MEANING OF ICT IN EDUCATION

ICT in Education stands for Information and Communication Technology in Education. It refers to the use of technology to enhance teaching and learning processes. This includes tools like computers, tablets, smartphones, interactive whiteboards, and the internet.

ICT can be used in various ways in education, such as:

• Digital textbooks and resources: Providing students with access to a vast amount of information and resources.

• Online learning platforms: Offering flexible and personalized learning experiences.

• Virtual classrooms: Facilitating collaboration and communication between students and teachers.

• Educational software and games: Making learning fun and engaging.

• Assessment tools: Providing efficient and effective methods for evaluating student progress.

The goal of ICT in education is to improve student outcomes, make learning more accessible, and prepare students for the digital age.

Computer Aided Teaching has become popular now a days.

A person from village also can refer the latest information and research everyday.

• Television broadcast is one of the best communication media to educate students, farmers, sportsman. 

• The difficult experiments, advance surgery for medical students etc. can be viewed.

• LCD projectors can be used for effective training.

• The man power problem, the human mistakes can be avoided by on-line examination.

Distance Learning: In online tutoring, the student logs into his or her tutor through the use of internet at home. The student asks the question and teacher replies it by writing on smart board or using powerpoint presentation.

LEARNING USING ICT

•  Motivates learner

•  Learning process can be anywhere and anytime

• Students use interactive whiteboard in classroom

IMPACT ON TEACHERS

Teacher access to :

• Lesson plans

• Network of teachers Examples: Teacher Tube, Edmodo (Teach More. Learn More. Millions of teachers use Edmodo to engage students, connect with other teachers, and involve parents.) Wikispaces Classroom is another social platform that is free for educators. Built as a classroom management solution, it's already been adopted by more than 10 million teachers all over the world.

Pedagogical techniques

Typologies of pedagogic methods- List of methods and strategies focuses on 20 major "natural types" that he develops under the header "pedagogical" in his eight-components framework for e-leanirng:

1.      Presentation

2.      Exhibits

3.      Demonstration

4.      Drill and Practice

5.      Tutorials

6.      Games

7.      Story Telling

8.      Simulations

9.      Role-playing

10.  Discussion

11.  Interaction

12.  Modeling

13.  Facilitation

14.  Collaboration

15.  Debate

16.  Field Trips

17.  Apprenticeship

18.  Case Studies

19.  Generative Development

20.  Motivation

Information resources

In TL Process, there are different web applications and softwares can be used to meet the intended purpose.

Wikispaces

Wikispaces can be used many ways in your classroom. Collaboration is the biggest use. Summarizing the days events, posting podcasts, posting Powerpoint projects, posting questions for students to respond to, having students create pages, and posting links for research projects are other ways eduators have used a wikispace in their classroom.

Animation

Using Animation Desk could be a good way for students to make short animated video clips to use as part of larger digital storytelling projects. Animation Desk could also be used by students to draw and create demonstrations of things like the orbit of the solar system or another concept that is well suited to demonstration through simple stop-motion video.

Assessment and Grade books

Now, technology has made it easier for teachers to create and access their gradebooks online and from anywhere with internet connection. Eg: Engrade, Paln Book Edu, School Circuit, Learn boost, Schoology, Edmodo.

Edmodo

Edmodo provides a safe and easy way for your class to connect and collaborate, share content, and access homework, grades and school notices. Edmodo is a micro-blogging tool specific to classroom use. It is a closed system so that teachers and students can communicate, share links and documents in a safe environment. Teachers can post assignments and students can turn them in on the site.

Blogs Versus Wikis

Blogs and Wikis have some common denominators:

·  They are both websites

·  They are both user-generated (the content of blogs and wikis is created by the actual people who use the blogs or wikis)

: They both allow users to comment on the content Wikis are better than blogs for:

·  Archiving information for easy access

·   Gathering information from a group of people. For example, the wiki Library Success collects information from librarians around the world. (See this past MPLIC Tech Train blog post for more information about Library Success)

Blogs are better than wikis for:

·  Quickly sharing new information

·  Starting and maintaining a dialog between the publisher and reader

Evernote

Evernote is a great web service and software application that we can use in education. A lot of links has been shed on this topic and just one click in a search engine is enough to get hundreds of links to guides and tutorials about Evernote. Evernote is a web tool that allows users to bookmark, record voicemails, take text and voice notes, upload pictures, docs, PDFs and files, and capture images and information on the web as well as as a software download on your computer or as a plugin for your browser and also as an application for your mobile device.

Flipped Classroom

Students watch short instructional videos at home for homework. In school they practice and apply the skills. Assessment can happen at school or at home. There is research to support this new educational trend.

