Now ICT in Schools is a component of the RMSA. The Information and Communication Technology (ICT) in Schools was launched in December, 2004 and revised in 2010 to provide opportunities to secondary stage students to mainly build their capacity on ICT skills and make them learn through computer aided learning process. The Scheme is a major catalyst to bridge the digital divide amongst students of various socio economic and other geographical barriers. The objective of the Scheme is to cover all Government and government aided secondary and higher secondary schools by giving priority for early coverage of schools in educationally backward blocks and in areas having concentration of SC/ST/minority/weaker section. Under the revised scheme, there is a provision of a suitably qualified full time computer teacher in each secondary and higher secondary school.
Technology 's role in the reconstruction of the education system helps develop early childhood education. Early childhood education is crucial as what they are taught shape their views and actions in the future. The article, “Technology in Early Childhood Education,” published by Chip Donohue, states that “Teachers are also using the Internet as a resource for curriculum ideas and research, taking children on virtual field trips, and as a powerful tool to help children explore ideas and access information,” (Donohue 19). With school
This modern digital pedagogy places emphasis on the digital tools that help students succeed in the classroom. This form of incorporation of technology is very important for our 21st century world. In today’s classrooms, there is a slow shift occurring that focuses more on learning through technology. As new technologies are invented and introduced to help students learn, current learning theories, pedagogy and digigogy will need to change in order to meet the needs of students. Teachers also need to make sure they keep up-to-date on modern day technologies so that their student’s can have every opportunity to learn
The NCERT, being apex organisation in school education, has constantly been engaged in improving the quality of education through various academic programmes such as development of curriculum, textbooks, supplementary books, educational kits, teachers’ handbooks, manuals, e-resources and capacity building of Key Resource Teachers, Teacher Educators, State Functionaries. It is contributing significantly in Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), Information and Communication Technology (ICT) in schools, National Skills Qualifications Framework (NSQF) and Right of Children to Free and Compulsory Education (RTE). The National Repository of Open Educational Resources (NROER) launched in 2013 makes available digital resources as educational videos, concept maps, audio clips, interactive objects, photographs, diagrams, charts, images, articles, learning objects, talking books, textbook pages and documents in multiple languages for teachers and students. The Curricula for ICT in Education for the school system have been developed to realise the goals of the National Policy on ICT in Schools Education and the National Curriculum Framework .
According to exploration of (Alnahdi, 2014), assistive technologies serve to increase both the functional performances and the academic success of the students. 26. General and special teachers need to be familiar with instructional and assistive technology so that they can embed the technology under technical guidance to meet the needs of all students (Flanagan, Bouck, & Richardson,
Some types of ICTs, such as teleconferencing technologies, make it possible for multiple, geographically dispersed learners to receive instruction simultaneously. The Internet and the World Wide Web also provide access to learning materials in almost every subject and in a variety of media anywhere at any time of the day and to an unlimited number of people. One of the most commonly cited reason for using ICTs in education has been to better prepare students for a workplace where ICTs are becoming more and more ubiquitous. In addition, ICTs can improve the quality of education by increasing learner engagement and motivation, by facilitating the acquisition of basic skills and by enhancing teacher training. However, there is lack of good monitoring and evaluation tools and processes for the use of ICTs in education.
Their studies are briefly described below. Nonetheless, the continual study on digital literacy in bilingual higher education setting is needed technology facilitates instruction in which elements such as language and culture are involved (Akhtar, Iqpal & Hussain, 2010) as in the case of bilingual education. The suitable use of technology, especially computers, and the Internet, provides with opportunities to support students to improve their language proficiency both inside and outside the classroom (Akhtar, Iqpal & Hussain,
Literature Review According to (US Department of Education, 2011) technology ushers in fundamental structural changes that can be integral to achieving significant improvements in productivity and is used to support both teaching and learning. The article further goes on to say that Technology infuses classrooms with digital learning tools such as computers and handheld devices which expands course offerings, experiences, learning materials and supports learning 24 hours a day, which increases student engagement and motivation, and accelerates learning. The article further goes on to discuss the introduction of virtual or online learning, which is the use of Technology by both students and teachers to create a virtual or online classroom, rather than a traditional face to face setting. This is done using various technological hardware tools such as computers, tablets or other handheld devices as well as speakers and microphones. This combination of hardware is used to create a classroom setting where students and teachers can communicate with each other from any location that has a network connection available.
Technology in Classrooms Using technology in the classroom is beneficial to students to aid in learning. Integrating technology into classrooms is an effective way to connect with students of all learning styles. In the classrooms, teachers use smartboards to offer more diverse platforms for students to work with new ideas and demonstrate understanding. Technology resources should be available to all students to use during school hours and also outside of schools. Technology is beneficial throughout the world.
When these technologies are applied in the field of education, it is termed as ICT in education. The term too can be used as the connotation to the term Educational technology because it also uses any hardware and software approaches that can enhance yield better learning outcomes. In the era of Computer technology the term ICT mainly focuses on the infrastructure, devices and sources of computer technology and thus it is imperative to discuss about the use of ICT in education by focusing mainly on Computer based technology. 19.4 CHARACTERISTICS OF ICT IN EDUCATION • Hardware and software approach: ICT in education is any hardware and software technology that contribute in the educational information processing. In the context of the present era, ICT mainly comprises of Computer technology with its hardware, like, Personal computer machine, infrastructure required for setting up Internet facility and also software like, CD ROM including various programme packages, E-learning strategies etc.
We ensure that our teachers are organized with the content needed to provide a cohesive learning environment. Our school always provides an option for students to receive individualized direct instruction in reading, math or language arts for those that need a more personal learning experience. - Technology-based learning. Ronald Reagan Middle School integrates today’s technology into our classroom curriculum. Students have a top of the line technology lab, equipped with IPad and other technology based products that students with disabilities can utilize.