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ICTs in the Classroom-Why Use Them

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Information about ICTs in the Classroom-Why Use Them

Published on January 13, 2009

Author: rexcris

Source: slideshare.net

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ICTs in the Classroom-Why Use Them
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Why Teach with ICTs? By Patricia B. Arinto Assistant Professor U.P. Open University

What are ICTs? Information and communication technologies (ICTs) are “technological tools and resources that are used to communicate, and to create, disseminate, store, and manage information .” C. Blurton They “ include hardware, software and netware, as well as institutional, financial, cultural and application-related parameters that determine how ICT [s] will be shaped and developed by society at large . ” The Research Council of Norway

Information and communication technologies (ICTs) are “technological tools and resources that are used to communicate, and to create, disseminate, store, and manage information .”

C. Blurton

They “ include hardware, software and netware, as well as institutional, financial, cultural and application-related parameters that determine how ICT [s] will be shaped and developed by society at large . ”

The Research Council of Norway

Types of ICTs: Radio Television Telephony (landlines and cellular/mobile phones) Computers Internet

Radio

Television

Telephony (landlines and cellular/mobile phones)

Computers

Internet

The Knowledge Society Exponential increase in information Shrinking half-life of information The need to transform information into knowledge Knowledge-dependence Knowledge as the key to social and economic progress

Exponential increase in information

Shrinking half-life of information

The need to transform information into knowledge

Knowledge-dependence

Knowledge as the key to social and economic progress

5 Areas where ICTs can contribute to education: Expanding access Promoting efficiency Improving the quality of learning Enhancing the quality of teaching Improving management systems Haddad and Draxler, 2002

Expanding access

Promoting efficiency

Improving the quality of learning

Enhancing the quality of teaching

Improving management systems

Haddad and Draxler, 2002

Expanding access to education with ICTs Broadcast technologies have been used to reach geographically dispersed populations (e.g., Telesecundaria , radio and TV universities, Strong Republic Schools program) Distance education and open learning: providing education to marginalized sectors (e.g., women, persons with disabilities) and non-traditional learners (adults)

Broadcast technologies have been used to reach geographically dispersed populations (e.g., Telesecundaria , radio and TV universities, Strong Republic Schools program)

Distance education and open learning: providing education to marginalized sectors (e.g., women, persons with disabilities) and non-traditional learners (adults)

Expanding access to education

Promoting efficiency with ICTs Supplementing conventional delivery mechanisms to make educational provision more cost-effective Increasing learning time without extending classroom time through self-study modules, educational TV and radio programs, interactive software

Supplementing conventional delivery mechanisms to make educational provision more cost-effective

Increasing learning time without extending classroom time through self-study modules, educational TV and radio programs, interactive software

Improving educational management with ICTs Facilitating collection and analysis of data Improving flow of information and communication Facilitating decentralization and devolution

Facilitating collection and analysis of data

Improving flow of information and communication

Facilitating decentralization and devolution

Improving learning with ICTs Motivating students/Engaging students in the learning process Through multisensory stimulation By providing authentic information

Motivating students/Engaging students in the learning process

Through multisensory stimulation

By providing authentic information

 

Improving learning with ICTs Facilitating acquisition of basic skills through drill-and-practice Educational TV shows such as Sesame Street , Batibot , Math-Tinik Computer-assisted instruction Fostering inquiry and exploration Virtual tours Simulations

Facilitating acquisition of basic skills through drill-and-practice

Educational TV shows such as Sesame Street , Batibot , Math-Tinik

Computer-assisted instruction

Fostering inquiry and exploration

Virtual tours

Simulations

 

Improving learning with ICTs Developing skills that are necessary for the 21 st century workplace: technological literacy information literacy communication skills problem solving skills the ability to handle dynamic situations the ability to work collaboratively with others

Developing skills that are necessary for the 21 st century workplace:

technological literacy

information literacy

communication skills

problem solving skills

the ability to handle dynamic situations

the ability to work collaboratively with others

 

 

ICTs and improving the quality of teaching Teacher training at a distance (e.g., UP NISMED’s Iskul on the Air , UPOU’s teacher training programs) Teacher support (e.g., teaching resources online, teacher networks) Teacher empowerment – to be creative, to innovate

Teacher training at a distance (e.g., UP NISMED’s Iskul on the Air , UPOU’s teacher training programs)

Teacher support (e.g., teaching resources online, teacher networks)

Teacher empowerment – to be creative, to innovate

 

On ICTs and teachers “ Educational technology is not, and never will be, transformative on its own…computers cannot replace teachers—teachers are the key to whether technology is used appropriately and effectively.” Carlson and Gadio, 2002, p. 119

“ Educational technology is not, and never will be, transformative on its own…computers cannot replace teachers—teachers are the key to whether technology is used appropriately and effectively.”

Carlson and Gadio, 2002, p. 119

Teachers are the key in ICT-supported learning

Myths about ICTs in education Macro myth: Merely providing ICTs to schools transforms the learning process Micro myth: Providing technologies means acquiring computers and securing a connection to the Internet Haddad and Draxler, 2002, p. 4

Macro myth: Merely providing ICTs to schools transforms the learning process

Micro myth: Providing technologies means acquiring computers and securing a connection to the Internet

Haddad and Draxler, 2002, p. 4

Parameters for ICT integration (Or important considerations in ICT integration): Educational policy Approach (to education) Infrastructure Contentware Committed and trained personnel Integration

Educational policy

Approach (to education)

Infrastructure

Contentware

Committed and trained personnel

Integration

“ How you use technology in education is more important than if you use it at all.” Thornburg, “Technology in K-12 Education: Envisioning the Future”, 1999

“ How you use technology in education is more important than if you use it at all.”

Thornburg, “Technology in K-12 Education:

Envisioning the Future”, 1999

‘ To “tech” or not to “tech” education is not the question. The real question is how to harvest the power of technology to meet the challenges of the 21 st century and make education relevant, responsive, and effective for [every]one, anywhere, anytime.’ Haddad and Draxler, 2002, p. 16

‘ To “tech” or not to “tech” education is not the question. The real question is how to harvest the power of technology to meet the challenges of the 21 st century and make education relevant, responsive, and effective for [every]one, anywhere, anytime.’

Haddad and Draxler, 2002, p. 16

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