Who Has Made Integrating Ict Into Education?


Integration of ICT in Teacher Education Essay Example As new concepts of learning have evolved, teachers are expected to facilitate learning and make it meaningful to individual learners rather than just to provide knowledge and skills. Recent developments of innovative technologies have provided new possibilities to teaching profession but at the same time have placed more demands on teachers to learn how to use these technologies in their teaching.

Robinson and Latchem, 2003). Globally, educational systems are under great pressure to adopt innovative methodologies and to integrate new Information and Communication Technologies (NICTs) in the teaching and learning process, to prepare students with the knowledge and skills they need in the 21st century.

Apparently, teaching profession is evolving from an emphasis on teacher-centered, lecture- based instructions to student-centered interactive learning environments. NICTs integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content, students working on technology to do authentic tasks and developing technology supported products, providing authentic assessments and institutional development.

  • Today a verity of NICTs can facilitate not only delivery of instruction but also learning process itself.
  • Moreover, NICTs can promote international collaboration and networking in education and professional development.
  • There is a range of NICTs options- from Videoconferencing through multimedia delivery to websites which can be used to meet the challenges teachers face today.

In fact, there has been increasing evidence that NICTs may be able to provide more flexible and effective ways for lifelong professional development of teachers. Undoubtedly NICTs has brought about many challenges and opportunities for education. The educational system needs to come to terms with these new challenges and take full advantage of the opportunities.

If educational institutions have to ensure that their students leave the institutions as confident individuals capable of using new technology creatively and productively then their teachers should have the competence to integrate the emerging technologies and the digital content with all their operations.

Therefore, the challenge for higher education institutions, particularly teacher education, has been to create a new generation of teachers capable of employing a variety of technology tools into all phases of academic, administrative, research, and extension functions.

A teacher being a pivot in the process of teaching learning, knowledge of ICT and skills to use ICT in teaching learning has gained immense importance for today’s teacher. A teacher is expected to know successful integration of ICT into his/her subject area to make learning meaningful. This knowledge development during pre-service training has gained much importance with the notion that exposure to ICT during this time is helpful in increasing student teachers’ willingness to integrate technology for classroom teaching.

ICT integration in institutions is being perceived as a necessity and is growing exponentially. The pervasive use of technology in all spheres of life, the knowledge economy and the paradigm shift together, generate demands on the institutions to adopt ways that help inculcate 21st century skills amongst students.

APPROACHES TO ICT INTEGRATION IN TEACHER EDUCATION Use of ICT within teacher-training programs around the world is being approached in a number of ways with varying degrees of success. These approaches were subsequently described, refined and merged into four primary approaches as follows. ICT skills development approach: Here importance is given to providing training in use of ICT in general.

Student-teachers are expected to be skilled users of ICT in their day-to-day activities. Knowledge about various software, hardware and their use in educational process is provided. ICT pedagogy approach: This approach emphasizes on integrating ICT skills in respective subjects, drawing on the principle of constructivism, pre-service teachers design lessons and activities that centre on the use of ICT tools that will foster the attainment of learning outcomes.

This approach is useful to the extent that the skills enhance ICT literacy skills and the pedagogy allows student to further develop and maintain these skills in the context of designing classroom-based resources. Students who have undergone this type of training have reported significant changes in their understandings associated with effective implementation strategies, as well as their self-efficacy as to their ICT competencies.

Subject- specified approach: Here ICT is embedded into one’s own subject area. By this method teachers not only expose students to new and innovative ways of learning, but also provide them with a practical understanding of what learning and teaching with ICT looks and feels like.

  1. In this way, ICT is not an ‘add on’, but an integral tool that is accessed by teachers and students across a wide range of the curricula.
  2. Practice-driven approach: Here the emphasis is on providing exposure to use of ICT in practical aspects of teacher-training also.
  3. Emphasizing on developing lessons, assignments etc.

sing ICT and implementing these in their practical work experience at various levels, the students are provided with an opportunity to assess the facilities available at workplace and effectively use their own skills to manipulate these facilities. Based on the concept that the pre-service teacher is a learner, manager, designer and researcher, he is expected to research their practicum school’s ICT facilities, design ICT activities with their tutor-teacher, manage those activities in the classroom, and evaluate their effectiveness in terms of student learning (http://ww.