Google

This site shows recent projects, classroom activities, tools for your classroom, classroom posters for using Google, Google Teacher Academy, and promotes a teacher community. Google can provide a classroom with emails, collaborating tools with Docs, Spreadsheets, and Presentations, along with Blogging, calendars, Earth, and Translator.

Infographics

Information graphics or      infographics   are       graphic   visual   representations of information, data or knowledge. These graphics present complex information quickly and clearly,[1] such as in signs, maps, journalism, technical writing, and education. With an

information graphic, computer scientists, mathematicians, and statisticians develop and communicate concepts using a single symbol to process information.

Juno: Juno is a platform for online tests, quizzes, worksheets, workbooks, tutorials, videos, and even entire textbooks.

LinkedIn's Guide for Teachers

Our Educational Networking series which we have started a while ago have really proved to be a great success. Educators and teachers from all around the globe have been positively interacting with these posts and we really feel glad to receive emails of encouragement from teachers telling us how much they have learnt(ed) from these series.

The purpose of these series is to help educators, teachers, and students take a clear look at how social networking sites can be used as powerful networking tools for the development of the overall education, sharing our best picks for tips, tools and many more. Part of this work is inspired by The Socially Networked Classroom: Teaching in the New Media Age.

Podcasting

Podcasting is another name for recording what ones speaks. Podcasts files are normally MP3 files.

Prezi Presentation

Prezi is the newest online presentation tool. It is completely cloud based and helps bring those boring   Powerpoints   to   life.   Prezi    is    zooming    sketches    on    a    digital    napkin. It's visualization and storytelling without slides. Your ideas live on stage and on the web.

QR Codes

QR – which stands for “quick response” – code are considered barcodes on steroids! This one little barcode can take you anywhere on to the internet with out having to type in a web address, send you a personal text message, add events to calendars, or having you listen to an audio file. Schools are now using them for many different reasons. Qr Code generator and scanner website: qrstuff.com

Publication:

The notes, printed text books can be digitized with the help of computer technology. Many e-books are available on websites developed by different publishers.

Encyclopedia is also available on internet.

Evaluation:

Administration

⦿ Employees register

⦿ Library record

⦿ Progress reports

⦿ Students register

⦿ Placement cell

⦿ Alumni record

⦿ School campus record

⦿ Finance & accounts

⦿ Timetable

ICT and Education

•  ICT to enhance teaching and learning environments.

•  ICT enables self-paced learning through various tools.

•  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, 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 blogging, Integrated Learning Modules, a pod cast, Wikis, Enhancement of Browsers, e-learning, M-learning have started making rapid strides in teaching learning processes.

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

Advantages of using ICT in lessons

• Increased commitment to learning works

• Enhanced enjoyment and interest in learning and the subject

• Increase in self-directed learning and independence

• Getting a lot of information and ideas

• Learning computer skills

• analyzing information

• Increased motivation to stay on-work, 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

GSAT-3, known as EDUSAT is meant for distant class room education from school level to higher education. This was the first dedicated "Educational Satellite"

Educational Satellite (EDUSAT or GSAT-3) is a communications satellite launched by the Indian Space Research Organisation. EDUSAT is the first dedicated “Educational Satellite” that provide the country with satellite based two way communication to class room for delivering educational material.

VICTERS. IT@School is the nodal agency for implementing the EDUSAT network, and runs an exclusive channel for education called VICTERS (Versatile ICT Enabled Resource for Students), which is aired from 6am to 11pm

A blog (shortening of “weblog”) is an online journal or informational website displaying information in the reverse chronological order, with latest posts appearing first. It is a platform where a writer or even a group of writers share their views on an individual subject.

Podcast - a digital audio file made available on the Internet for downloading to a computer or mobile device, typically available as a series, new instalments of which can be received by subscribers automatically.

iPod - a small electronic device for playing and storing digital audio and video files.

Wikis - a website or database developed collaboratively by a community of users, allowing any user to add and edit content.

E-learning - learning conducted via electronic media, typically on the Internet.

Mobile learning (m-learning) is education via the Internet or network using personal mobile devices, such as tablets and smartphones to obtain learning materials through mobile apps, social interactions and online educational hubs. It is flexible, allowing students access to education anywhere, anytime.

