaching and learning Technical problems and shortage of computers in classrooms More opportunities for pupils to get off-task The wealth of facilities in many applications can be confusing and cause pupils to lose sight of the primary learning objective Timetabling difficulties The need for teachers to change their pedagogy.
- 11. Teacher’s confidence in ICT That teacher’s expertise in ICT was an important factor in its successful use in lessons the ways that teachers have their students use computers are certainly affected by their own level of technical expertise The representations of software of many non-specialist teachers are idiosyncratic, fragmentary and transient with imperfectly learnt links and false assumptions and that these teachers are concerned that the skills of their students are more advanced than their own.It is hardly surprising that teachers are reluctant to experiment with ICT if they are concerned that their students’ knowledge is greater than their own.
- 12. Planning the use of ICT ICT alone does not enhance learning. How ICT is incorporated into learning activities is what is important. Some teachers use ICT as a way of encouraging independent learning skills. However, this still needs to be planned and supervised with the teacher directing the learners activities and output: there is a risk that using ICT-based learning may make it too easy to hand over too much responsibility to the pupils themselves, with the hope that as long as the pupils are occupied in front of the computer there is always a chance that they might manage their own learning process. It is possible that highly motivated pupils may take responsibility for their own learning and meet the desired learning outcomes, but it is unlikely to be a successful strategy with the majority of classes. ICT is only an effective tool in the hands of an effective teacher, and not a panacea in its own right. It would seem that a prerequisite for success is the subject knowledge of the teacher and their ability to weave the use of ICT into the existing curriculum
- 13. Technical reliability It is important to acknowledge that ICT can have technical problems and contingency planning is necessary to ensure that alternative strategies are in place. Same time situation in a school & colleges where the ICT was particularly unreliable and this led to lower attainment among high ability learners students lost so much time when the computers would not work at all that the high attainers working on the computers produced work of a much lower standard than usual and were demotivated. As computers become more sophisticated and the range of software used by schools & colleges continues to increase, its must recognise the need to employ more and higher quality technical staff. With pressure on budgets and competition from the commercial sector for the best staff, it is becoming increasingly difficult for schools to attract and retain technical staff with the appropriate skills and experience.
- 14. Facility overload Lerners often focus on the facilities provided by the application rather than the expected outcome and the learning objectives. for example, pupils will spend the majority of a lesson experimenting with different colours and backgrounds and have no time left to create the required content. it is important that pupils are given an initial design brief so they know what they are aiming towards and begin the process with something simple so that they can build up their confidence in using the tools available rather than playing with all of them all at once. the internet is used extensively in schools as a research tool, but a major problem is the wealth of material available, a lot of which is biased and unreliable. where a student produced a paper about how the holocaust did not happen because of what he read on a website. this shows why it is necessary for teachers to be very aware of what the internet is being used for and to ensure that the information used is unbiased and from reliable sources. students are unable to detect bias or determine between fact and advertising raises serious concerns for teachers that allow their students to find their own information with little or no guidance. also, students spend huge amounts of time searching for information and comparatively little time analysing and processing the information.
- 15. Time saving and less expensive Incorporating ICT across the curriculum requires careful timetabling and cooperation among departments. Gernaly we point out that in science in particular, it may not be possible to move practical classes to ICT suites because of health and safety considerations or to site computers in science Laboratories because of space constraints. In other subjects, the times when the ICT suites are available may not suit the schemes of work planned by the teachers. Consequently, much more cross-curricular and departmental planning is required than most schoos & colleges have been used to in the past.
- 16. Changing pedagogy Teachers have to accept that the widespread use of ICT in schools & colleges is having an impact on teaching pedagogy and requires a significant rethinking of approach. Two main teaching methods and their effect on the way in which ICT is used in lessons: traditional transmission instruction assumes that pupils will learn through teacher explanation or reading from texts. Skills are learnt through Practicing each skill in a sequence prescribed by the teacher. Constructivist instruction assumes that understanding comes from relating new ideas to the learner’s prior beliefs. Skills acquisition comes in an unstructured way as new skills are used as required to solve practical problems. we concludes that when ICT is used in lessons, the constructivist approach is more likely to lead to successful outcomes. Furthermore, his study showed that teachers with the most constructivist philosophies tend to use computers more often and in a more challenging way both in their classrooms and as users themselves
- 17. Some negative effacts of ICT Execss use of ICT harmful for health. Teacher s prefer already prepared material than hand written. Eye sights become weak of the learners. Learners can be learnt a lot of bad things like unuseful chating, bad literature. Studants going out of content; download absirdity and silly songs, pictures, dialogues and videos. Foreign technology and culture is going heavy on our culture.
- 18. Conclusions The overall conclusion who rightly challenges ICT is largely incompatible with the requirements of teaching. Under the right conditions – where teachers are personally comfortable and at least moderately skilled in using computers themselves, where the school’s daily class schedule permits allocating time for students to use computers as part of class assignments, where enough equipment is available and convenient to permit computer activities to flow seamlessly alongside other learning tasks and where the teacher’s personal philosophies support a student-centred, constructivist pedagogy that incorporates collaborative projects partly defined by student interest – computers are clearly becoming a valuable and well- functioning instructional tool