  1. Nd/edu. au).
  2. Ideally, an integrated approach is to be followed for developing ICT skills in teaching.
  3. Whatever may be the approach followed in the institutions to develop knowledge about ICT, it has its own limitations and coupled with other reasons, they are not making student-teachers fully confident of using ICT in their day-to-day classrooms and other situations.

In the opinion of authors, all the four approaches are required to develop awareness of expert level skills in student-teachers. Changing role of teacher educator Under the changing scenario, there is a need to redefine the role of a teacher-educator.

  • Act as a role model for pre-service trainees and in-service teachers, demonstrating the use of technology across the curriculum. Encourage technology integration among the trainees, colleagues, teachers and parents.
  • Be involved in planning and implementing ICT professional development training.
  • Be up-to-date with the latest technological developments and advise the institutions concerning technology advancements and upgradation.
  • Plan, design, and demonstrate the use of multimedia applications for instructional use through multimedia projects. Examine a variety of evaluation and assessment tools including electronic portfolio assessment.
  • Become active, competent online users of telecommunication services and act as model in the use of internet as an instructional tool.
  • Direct trainees and teachers to digital resources that will be able to answer their questions.
  • Address issues related to acceptable user policies, student safety, ethics, security, copyright, etc.
  • Be involved in marketing the best practices of technology integration. Manage the available resources more productively to face the ever increasing financial crunch.
  • Use information literacy to access, evaluate, and use information from a variety of sources.

As society changes, the skills that students need to be successful in life also change. Basic literacy of reading, writing and mathematics are no longer sufficient. Our students need to master those basic skills as well as read critically, write persuasively, think and reason logically, and solve complex problems.

  1. A successful student must also be adopting at managing information-finding, evaluating, and applying new content understanding with great flexibility.
  2. They must be equipped with skills and perspectives designed to help them anticipate change and plan accordingly.
  3. This will equip them to thrive in a world characterized by rapid continuous change.

A simple question to ask is “how has the world of a child changed in the last 150 years? ” and the answer is, “it is hard to imagine any way in which it hasn’t challenged! But if you look at school today versus 100 years ago, it is more similar than dissimilar.

  • There is a profound gap between the knowledge and skills most students acquire in school and those required in today’s world and technology-infused workplaces.
  • The technology that has become so pervasive in our daily lives is still outside our comfort zone in the school environment.
  • The challenge is to overcome traditional ways, and change pedagogical practices in ways that reflect the changing social, political and economic landscape in which 21st century students will learn.

In order to thrive in a digital economy, students will need digital age proficiencies. It is important for the educational system to make parallel changes in order to fulfill its objectives, namely, the preparation of students for the world beyond the classroom.

  1. Therefore, the educational system must understand and embrace the 21st century skills within the context of rigorous academic standards.
  2. Schools, just like businesses, industries and families, must adapt to these changes and “bridge the gap between how students live and how they learn”.
  3. Accelerating technological change, rapidly accumulating knowledge, increasing global competition and rising workforce capabilities around the world make 21st century skills essential.

The following is a list of 21st century skills, which allows students to prepare for careers, requiring them to acquire new knowledge, learn new technologies, rapidly process information, make decisions and communicate in a global and diverse society.

Information and media literacy skills: Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms and media. Understanding the role of media in society. Communication skills: Understanding, managing and creating effective oral, written and multimedia communication in a variety of forms and contexts.

Critical thinking and systems thinking: Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems Problem identification, formulation and solution: Ability to frame, analyze and solve problems.

  1. Creativity and intellectual curiosity: Developing, implementing and communicating new ideas to others, staying open and responsive to new and diverse perspectives.
  2. Interpersonal and collaborative skills: Demonstrating teamwork and leadership; adapting to varied roles and responsibilities; working productively with others; exercising empathy; respecting diverse perspectives.

Self-direction: Monitoring one’s own understanding and learning needs, locating appropriate resources, transferring learning from one domain to another. Accountability and Adaptability: Exercising personal responsibility and flexibility in personal workplace and community contexts; setting and meeting high standards and goals for one and others; tolerating ambiguity.

