General understanding of ICT tools and their application in teaching learning

1. General understanding of ICTGeneral understanding of ICT
tools, scope and their applicationstools, scope and their applications
in teaching learningin teaching learning
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SUBMITTED BY-
KOMAL CHAUHAN
TILKY SINGH
B.ED ‘B’

2. "ICT in Education" means "Teaching"ICT in Education" means "Teaching
and Learning with ICT"and Learning with ICT"
ICT is the technology required for
information processing, in particular, the
use of electronic computers,
communication devices and software
applications to convert, store, protect,
process, transmit and retrieve information
from anywhere, anytime.
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3. Three aspects of ICTThree aspects of ICT
Information
Communication
Technology
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4. Different definitionsDifferent definitions
 According to a United Nations report (1999) ICTs
cover Internet service provision,
telecommunications equipment and services,
information technology equipment and services,
media and broadcasting, libraries and
documentation centers, commercial information
providers, network-based information services,
and other related information and
communication activities.
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5.  UNESCO aims to ensure that all countries, both
developed and developing, have access to the best
educational facilities necessary to prepare young
people to play full roles in modern society and to
contribute to a knowledge nation. Because of the
fundamental importance of ICT in the task of schools
today, UNESCO has previously published books in
this area as a practical means of helping Member
States: for example, Informatics for Secondary
Education: A Curriculum for Schools (1994) and
Informatics for Primary Education (2000).
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6. ICT toolICT tools ands and their Applicationtheir Application
1) Informative tools - Internet, Network Virtual
Drive, Homepage, etc.
 provide large amounts of information
 passive repository of information
 Internet as the most significant ICT tools in e-learning
environments.
 more than 78% of children between the ages of 12 and
17 shows that students rely on the internet
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2) Constructive tools - MS Word,
PowerPoint, FrontPage, Adobe Photoshop,
Lego Mind storm, etc.
 used to manipulate information, construct their
own knowledge or visualize students
understanding
 Microsoft Word manages to help students to
make correct sentences
 increase creativity among students
 exposed to learning design and statistical data
using the Excel program

8. 3) Communicative tools - e-mail, SMS, etc.3) Communicative tools - e-mail, SMS, etc.
that allow easy communication between
teachers and students or between
students
asynchronous (eg e-mail and electronic
whiteboard) is a system in which exchange
of messages between people are not 'live'
but somehow delayed.
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9. 4) Collaborative tools - discussion boards,4) Collaborative tools - discussion boards,
forum etc.forum etc.
used for many collaborative activities such
as meetings; discussions are taking place,
working in the document, information
dissemination, and other tasks
Whiteboard -an electronic device
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10. MAIN ADVANTAGES OF ICT TOOLS FORMAIN ADVANTAGES OF ICT TOOLS FOR
EDUCATIONEDUCATION
 Through ICT, images can easily be used in teaching
and improving the retentive memory of students.
 Teachers can easily explain complex instructions and
ensure students' comprehension.
 Teachers are able to create interactive classes and
make the lessons more enjoyable, which could
improve student attendance and concentration.
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11. MAIN DISADVANTAGES OF ICT TOOLS FORMAIN DISADVANTAGES OF ICT TOOLS FOR
EDUCATIONEDUCATION
 Setting up the devices can be very troublesome.
 Too expensive to afford.
 Hard for teachers to use with a lack of
experience using ICT tools.
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12. TEACHERS USE INTERACTIVE BOARDSTEACHERS USE INTERACTIVE BOARDS
TO:TO:
 Give PPT-presentation
 Present Webs - digital
portfolios
 Use Word linear text-file
 UseText with icons
 Show PowerPoint slides with or without talk
 Use authentic tools available on the Internet
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13. ICT IN SOCIAL SCIENCESICT IN SOCIAL SCIENCES
COMPOSING DOCUMENTS AND
PRESENTATION
Students enjoy adding graphics, photographs,
pictures, and other information about a topic to
reports they write and presentations they make.
SPREADSHEETS AND DATABASES
Students can use a spreadsheet in History to
make a list of dates, events, countries and
persons involved. 13

14. SOCIAL AND ETHICAL ISSUES AND
PROFESSIONS SUBJECT
Provide opportunities to discuss ICT issues
related to protection of privacy and attitudes
towards protection of data and copyright.
Students can learn here to deal with problem
issues like racism and violence, and they can
obtain a better understanding of gender and
intercultural issues.
STATISTICS
In the study of geography at an advanced level,
students may need to use a statistical package.
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15.  SIMULATIONS AND MODELLING
to help pupils understand phenomena which may be too
slow, too fast, too dangerous or too expensive to
investigate in the school laboratory, and to allow them
to investigate the effects of changing variables in the
situations represented.
 DATA LOGGING
Using sensors to record variables such as temperature,
moisture, light and pressure, to assist in the recording,
presentation and analysis of results so that pupils can
spend more time on interpretation, evaluation and the
formulation of hypotheses about the implications;
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ICT IN SCIENCE

16. • DATABASES AND SPREADSHEETS
to enable pupils to organise, search and sort
information in order to explore relationships,
look for patterns and test hypotheses, e.g.
extracting data on the nutrient value of different
foods;
• PUBLISHING AND PRESENTATION SOFTWARE
word processing and desktop publishing
packages and multimedia authoring software, to
enable pupils to develop understanding and
present their findings to others;
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17. • INFORMATION RESOURCES
the Internet, CD-ROM and data files, to
enable pupils to find information and thus
to develop their knowledge and
understanding of science.
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18. ICT has the potential to offer valuable support to the
Science teacher by
 assisting in the preparation of teaching materials;
 helping to demonstrate experiments and concepts in
science, e.g. by using presentation packages for whole-
class teaching;
 supporting pupils working with primary sources of data
during investigative and practical work;
 helping pupils to develop research and study skills in
science, e.g. when investigating secondary sources of
data;
 aiding record-keeping and reporting, e.g. by storing and
regularly updating formative records to monitor pupils’
progress or to form the basis of a report.
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