Summary - Scope of ICT in Education

1. Educational Levels:

• Pre-Primary Education:

  • Interactive learning games and apps

  • Digital storytelling and animation

  • Online resources for early literacy and numeracy

• Primary Education:

  • E-learning platforms for core subjects

  • Interactive whiteboards and multimedia presentations

  • Online collaboration tools for group projects

• Secondary Education:

  • Virtual labs and simulations

  • Online research databases and academic journals

  • Programming and coding courses

• Higher Education:

  • Online courses and degrees

  • Massive Open Online Courses (MOOCs)

  • E-learning platforms for specialized fields

2. Subjects and Disciplines:

• STEM (Science, Technology, Engineering, and Mathematics):

  • Virtual labs and simulations

  • Data analysis and visualization tools

  • Online programming environments

• Humanities and Social Sciences:

  • Digital archives and historical resources

  • Online research databases

  • Language learning apps and tools

• Arts and Design:

  • Digital art tools and software

  • Online portfolios and galleries

  • Multimedia production tools

3. Learning Environments:

• Formal Education:

  • Traditional classrooms with integrated ICT

  • Online schools and virtual classrooms

  • Blended learning models

• Informal Education:

  • Online courses and tutorials

  • Mobile learning apps

  • E-learning platforms for lifelong learning

4. Educational Activities:

• Teaching and Learning:

  • Interactive presentations and multimedia resources

  • Online quizzes and assessments

  • Collaborative learning tools

• Research and Development:

  • Access to online databases and journals

  • Data analysis and visualization tools

  • Research collaboration platforms

• Administration and Management:

  • Learning management systems (LMS)

  • Student information systems (SIS)

  • Online communication and collaboration tools

5. Educational Goals:

• Enhanced Learning Experiences:

  • Personalized learning

  • Interactive and engaging content

  • Collaborative learning opportunities

• Improved Access and Equity:

  • Bridging the digital divide

  • Providing education to remote or underserved areas

  • Catering to diverse learning styles

• Global Citizenship:

  • Fostering intercultural understanding

  • Connecting students with peers from around the world

  • Promoting global awareness

In conclusion, the scope of ICT in education is vast and ever-expanding, encompassing various levels, subjects, environments, and activities. By effectively leveraging ICT, educators can create more engaging, accessible, and effective learning experiences for students worldwide.

ROLE OF ICT IN EDUCATION

Role:

1. Enhanced Learning Experiences:

   • Interactive Content: ICT enables the creation of interactive learning materials, such as simulations, games, and animations, making learning more engaging.

   • Personalized Learning: Technology can tailor learning experiences to individual students' needs and paces.

   • Collaborative Learning: ICT facilitates collaboration and communication among students, fostering teamwork and problem-solving skills.

2. Access and Equity:

   • Accessibility: ICT can make education more accessible to students with disabilities or those in remote areas.

   • Equity: It can help bridge the digital divide by providing equal access to educational resources.

3. Teacher Support:

   • Lesson Planning: ICT tools can assist teachers in planning and organizing lessons.

   • Assessment: Technology can streamline the assessment process, providing immediate feedback and insights into student progress.

   • Professional Development: ICT can support teachers in professional development by providing access to online courses and resources.

4. Research and Innovation:

   • Data Analysis: ICT tools can be used to analyze educational data and inform evidence-based decision-making.

   • Innovation: Technology can drive innovation in education, leading to new teaching and learning approaches.

5. Global Citizenship:

   • Cross-Cultural Collaboration: ICT enables students to connect with peers from around the world, fostering cultural understanding and global citizenship.

In essence, ICT has become an indispensable tool in education, transforming the way students learn and teachers teach. By leveraging its potential, educators can create more engaging, equitable, and effective learning experiences.

ICT AND HIGHER EDUCATION

The major teaching and learning challenges facing higher education revolve around student diversity, which includes, amongst others, diversity in students’ academic preparedness, language and schooling background.

The application of ICTs as a tool for effective enhancement of learning, teaching and education management covers the entire spectrum of education from early childhood development, primary, secondary, tertiary, basic education and further education and training.

Integrating ICT in teaching and learning is high on the educational reform agenda. Often ICT is seen as indispensable tool to fully participate in the knowledge society. ICTs need to be seen as “an essential aspect of teaching’s cultural toolkit in the twenty-first century, affording new and transformative models of development that extend the nature and reach of teacher learning wherever it takes place” (Leach, 2005). Role of ICT becomes a contributor towards a student- centered form of teaching and learning.