  • Social Responsibility: Acting responsibly with the interests of the larger community in mind, demonstrating ethical behaviour in personal, work place and community contexts.
  • There is a need for students to develop learning skills that enable them to think critically, analyze information, communicate, collaborate, and problem-solve, and the realize the essential role that technology plays in realizing these learning skills in today’ knowledge-based society.
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Representative of the ICT literacy skills are the following six arenas critical to student’s success in the workplace. Communicate Effectively: Students must have a range of skills to express themselves not only through paper and pencil, but also audio, video, animation, design software as well as a host of new environments.e.g.

  • E-mail, websites, message boards, blogs, streaming media, etc.) Analyze and Interpret Data: Students must have the ability to crunch, compare, and choose among the glut of data now available web-based and other electronic formats.
  • Understand Computational Modeling: Students must possess an understanding of the power, limitations, and underlying assumptions of various data representation systems, such as computational models and simulations, which are increasingly driving a wide-range of disciplines.

Manage and Priorities Tasks: Students must be able to manage the multi-tasking, selection, and prioritizing across technology applications that allow them to move fluidly among teams, assignments and communities of practice. Engage in Problem Solving: Students must have an understanding of how to apply what they know and can do to new situations.

  • Ensure Security and Safety: Students must know and use strategies to acknowledge, identity, and negotiate 21st century risks.
  • Looking into the role and importance of 21st century skills in the present world, it becomes vital for colleges of education to incorporate 21st century skills in their curriculum so that future teachers are equipped with skills and strategies to promote 21st century skills among students.

Incorporating various methodologies like activity-based learning, problem-based learning, project-based learning and effective technology integration in everyday class rook practices will lead to promote 21st century skills among students. Manipulating information and ideas through these processes allow students to solve problems, gain understanding and discover new meaning.

  • In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that provide them with opportunities to engage in higher order thinking.
  • Technology is most powerful when used as a tool for problem solving, conceptual development and critical thinking.

Using technology as a tool, students spend time productively creating strategies for solving complex problems and developing a deep understanding of the subject matter. It becomes imperative for the students to present, publish and share their idea or products resulted from critically analyzing and evaluating the information.

Apparently, technology plays a key role in developing constructive publications that would effectively translate the ideas of the learner. ROLE OF TECHNOLOGY IN FOSTERING A STUDENT-CENTRIC LEARNING ENVIRONMENT With the adoption of 21st century technology, there is a major paradigm shift in instructional methods to reflect the challenges present in today’s society.

The role of the teacher and student has changed dramatically over the years. The teacher was responsible for disseminating information to students. The students’ primary responsibility was to consume and retain as many of the facts and figures as they could.

  • In student-centric classroom, the role of the teacher changes to that of facilitator and resource person often acting as a catalyst, the teacher help the student to promote his or her individual learning.
  • With the use of technology, the teacher can extend his or her role beyond the class room.
  • Technology provides students with the opportunity via E-mails or discussion forums to ask questions and also collaborate with other students in the understanding of the course content.

This use of technology virtually gives the students access to the teacher at all times where they can ask and receive answers to their questions without having to speak in front of large group. It also makes possible for the students to access lectures, demonstrations or discussions when required, rather than being lied down to a fixed schedule.

These resource materials are stored and available in digital format (CD – Rom or DVD) and can even be delivered on demand via the Internet. Each technology is likely to play a different role in students learning, e.g., word processing and e-mail promote communication skills, database and spreadsheet programs promote organization skills and modeling software promotes the understanding of science and math concepts.

There are numerous multimedia programs designed to meat the special needs of diverse learning, e.g., a student learning English language would benefit from a computer program where they could learn the language at their own pace. They could spend as much time as needed on the computer, without feeling pressured to keep up with other students.

  • One can not expect all teachers to teach in this fashion but a computer program or multimedia application may have the capabilities of doing so without taking additional time away from other students.
  • By utilizing such programs a single teacher can employ many more resources and methods within one class room, rather then teaching the information in one manner to all students.

In technology rich student- centered classrooms, there are many observable changes:

  • There is shift from whole class to small group instruction.
  • Coaching occurs rather than lecture and recitation.
  • Teachers work with weaker students more often rather than focusing attention on brighter students.
  • Students are more actively engaged.
  • Students become more cooperative and less competitive.
  • There is an integration of both visual and verbal thinking instead of the privacy of verbal thinking.

