ICT Unit 1
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The document provides an overview of Information and Communication Technology (ICT), defining it as a broad term encompassing various devices and applications that facilitate communication. It discusses the objectives and aims of ICT in education, categorizing them into utilitarian, social, cultural, and personal aims, while emphasizing the importance of ICT for access to information and learning opportunities. Additionally, it addresses the characteristics of schools that influence ICT development, the importance of technology in education, and the challenges involved in effectively integrating ICT into educational systems.
ICT Unit 1
- 1. Chapter 1:ICT Overview ver 1.0 Pg. No.1 Chapter 1: ICT Overview 1. ICT: Definition: ICT (information and communications technology - or technologies) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning. ICTs are often spoken of in a particular context, such as ICTs in education, health care, or libraries. Note: However, ICT has no universal definition, as "the concepts, methods and applications involved in ICT are constantly evolving on an almost daily basis." The broadness of ICT covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form, e.g. personal computers, digital television, email, robots; 1.1. Concept of ICT: In the past few decades, information and communication technologies have provided society with a vast array of new communication capabilities. For example, people can communicate in real-time with others in different countries using technologies such as instant messaging, voice over IP (VoIP), and video-conferencing. Social networking websites like Facebook allow users from all over the world to remain in contact and communicate on a regular basis. Modern information and communication technologies have created a "global village," in which people can communicate with others across the world as if they were living next door. For this reason, ICT is often studied in the context of how modern communication technologies affect society. It depends on the local culture and the particular ICT available and how it is configured and managed. The understanding, management and configuration of the available technology might vary the concept of ICT from: A collection of tools and devices used for particular tasks, e.g., publishing, course delivery, transaction processing... An organized set of equipment (like a 'workshop') for working on information and communication components of integrated arrangements of devices, tools, services and practices that enable information to be collected, processed, stored and shared with others components in a comprehensive system of people, information and devices that enables learning, problem solving and higher order collaborative thinking. 1.2. Objectives Aims & Objective: The aims of ICT in Education can be classified under four headings: a. utilitarian aims, b. social aims, c. cultural aims,
- 2. Chapter 1:ICT Overview ver 1.0 Pg. No.2 d. personal aims. (a) The utilitarian aims of ICT in education are: i. to help the learners become competent and confident users of ICT who can make efficient, effective and creative use of basic application software in their everyday activities; and, ii. to encourage the learners to become critical and reflective users of ICT who can evaluate the capabilities and limitations of the technology and of social, technical, political, ethical, organisational and economical principles associated with its use; and, iii. to prepare the learners for the society of tomorrow by making them adaptable users of ICT who have the necessary openness and flexibility of mind to be able to adjust to future changes in the technology. (b) The social aims of ICT in education are: i. to encourage the learners to develop the appropriate social skills that are essential for co- operative and collaborative learning based around ICT; and, ii. to empower ICT disadvantaged learners by ensuring sufficient access for those learners who have little out-of-school opportunities to use the technology; and, iii. to facilitate better communication between the learners thereby promoting greater social understanding and harmony; and, iv. to ensure equity between all learners by providing appropriate qualitative and quantitative opportunities to overcome social and learning disadvantages. (c) The cultural aims of ICT in education are: i. to help the learners appreciate the richness of our cultural heritage by facilitating access to all aspects of our unique culture; and, ii. to help the learners become cultured citizens of the modern world by facilitating the discovery and appreciation of the cultural heritage of various countries around the world. (d) The personal aims of ICT in education are: i. to encourage the learners to develop the appropriate personal skills that are essential for independent learning based around ICT; and, ii. to assist the learners to develop their potential to their fullest by facilitating the acquisition of knowledge; by helping the learner concentrate on higher order cognitive tasks rather than on lower order routine tasks and by positively affecting the attitude of the learner towards further learning; and, iii. to help the learners with special needs integrate themselves within school and society by increasing their independence and by developing their abilities and interests. 1.3. Need and Importance Need:
- 3. Chapter 1:ICT Overview ver 1.0 Pg. No.3 Education is a life long process therefore anytime anywhere access to it is the need Information explosion is an ever increasing phenomena therefore there is need to get access to this information Education should meet the needs of variety of learners and therefore IT is important in meeting this need It is a requirement of the society that the individuals should posses technological literacy We need to increase access and bring down the cost of education to meet the challenges of illiteracy and poverty-IT is the answer Importance access to variety of learning resources immediacy to information anytime learning anywhere learning collaborative learning multimedia approach to education authentic and up to date information access to online libraries teaching of different subjects made interesting educational data storage distance education access to the source of information multiple communication channels-e-mail,chat,forum,blogs,etc. access to open courseware better accesses to children with disabilities reduces time on many routine tasks. 1.4. Characteristics and Scope Along with approaches to ICT development noted above, there are various characteristics of schools, or aspects of school leadership, that relate to a school‘s progress in ICT development. Below are general descriptions of the more important of these characteristics of schools that have an effect on ICT development within schools. Vision Vision refers to the aspirations and goals of both individuals within a school and the school system as a whole. As the school advances, the mission statements should become clearer and
- 4. Chapter 1:ICT Overview ver 1.0 Pg. No.4 provide a basis for decision-making. Mission statements should help individual members of the learning community visualize a school‘s aspirations for the future and act in harmony. Philosophy of learning and pedagogy Ways in which teachers and students interact and how the school is managed for learning are part of what is meant by a school‘s philosophy of learning Scope of Information and Communication Technology: IT-Professional and Vocational Education in Information Technology Focus is on the area of professional and vocational education rather than on specific computing curricula in primary, secondary or tertiary educational institutions. Distance Learning To consider what is necessary to prepare the whole society for living in the information age, using a distance learning system Lifelong Learning All aspects of the interactive role of informatics and resulting technologies in lifelong learning. Research on Education Applications of Information TechnologiesTo provide a forum to identify issues and priorities for research and to map research policies arising from the differing cultures in IFIP Member countries. Information and Communication Technologies in Elementary Education The role of Information and Communication Technologies (ICT) in elementary education (age range from pre-school to 13 years). Informatics and ICT in Secondary Education The role of both informatics and resulting Information and Communication Technologies (ICT) in secondary education (age range from 11 to 18 years). Informatics and ICT at the level of Higher Education The role of both informatics and resulting Information and Communication Technologies (ICT) in higher education. Information Technology in Educational Management Focus is on use of Information technology within the educational management of educational institutions, educational authorities and educational system networks, to enhance educational effectiveness and development. Issues in the Use of ICTs in Education Effectiveness, cost, equity, and sustainability are four broad intertwined issues which must be addressed when considering the overall impact of the use of ICTs in education. Key Challenges in Integrating ICTs in Education Although valuable lessons may be learned from best practices around the world, there is no one formula for determining the optimal level of ICT integration in the educational system. Significant challenges that policymakers and planners, educators, education administrators, and other stakeholders need to consider include educational policy and planning, infrastructure, language and content, capacity building, and financing.