The Information and Communication Technology (ICT) curriculum provides a broad perspective on the nature of technology, how to use and apply a variety of technologies, and the impact of ICT on self and society. Technology is about the ways things are done; the processes, tools and techniques that alter human activity. ICT is about the new ways in which people can communicate, inquire, make decisions and solve problems. It is the processes, tools and techniques for:

1.  gathering and identifying information

2.  classifying and organizing

3.  summarizing and synthesizing

4.  analyzing and evaluating

5.  speculating and predicting

Enhancing and upgrading the quality of education and instruction is a vital concern, predominantly at the time of the spreading out and development of education. ICTs can improve the quality of education in a number of ways: By augmenting student enthusiasm and commitment, by making possible the acquirement of fundamental skills and by improving teacher training. ICTs are also tools which enable and bring about transformation which, when used properly, can encourage the shift an environment which is learner-centered. ICTs which can be in the form of videos, television and also computer multi media software, that merges sound, transcripts and multicolored moving imagery, can be made use of so as to make available stimulating, thought provoking and reliable content that will keep the student interested in the learning process. The radio on the other hand through its interactive programs utilizes songs, sound effects, adaptations, satirical comedies and supplementary collections of performances so as to induce the students to listen and get drawn in to the training that is being provided.

The use of online pedagogy within universities and management institutes is increasing. The introduction of the Wi-Fi system too has led to the growth of hi-tech education system, where accessibility and accountability of subject matter is made readily available to the students. The students can now study and comprehend the related information at their own convenient time.

ICT IN RESEARCH

Applications of ICTs are particularly powerful and uncontroversial in higher education's research function. Four areas are particularly important: The steady increases in bandwidth and computing power available have made it possible to conduct complex calculations on large data sets. Communication links make it possible for research teams to be spread across the world instead of concentrated in a single institution. The combination of communications and digital libraries is equalizing access to academic resources, greatly enriching research possibilities for smaller institutions and those outside the big cities. Taking full advantage of these trends to create new dynamics in research requires national policies for ICTs in higher education and the establishment of joint information systems linking all higher education institutions.

The most straightforward use of ICTs in research is in data processing. The unprecedented growth in bandwidth and computing power provide opportunities for analyzing/processing huge amounts of data and performing complex computations on them in a manner that is extremely fast, accurate and reliable. Computer data processing not only frees researchers from the cumbersome task of manually analyzing data but more importantly facilitates quick and accurate analysis of huge amounts of data from national samples or even multi-national samples covering tens of thousands of respondents.

Another important dimension of ICTs in research is the use of online full text databases and online research libraries/virtual libraries which are the direct outcome of the growth in telecommunications networks and technology. These databases and libraries provide researchers with online access to the contents of hundreds of thousands of books from major publishing houses, research reports, and peer- reviewed articles in electric journals.

ICT IN TEACHING

Academics have taken to the use of computer in teaching much more readily than they adopted earlier audio-visual media. This is because the strength of computers is their power to manipulate words and symbols - which is at the heart of the academic endeavour. There is a trend to introduce eLearning or online learning both in courses taught on campus and in distance learning. Distance education and eLearning are not necessarily the same thing and can have very different cost structures. Whether eLearning improves quality or reduce cost depends on the particular circumstances. ICTs in general and eLearning in particular have reduced the barriers to entry to the higher education business.

ICTs are a potentially powerful tool for extending educational opportunities, both formal and non- formal, to previously underserved constituencies—scattered and rural populations, groups traditionally excluded from education due to cultural or social reasons such as ethnic minorities, girls and women, persons with disabilities, and the elderly, as well as all others who for reasons of cost or because of time constraints are unable to enroll on campus. ICTs make possible asynchronous learning, or learning characterized by a time lag between the delivery of instruction and its reception by learners. Online course materials, for example, may be accessed 24 hours a day, 7 days a week. Teachers and learners no longer have to rely solely on printed books and other materials in physical media housed in libraries (and available in limited quantities) for their educational needs. With the Internet and the World Wide Web, a wealth of learning materials in almost every subject and in a variety of media can now be accessed from anywhere at anytime of the day and by an unlimited number of people. 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. The educational effectiveness of ICTs depends on how they are used and for what purpose. And like any other educational tool or mode of educational delivery, ICTs do not work for everyone, everywhere in the same way.

Large Class

The growth of mass higher education has made large classes an endemic feature of several courses at higher education institutions. Large class sizes make it difficult for teachers to employ interactive teaching strategies or to gain insight into the difficulties experienced by students. Large classes pose problems for all students but students who are under-prepared are particularly affected. It is these contexts that provide useful opportunities for educational technologies.

Increasing access to education

ICTs are a prospectively prevailing tool for developing educational opportunities, both prescribed and non-prescribed.

1.   Whenever, wherever: One important characteristic of ICTs is their capability to go beyond time and space. ICTs make it feasible to achieve learning which is exemplified by a time delay involving the deliverance of instruction and its receipt by students which is termed as asynchronous learning. Course materials can be retrieved and used 24 x 7.