By integrating technology with constructivist methods, such as problem- based learning and project- based learning, teachers are more responsible for and active in the learning process (Grant, 2002) ROLE OF ICT IN THE CURRICULUM Learning through ICT: Here ICT is integrated so completely as essential tool in a course/curriculum that the teaching and learning of that course/curriculum is no longer possible without it.

  • As per the report published by UNESCO in 2003 the advanced countries including Australia, South Korea and Singapore have integrated ICT’s into their educational system.
  • Countries using ICT’s but have not fully integrated ICT’s in educational include China, Thailand, Japan, Malaysia, Philippines and India.

The best use of information communication technologies in India has been i.e. Video conferencing facility which was introduced to import knowledge about the new technologies by UGC-CEC network with the help of ISRO and Doordarshan in the year 1994. CEC (Consorting for educational communication-an inter university centre of University Grants Commission) is responsible for maintaining the quality of e-content material on higher education.

  1. It acts as the gateway to world of information and enables teachers to be updated.
  2. For professional development and awareness of innovative trends in instructional methodologies, evaluation mechanism etc.
  3. For effective implementation of certain student – centric methodologies such as project -based learning which puts the students in the role of active researches and technology becomes the appropriate tool.
  4. It is an effective tool for information acquiring – thus students are encouraged to look for information from multiple sources and they are now more informed then before.
  5. It has enabled better and swifter communication, presentation of ideas are more effective and relevant.
  6. The dissemination of ideas to a larger mass now seems possible due to technology.
  7. Student-teachers are transformed into self learners.
  8. ICT creates awareness of recent methodologies and thus teacher educators feel empowered.

ICT TRAINING INPUTS FOR TEACHERS AND TEACHER- EDUCATORS For the successful implementation of ICT, teacher trainees, teachers and teacher- educators need to be trained in the following dimensions. The commercially available training programs are designed to provide exposure only to system software, some of the application software and the basics of internet.

  • Awareness phase: The input should be to make the teachers aware of the importance and possibilities of ICT-the current trends and future projections.
  • Learning theories and technology integration: Traditional and modern view of learning, shift from teaching to learning, constructivism, role of ICT in lifelong learning.
  • Basic hardware skills : Hands on experiences in operating the PC and laptops-switching on, shutting down, and networking, storage devices- using floppy drive, CD ROM drive, flash drive, and burning CD-ROM, output devices-using printers and speakers, input devices-using keyboard (Including shortcuts), mouse, modem, scanners, web cam, digital camera, camcorders, date loggers and display devices- data projectors, and interactive white boards.
  • Understanding system software: Features of desktop, starting an application, resizing windows, organizing files (Creating, editing, saving and renaming), switching between programs, copying etc.
  • Using application/productivity software: Word processing, spreadsheet, database, presentation, publishing, creation of Portable Document Format (PDF) files, test generation, data logging, image processing etc.
  • Using multimedia: Exposure to multimedia CD ROMs in different subject, installing programs, evaluating CD ROMs, approaches to using CD ROMs, creating multimedia presentations.
  • Using internet: e-mail, communities, forums, blogging, wiki: subscription to mailing lists, e-mail and internet projects, web searching strategies (navigating, searching, selecting, and saving information ) videoconferencing, designing web pages, freeware and shareware, evaluating website resources, virtual fieldtrips, learning opportunities using the web, and netiquette.
  • Pedagogical application of ICT tools: Specific use of application software in different subject, appropriate ICT tools and pedagogy, unit plan integrating ICT tools, approaches to managing ICT-based learning groups, assessment of learning, electronic portfolio and assessment rubrics, creating teacher and student support materials, supporting students with special needs.
  • Introduction to open source software: Concept, types, advantages, working on open sources application software.10. Social, legal, ethical and health issues: Advantages and limitations of computer use, privacy violations, copyright infringement, plagiarism, computer security (hacking, virus, misuse, abuse and staying safe) healthy use (seating, light, sound, radiation, exercise)
  • ICT for professional and personal productivity: ICT for administration, record keeping, reporting and transfer of information, attendance, research, careers in computers and professional development opportunities. As an advanced training website development, installation and use of server based applications, training in course management system, e learning course content development using various authoring tools, audio/video /image editing, animation etc. can be introduced.

