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.
Highlighted by Hyde, Carpenter & Conway (2011) “one of the critical changes in schools in the twenty-first century is the focus on technology and the way in which students access and use technology” (p. 30). Creating a contested space in regard to the extent of technology use in the classroom. This however, is not an issue exclusively for teachers and students. Marsh, Clarke & Pittaway (2014) add that parents, university students/teachers, technology developers, educational policymakers and community members are all involved. Hence, this issue is prevalent in all schools and universities.
One of the biggest changes in educational systems around the world has been integration of information and telecommunication technology (ICT). In concrete terms, ICT has the potential to accelerate, enrich, and deepen skills; motivate and engage students in learning; helps to relate school experiences to work practices; helps to create economic viability for tomorrow’s workers; contributes to radical changes in school; strengthens teaching, and provides opportunities for connection between the school and the world (Davis and Tearle, 1999; Lemke and Coughlin, 1998).However, many countries report the disparity between the policies and strategies introduced and the absence of actual implementation of this innovation into teaching practice. The
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
Moreover, the Ministry of Education, according to the curriculum, adjusts the recommendations and aims to integrate and promote it within classrooms. Consequently, it has placed the use of digital multimedia tools as its top priority in schools. As Goldstein et al. (2011) state that “Significant changes occurred when a national ICT (Information and Communication Technologies) policy was declared by ‘The Committee for Computerizing the Education System’”. They explain that implementation of new technology in schools became the new flagship of education in recent years, but integrating digital multimedia does not constitute as a goal.
But at the same time it has become more of a fashion statement to have computers or multimedia in schools, the result being that in spite of its potential to make learning meaningful and liberating, its implementation is often not more than cosmetic. Now it is also often touted as a panacea for shortage of teachers. These are detrimental to the learning of the child. Education needs to orient and sensitize the teacher to distinguish between critically useful and the detrimental use of ICT(NCFTE, 2009). In a way, ICT can be imaginatively drawn upon for professional development and academic support of teachers.
On the teacher level, teacher’s feelings and attitude, computer literacy and perceptions of its effectiveness, creativity, preparedness, and motivation are important. Research has shown that teachers’ adoption and acceptance of technology in class is largely influenced by their attitudes (Huang &Liaw, 2005). Buabeng-Andoh (2012) emphasized that the ways in which teachers adopt and integrate computers into their teaching influence the use of CALL .On the school level, factors such as training, availability of facilities and principal support influence computer use. Gray (2001) believes that school administrators have a pivotal role in successful incorporation of technology in teachers’ classrooms. On the system level, education system, curricula, class hours and textbooks affect teachers’ use of
3.4 Barriers to teachers’ use computers There is no doubt that using ICT in ESL education facilitates students’ learning process and improves teachers teaching the process. A common fact which is analyzed in the articles is the challenges ESL teachers anticipate when integrating technology into their classrooms (Wathudura, 2017). Rabah (2015) identifies teachers’ perceptions of the challenges and benefits of ICT usage in English Quebec School Context. According to this study, the barriers that impaired the ICT use in English are: lack of infrastructures of technological sources that needed huge funds to support the availability of technical sources, insufficient support from the leaders in educational settings, and redesign old schools to accommodate
Abstract Media is a tool used to store and deliver information or data from one to another. The role of media in education is a quite obvious in today’s educational settings in the way to deliver the teaching content as well as the learning. Media has potential to shape personalities, change the way we perceive and understand the world and our immediate reality. However, media comes in many different forms; Print Media like NEWSPAPERS, Magazines, Books and other printed materials and Electronic Media like Radio, Television, Internet, and Cinema etc., are playing dominant role in the process of teaching and learning. Around the world students are being globally connected with one another via internet communication.
Giving these online digital tools for the students give a lot of chance that the students can practice how to be digitally literate. By their experience in the online learning environment, they may enjoy learning more and realize the great help of using online tool. Students must find it engaging and be able to learn from digital tools. Most companies recognize that the students at different levels benefit from different interfaces on digital technologies based on their developmental needs. It is evident that digital equipment, tools and resources when effectively used, can raise the speed and depth of learning in different subject areas for the learners.