2.   Access to reserved educational capital: With the advent of the internet and the World Wide Web, it is now possible to gain access to an unlimited amount of data and educational materials. Data in almost any subject and in diverse forms of media can be accessed from any place at different times of the day and by an unrestricted number of individuals. ICTs, also enable access to the opinions of professionals, experts and researchers all over the world and allows one to be in direct communication with them.

It allows higher education providers to accommodate the specific needs of students in terms of mode, pace, place and time of study and to cater to different and new target groups and (niche) markets both locally and globally.

BENEFITS AND CHALLENGES OF ICT

Tools are now available on the Internet to assist both teachers and students to manage writing assignments to detect and avoid the pitfalls of plagiarism and copyright violations. One of the great benefits of ICTs in teaching is that they can improve the quality and the quantity of educational provision. For this to happen however, they must be used appropriately.

While using ICTs in teaching has some obvious benefits, ICTs also bring challenges. First is the high cost of acquiring, installing, operating, maintaining and replacing ICTs.

Using unlicensed software can be very problematic, not only legally but in the costs of maintenance, particularly if the pirated software varies in standard formats. Even though students can benefit immensely from well-produced learning resources, online teaching has its own unique challenges as not all faculties are ICT literate and can teach using ICT tools. The four most common mistakes in introducing ICTs into teaching are: i) installing learning technology without reviewing student needs and content availability; (ii) imposing technological systems from the top down without involving faculty and students; (iii) using inappropriate content from other regions of the world without customizing it appropriately; and (iv) producing low quality content that has poor instructional design and is not adapted to the technology in use. The other challenge faced is that in many developing nations the basic requirement of electricity and telephone networks is not available. Also many collages do not have proper rooms or buildings so as to accommodate the technology. Another challenge is that the teachers need to develop their own capacity so as to efficiently make use of the different ICTs in different situations.

Skills development is another important area in which ICT could be used effectively.

CONCLUDING OBSERVATIONS

As move into the 21st century, many factors are bringing strong forces to bear on the adoption of ICTs in education and contemporary trends suggest will soon see large scale changes in the way education is planned and delivered as a consequence of the opportunities and affordances of ICT. It is believed that the use of ICT in education can increase access to learning opportunities. It can help to enhance the quality of education with advanced teaching methods, improve learning outcomes and enable reform or better management of education systems. Extrapolating current activities and practices, the continued use and development of ICTs within education will have strong impact on: What is learned, how it is learned, when and where learning takes place, & who is learning and who is teaching. The continued and increased use of ICTs in education in years to come, will serve to increase the temporal and geographical opportunities that are currently experienced.

Blended learning

Blended learning is a pedagogical approach that combines face-to-face instruction with online learning. It offers a flexible and personalized learning experience for students while leveraging the strengths of both traditional and digital methods.

The Role of the Teacher in Blended Learning

In a blended learning environment, the teacher plays a crucial role in guiding and facilitating the learning process. Here are some key responsibilities:

• Curriculum Design: Teachers create blended learning plans that effectively integrate online and face-to-face components. They carefully consider the learning objectives, student needs, and available resources.

• Instructional Design: Teachers design engaging and interactive online activities, such as videos, quizzes, and simulations. They also plan face-to-face sessions that complement and reinforce the online content.

• Facilitation: During face-to-face sessions, teachers act as facilitators, guiding discussions, answering questions, and providing support. They also monitor student progress and offer personalized guidance.

• Technology Integration: Teachers ensure that students have access to necessary technology and are able to use it effectively. They provide technical support and training when needed.

• Assessment: Teachers design and administer appropriate assessments to measure student learning outcomes. They may use a combination of online and traditional assessment methods.

• Collaboration: Teachers collaborate with other educators, technology specialists, and administrators to develop and implement effective blended learning programs.

The Role of the Learner in Blended Learning

Students are active participants in blended learning. They are responsible for taking ownership of their learning and utilizing both online and face-to-face resources. Here are some key roles for learners:

• Self-Directed Learning: Students must be motivated and self-disciplined to complete online activities and assignments on their own. They should manage their time effectively and stay organized.

• Active Engagement: Learners should actively participate in both online and face-to-face activities. They should ask questions, contribute to discussions, and seek help when needed.

• Technology Use: Students should be comfortable using technology and be able to access online resources. They should also be able to troubleshoot technical issues independently.

• Collaboration: Learners may collaborate with peers online or in person to complete assignments and projects. They should develop effective communication and teamwork skills.

• Critical Thinking: Students should be able to analyze information, evaluate sources, and apply critical thinking skills to their learning.

In conclusion, blended learning requires a collaborative effort between teachers and learners. By understanding their respective roles and working together effectively, teachers and students can create a personalized and engaging learning experience.