In addition to the hands on experiences every training program could include an ICT awareness /familiarity quiz, exhibitions of ICT books and multimedia CD ROMs by commercial agencies, poster session on success stories, case study presentations and analysis, ICT based demonstration lesson in the schools (whole class, small group, internet based, etc) exhibitions and presentations by commercial agencies on emerging technologies.

  1. Anjali Khirwadkar, R.L. Madhav,”ICT in education, An integrated approach”Edutracks, pg.14-17, July, 2006
  2. Jasmeen Kaur, ‘ICT and changing roles of teacher” Education New Horizons, vol.6,no.22,Jan-March,2009
  3. Dr.M.U. Paily,” Integration of ICT in Teacher Education” Edutracks, vol.5 no.6 pg.5-11, Feb.2006
  4. S.K. Thakur,”X-PDITTE Towards Excellence in Education” Intel Teach Program,2008

: Integration of ICT in Teacher Education Essay Example
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Who created technology in education? Computer-based learning – In essence the development of programmed learning aims to computerize teaching, by structuring information, testing learners’ knowledge, and providing immediate feedback to learners, without human intervention other than in the design of the hardware and software and the selection and loading of content and assessment questions.B.F.

  • Skinner started experimenting with teaching machines that made use of programmed learning in 1954, based on the theory of behaviourism (see Chapter 2, Section 3 ).
  • Skinner’s teaching machines were one of the first forms of computer-based learning.
  • There has been a recent revival of programmed learning approaches as a result of MOOCs, since machine based testing scales much more easily than human-based assessment.

PLATO was a generalized computer assisted instruction system originally developed at the University of Illinois, and, by the late 1970s, comprised several thousand terminals worldwide on nearly a dozen different networked mainframe computers. PLATO was a highly successful system, lasting almost 40 years, and incorporated key on-line concepts: forums, message boards, online testing, e-mail, chat rooms, instant messaging, remote screen sharing, and multi-player games.

Attempts to replicate the teaching process through artificial intelligence (AI) began in the mid-1980s, with a focus initially on teaching arithmetic. Despite large investments of research in AI for teaching over the last 30 years, the results generally have been disappointing. It has proved difficult for machines to cope with the extraordinary variety of ways in which students learn (or fail to learn.) Recent developments in cognitive science and neuroscience are being watched closely but at the time of writing the gap is still great between the basic science, and analysing or predicting specific learning behaviours from the science.

More recently we have seen the development of adaptive learning, which analyses learners’ responses then re-directs them to the most appropriate content area, based on their performance. Learning analytics, which also collects data about learner activities and relates them to other data, such as student performance, is a related development.
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Who is the author of the 5 stages of ICT team development?

According to Gladhart (2001 in Toledo, 2005, during the adoption of ICT professors go through five stages: entry, adoption, adaptation, appropriation, and invention.
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How ICT is integrated in education?

1. Introduction – There has been an increase in the use of educational technologies in higher education over the last decades, The adoption and use of ICT has transformed education in a number of ways over the years. It has changed the way people think, work and live,

While teachers are sometimes seen as key players in the using ICT, students have also proved to be relevant and important stakeholders as their needs spur teachers and institutional administrators to be innovative. While it may be correct to say, “The adoption of educational technology in teaching depends on how well a teacher accepts it” we argue that the success of the integration of ICT in education also depends on how much exposure and interest the learners have in ICT.

This study focused on SUZA and MSU. While all other universities in the both Zanzibar and Zimbabwe have adopted the use of ICT in one way or the other, these two were chosen on the basis that they have the largest number of both lecturers and students and the study sought to investigate the impact of the adoption of ICT in education.

  1. The two institutions are state-funded and such the study examined the contribution of the state in ICT integration initiatives.
  2. The integration of ICT into education involves the use of computer-based communication into daily classroom activities.
  3. It also means technology-based teaching and learning which contributes a lot in the pedagogical aspects where ICT application leads to effective learning.

Globalization has provided challenges that require educational institutions to embrace technology in learning and teaching. This is important because technology has become the knowledge transfer highway in most countries, Conventional learning set-ups of the brick and mortar classroom have been overtaken by digital environments and the face-to-face mode of tuition delivery is fast being replaced by online articulated learning and knowledge delivery methods.
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Who are the role players in ICT integration?

The role players will include: governmentdecision-makersICT supporteducational specialistspeerslearners Each of these role players will play a different role in supporting the integration oftechnology in the classroom.
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Who was the first person to create education?

