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Educational ICT tools can be divided into 3 categories: Input source, Output source and Others. See the following graph
Worldwide research has shown that ICT can lead to improved student learning and better teaching methods. A report made by the National Institute of Multimedia Education in Japan, proved that an increase in student exposure to educational ICT through curriculum integration has a significant and positive impact on student achievement, especially in terms of " KnowledgeComprehension" "Practical skill" and "Presentation skill" in subject areas such as mathematics, science, and social study. However, you can see that there are many education technology solutions provided in the world which may cause confusion among educators about how to choose the right ICT solution. Let's have a look at the advantages and disadvantages of ICT tools for education and discover what kind of education ICT solution is suitable for your school needs.
1 Through ICT, images can easily be used in teaching and improving the retentive memory of students. 2 Through ICT, teachers can easily explain complex instructions and ensure students' comprehension. 3 Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable, which could improve student attendance and concentration.
1 Setting up the devices can be very troublesome. 2 Too expensive to afford 3 Hard for teachers to use with a lack of experience using ICT tools
After considering the above points, it is easy to see that the visualiser/so-called:document camera can be the most effective and efficient ICT tool for education.
The reasons are 1 The Visualiser's/Document Camera's 3 basic characters: COST-EFFECTIVE, EASY-TO-USE, TIME-SAVING
There are many important dimensions to ICT education, including: ICT/Digital Literacy Today, everyone needs a basic understanding of ICT and how to make productive use of it, just to be good students, workers and citizens. Teaching people how to be competent basic users of ICT technologies is an important role of ICT education, so they will be successful in their academic and work careers, and so they can efficiently participate in modern technical society. As part of its study validating U.S. Department of Labor IT Competency model content in California, MPICT determined with 99% confidence California employer agreement with the following statements regarding Digital Literacy:
Information and communication technologies (ICT) competencies are increasingly important for most of our employers, regardless of role. If there was an agreed-upon standard for "digital literacy", or ICT competencies expected of all workers, regardless of workplace role, my organization would value a credential based on that standard as a way of validating ICT skills for non-ICT workers. (70.5% agree or very much agree) In the 21st century, an ability to work with information and communication technologies is becoming as essential to education, life and workplace success as "reading, writing and arithmetic". ICT Digital Literacy should be considered a basic skill by educational systems, something taught to and assessed for all students. (85.2% agree or very much agree) This study details 49 competencies for ICT User level knowledge and skills, as an actionable, teachable and assessable definition of what people need to know and be able to do to be digitally literate.
ICT Infrastructure and Support Applied Technologists Beyond a basic user competency, our society also needs more knowledgeable and capable technical people to deploy, manage and maintain ICT equipment, software and systems, so they work well for users. In all industries, these people manage computer and communications hardware, software and applications; networked systems; online information sharing, communication and commerce systems; business processes making use of these systems; and user support. Specialized Business and Industry Uses of ICT As enabling technologies, ICT is used strategically in almost all businesses and industries. Many have developed specialized systems and uses of ICT, and many have specialized legal and regulatory requirements; quality control systems; integrations with production and research equipment and systems; security requirements; and software applications. For example:
Bioscience industries rely on specialized ICT systems and applications to conduct research, analyze organic materials, produce biotech products and do required reporting; Financial services industries rely on ICT to maintain customer records, do business, conduct trades, do financial reporting, secure proprietary information and comply with regulations; Manufacturing industries use specialized computer controlled systems and robotics to design, produce and test products.
Property management operations use ICT to network and control heating and cooling, lighting and building access systems. Electric utilities use ICT to monitor and manage electricity distribution, customer billing and smart metering systems. Telecommunications, cable TV and other entertainment industries use ICT to store content, manage customers and deliver their services.
We need to develop a competent workforce that understands not only relevant technologies, but also specialized business and industry environments and operations, to meet these specialized needs. ICT Research and Development Scientists ICT fields themselves are under constant pressure to evolve and improve. We need people who deeply understand the science and technologies underlying ICT and who can work to advance the fields. In virtually all modern businesses and industries, and in modern society in general, ICT has key strategic roles. It is strategically important to develop citizens and workers who can competently and efficiently operate and add value in these systems and environments.
Information and communication technologies in education refers to teaching and learning the subject matter that enables understanding the functions and effective use of information and communication technologies (ICTs). As of 2004, a review and contexualization of the literature on teaching ICT as a subject implied that there was limited, systematically-derived, quality information.[1]
technology.[2] Teaching with technology is different than teaching within a typical classroom. Teachers must be trained in how to plan, create, and deliver instruction within a technological setting. It requires a different pedagogical approach. Teachers must find a way to assess students on what they take away from a class and meaningful, known knowledge, especially within an eLearning setting.[3] Teacher, Researcher and Inventor do play a critical role in country building by intellectual power and thinking applied in shaping up the future of the young generation. Teaching with technology becomes most effective, technology does not mean that using interactive electronic boards and LCD power point presentation. It also means the model like friccohesity and tentropy or the equipment such as oscosurvismeter or the specific design to be taught to the students must be before the students then they may pick up quickly. Teachers have promote creative approach of the students, for example, current invention of survismeter convey the same meaning of creating new knowledge in society that helps learning and teaching process. Technology training appears to focus mainly on technology knowledge and skills while overlooking the relationships between technology, pedagogy, and content.[2] As a result, teachers learn about cool stuff, but they still have difficulty applying it for their students learning. Teacher candidates need opportunities to practice effective technology integration strategies in supportive contexts during technology courses, technologyintegrated methods courses, and field experiences. Experienced teachers also need opportunities to learn about new technologies and ways to integrate them effectively in their classroom. Teacher, Researcher and Inventor do play a critical role in country building by intellectual power and thinking applied in shaping up the future of the young generation. Teaching with technology becomes most effective, technology does not mean that using interactive electronic boards and LCD power point presentation. It also means the model like friccohesity and tentropy or the equipment such as oscosurvismeter or the specific design to be taught to the students must be before the students then they may pick up quickly. Teachers have promote creative approach of the students, for example, current invention of survismeter convey the same meaning of creating new knowledge in society that helps learning and teaching process. Teacher education programs can facilitate improvements not only in students technology skills but also in their beliefs and intentions regarding integra ting technology into instruction. Technology training directly affects preservice teachers self -efficacy and value beliefs, which in turn influence their student-centered technology use.[4]