China – According to legendary accounts, the rulers Yao and Shun (ca.24th–23rd century BC) established the first schools. The first education system was created in Xia dynasty (2076–1600 BC). During Xia dynasty, government built schools to educate aristocrats about rituals, literature and archery (important for ancient Chinese aristocrats).

  • During Shang dynasty (1600 BC to 1046 BC), normal people (farmers, workers etc.) accepted rough education.
  • In that time, aristocrats’ children studied in government schools.
  • And normal people studied in private schools.
  • Government schools were always built in cities and private schools were built in rural areas.

Government schools paid attention on educating students about rituals, literature, politics, music, arts and archery. Private schools educated students to do farmwork and handworks. During the Zhou dynasty (1045–256 BC), there were five national schools in the capital city, Pi Yong (an imperial school, located in a central location) and four other schools for the aristocrats and nobility, including Shang Xiang,

The schools mainly taught the Six Arts : rites, music, archery, charioteering, calligraphy, and mathematics. According to the Book of Rites, at age twelve, boys learned arts related to ritual (i.e. music and dance) and when older, archery and chariot driving. Girls learned ritual, correct deportment, silk production and weaving.

It was during the Zhou dynasty that the origins of native Chinese philosophy also developed. Confucius (551–479 BC) founder of Confucianism, was a Chinese philosopher who made a great impact on later generations of Chinese, and on the curriculum of the Chinese educational system for much of the following 2000 years.

Later, during the Qin dynasty (246–207 BC), a hierarchy of officials was set up to provide central control over the outlying areas of the empire. To enter this hierarchy, both literacy and knowledge of the increasing body of philosophy was required: “.the content of the educational process was designed not to engender functionally specific skills but rather to produce morally enlightened and cultivated generalists”.

During the Han dynasty (206–221 AD), boys were thought ready at age seven to start learning basic skills in reading, writing and calculation. In 124 BC, the Emperor Wudi established the Imperial Academy, the curriculum of which was the Five Classics of Confucius.

By the end of the Han dynasty (220 AD) the academy enrolled more than 30,000 students, boys between the ages of fourteen and seventeen years. However education through this period was a luxury. The nine-rank system was a civil service nomination system during the Three Kingdoms (220–280 AD) and the Northern and Southern dynasties (420–589 AD) in China.

Theoretically, local government authorities were given the task of selecting talented candidates, then categorizing them into nine grades depending on their abilities. In practice, however, only the rich and powerful would be selected. The Nine Rank System was eventually superseded by the imperial examination system for the civil service in the Sui dynasty (581–618 AD).
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Who is the founder of ICT?

ICT is an acronym that stands for Information and Communications Technology. The first commercial computer was the UNIVAC I, developed by John Eckert and John W. Mauchly in 1951.
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Who is the father of ICT?

The father of information and communication technology is Claude Elwood Shannon.
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Why is ICT integration in education important?

Benefits of using ICT in education – In our previous blog article we already talked about the clear benefits of e-learning platforms for education. However, this time we will focus on the advantages of ICT in general, It has been proven that the use of ICT in the classroom increases the motivation of the students, showing more interest and becoming more involved in the areas they study.

ICT enables the use of innovative educational resources and the renewal of learning methods, establishing a more active collaboration of students and the simultaneous acquisition of technological knowledge. Furthermore, ICTs are of great help in developing discernment, Being able to search for various sources and contrast them, as well as to structure information are some of the most notable skills that students develop thanks to the use of ICT.

But there are more advantages:

  1. Their interest in learning grows : the use of resources as varied as videos, websites, graphics, and games make traditional subjects more interesting. Multimedia content is a very useful tool to bring different subjects closer to students in a complete and entertaining way.
  2. Interactivity : the use of ICT in the classroom promotes the student’s active and participatory attitude, which is involved in learning and is positioned as the protagonist.
  3. Collaboration between students : Collaboration between students is clearly enhanced thanks to various digital tools. It is much easier for them to create team projects, cooperate and learn from each other.
  4. They enhance creativity : ICT tools stimulate the development of the imagination, as well as the initiative of all class members.
  5. Increased communication : close communication between students and teachers is encouraged through various channels, in a more spontaneous and less formal way.
  6. Personalization and content up-to-date : digital environments allow real-time updating of all information and resources. In addition, it is possible to adjust the tools and content to local and nearby realities.
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Who Has Made Integrating Ict Into Education Pedagoo: The online platform that makes learning easier At Pedagoo we are aware that digital skills will be basic when determining entry into the professional world and for life in general. Therefore, the use of ICT in the classroom is more than justified.

  • With Pedagoo, you can easily create questions and tests, evaluate all kinds of skills, and get immediate results.
  • Thanks to Pedagoo’s technology, students can improve their knowledge and understanding, while teachers are able to reduce their workload, allowing them to concentrate on teaching.
  • Do you want to know how it works? With this video you will see how to manage the entire evaluation process from a single platform.

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What is ICT integration approach?

An approach is to support the integration of new technologies. with other instructional tools and strategies in the curriculum. in ways that support a student centered approach and in so. doing allowing technology use to be an integral part of. ―knowledge spaces‖ which ―allow users to explore as they.
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Why is ICT integration in a education very important nowadays?

Developing 21st-century skills – Some classrooms are neither equipped nor prepared to incorporate technology, Learners either have limited access to tech or are unable to use the devices to their fullest potential. Students lacking continuous connectivity may find themselves left behind.

Personal and social responsibilityPlanning, critical thinking, reasoning, and creativityStrong communication skills, both for interpersonal and presentation needsCross-cultural understandingVisualization and decision-makingAn understanding of how and when to use technology, and how to choose the most appropriate tool for the task at hand

Knowing how to solve problems, build rapport, and communicate clearly are all important skills that have always been in high demand. Without knowing how to use these skills, adults who complete school to enter the workforce may find that they’re simply not competitive.
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Who is responsible for ICT governance?

Cabinet approved the Framework on 21 November 2012 and its applicability to all National and Provincial Departments, Provincial Administrations, Local Government, Organs of State and Public Entities. The head of department is responsible for the implementation of good ICT governance.
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Who posted that integration of ICT consist of three elements?

Wang proposed a generic model of ICT integration having three components: pedagogy, social interaction and technology (Wang, 2008). These components as in Figure 1 are found in any learning setting and sound design of these elements should ensure effective ICT integration.
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Who is known as father of education?

John Amos Comenius, Father of Modern Education | Moravian College.
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When did technology start in education?

Purdue Online Technology has always been at the forefront of human education. From the days of carving figures on rock walls to today, when most students are equipped with several portable technological devices at any given time, technology continues to push educational capabilities to new levels.

  • In looking at where educational methods and tools have come from to where they are going in the future, technology’s importance in the classroom is evident now more than ever.
  • A History of Classroom Technology: The Primitive Classroom In the Colonial years, wooden paddles with printed lessons, called Horn-Books, were used to assist students in learning verses.

Over 200 years later, in 1870, technology advanced to include the Magic Lantern, a primitive version of a slide projector that projected images printed on glass plates. By the time World War I ended, around 8,000 lantern slides were circulating through the Chicago public school system.

Radio in the 1920s sparked an entirely new wave of learning; on-air classes began popping up for any student within listening range. Next came the overhead projector in 1930, followed by the ballpoint pen in 1940 and headphones in 1950. Videotapes arrived on the scene in 1951, creating a new and exciting method of instruction. The Skinner Teaching Machine produced a combined system of teaching and testing, providing reinforcement for correct answers so that the student can move on to the next lesson. The photocopier (1959) and handheld calculator (1972) entered the classrooms next, allowing for mass production of material on the fly and quick mathematical calculations. The Scantron system of testing, introduced by Michael Sokolski n 1972, allowed educators to grade tests more quickly and efficiently.

The pre-computer years were formative in the choices made for computers in the years following. Immediate response-type systems (video, calculator, Scantron) had become necessary, and quick production of teaching materials, using the photocopier, had become a standard.

  1. The U.S. Department of Education reports that high school enrollment was only 10% in 1900, but by 1992 had expanded to 95%.
  2. The number of students in college in 1930 was around 1 million, but by 2012 had grown to a record 21.6 million.
  3. Teachers needed new methods of instruction and testing, and students were looking for new ways to communicate, study, and learn.

The Entrance and Significance of Personal Computers Although the first computers were developed in the ‘30s, everyday-use computers were introduced in the ‘80s. The first portable computer, in 1981, weighed 24 pounds and cost $1,795. When IBM introduced its first personal computer in 1981, the educational world knew that it was on the verge of greatness.

Toshiba released its first mass-market consumer laptop in 1985 (the T1100), and Apple’s infamous Mac (which later evolved into the Powerbook) was available starting in 1984. In 1990, The World Wide Web was given life when a British researcher developed Hyper Text Markup Language, or HTML, and when the National Science Foundation (NSF) removed restrictions on the commercial use of the Internet in 1993, the world exploded into a frenzy of newfound research and communication methods. The first Personal Digital Assistants (PDAs) were released by Apple Computer Inc. in 1993, and with that, computers were a part of every day, if not every moment. By 2009, 97% of classrooms had one or more computers, and 93% of classroom computers had Internet access. For every 5 students, there was one computer. Instructors stated that 40% of students used computers often in their educational methods, in addition to interactive whiteboards and digital cameras. College students nowadays are rarely without some form of computer technology: 83% own a laptop, and over 50% have a Smartphone.

The Future of Technology in the Classroom It seems like years since MySpace, first introduced in 2003, Facebook (2004) and Twitter (2007) have changed both the communication and business worlds. Instant connectivity has branched out from merely a tool of personal communication, to a platform for educational instruction and outreach.

  1. Social media is now being recognized as an accepted form of instruction in some instances, and groups such as Scholastic Teachers provide excellent support and tips for instructors.
  2. Many instructors use social media to communicate directly with their students, or to form forum-style groups for students to communicate with each other, and the method seems to be proving valuable in providing one-on-one attention to student’s questions and concerns.

With the classroom having already evolved into a hotbed of technological advances, what can the future possibly hold that could further educational proficiencies even more?

Biometrics, a technology that recognizes people based on certain physical or behavioral traits, is on the technological horizon. The science will be used to recognize the physical and emotional disposition of students in the classroom, altering course material to tailor to each individual’s needs based on biometric signals. A second up-and-coming technology is Augmented Reality (AR) glasses, rumored to be on Google’s release list, and this technology could be a whole new world for education. AR Glasses (or even contact lenses) will layer data on top of what we naturally see, to allow for a real-world learning experience. For example, a student wearing AR Glasses could potentially sit at his desk and have a conversation with Thomas Edison about invention. It was Edison, after all, who said that “Books will soon be obsolete in schools. Scholars will soon be instructed through the eye.” Multi-touch surfaces are commonly used through equipment such as the iPhone, but the technology could become more relevant to education through entirely multi-touch surfaces, such as desks or workstations. This could allow students to collaborate with other students, even those around the world, and videos and other virtual tools could be streamed directly to the surface.

Educators and the Evolution of Technology in the Classroom With the evolution of technology, educational capabilities are growing and changing every day. The Internet is a vast electronic library of information, and both research and instruction can be achieved through a click of the mouse.

With these advances come new responsibilities to the instructor and therefore increase the value of a Master of Science in Education in Learning Design and Technology, As technology advances, an educator’s abilities will grow by leaps and bounds, and without the knowledge of these changes and capabilities, an instructor has a good chance of being left behind.

A career in education requires hard work and dedication, but, for the diligent educator, can prove very rewarding. For those who are serious about success in the education field, staying well-informed of current and changing technologies is imperative.

  1. As the world of technology evolves, the learning environment, both on-campus and online, will equally progress, and the need for teachers who are educated in technology and design will continue to grow.
  2. Learn more about the online MSEd in Learning Design and Technology at Purdue University today and help redefine the way in which individuals learn.

Call (877) 497-5851 to speak with an admissions advisor or click here to request more information.
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Who invented first technology?

Made nearly two million years ago, stone tools such as this are the first known technological invention. This chopping tool and others like it are the oldest objects in the British Museum. It comes from an early human campsite in the bottom layer of deposits in Olduvai Gorge, Tanzania.
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Who is the father of technology?

1. Henry Edward ‘Ed’ Roberts.
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Who is the real father of technology?

Charles Babbage

Charles Babbage KH FRS
Scientific career
Fields Mathematics, engineering, political economy, computer science
Institutions Trinity College, Cambridge
Influences Robert Woodhouse, Gaspard Monge, John Herschel

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