ICT in education

1. ICT IN EDUCATION

2. INFORMATI
ON AND
COMMUNICATION
TECHNOLOGY IN
EDUCATION

3. WHAT IS ICT?
• Information and Communication Technology can be defined as the
use of hardware and software for efficient management of
information.
• It refers to the forms of technology that are used to transmit, store,
create, share, or exchange particular task.
• It plays an important role in the way we communicate, learn, and live.
• Worldwide research has shown that ICT can lead to an improved
student learning and better teaching methods. A report made by the
National Institute of Multimedia Education in Japan, proved that an
increase in student exposure to educational ICT through curriculum
integration has a significant and positive impact on student
achievement, especially in terms of Knowledge, Comprehension,
Practical skill and Presentation skill in subject areas such as
mathematics, science, and social study.

4. CONCEPT OF ICT
• Information technology (IT) that can help in coping with the
information explosion.
• Information technology (IT) is the acquisition, processing,
storage and dissemination of vocal, pictorial, textual and
numerical information by a micro-electronics - based
combination of computing and telecommunication.
• Anything that renders data, information or perceived knowledge
in any visual format whatsoever, via any multimedia
distribution mechanism, is considered part of the domains
space known as Information Technology
• Communication technology is the activity of designing and
constructing and maintaining communication systems.

5. WHAT DOES ICT IN EDUCATION
MEAN?
• ICT in education means TEACHING and LEARNING through ICT.
• Education policymakers and planners must first of all be clear about what
educational outcomes are being targeted. These broad goals should
guide the choice of technologies to be used and their modalities of use.
• The potential of each technology varies according to how it is used.
Haddad and Draxler identify at least five levels of technology use in
education: presentation, demonstration, drill and practice,
interaction, and collaboration.
• Each of the different ICTs—print, audio/video cassettes, radio and TV
broadcasts, computers or the Internet—may be used for presentation
and demonstration, the most basic of the five levels.
• Except for video technologies, drill and practice may likewise be
performed using the whole range of technologies.
• On the other hand, networked computers and the Internet are the ICTs
that enable interactive and collaborative learning best; their full potential
as educational tools will remain unrealized if they are used merely for
presentation or demonstration.

6. ICT IN EDUCATION…
• UNESCO considers that ICTs can contribute to
• universal access to education
• equity in education
• the delivery of quality learning and teaching
• teachers’ professional development
• improve education management, governance and administration
provided the right mix of policies, technologies and capacities are in
place.
• UNESCO takes a comprehensive approach to ICTs in education. It is
through the Organization’s Inter-sectoral Platform that it focuses on the
joint work of:
• Communication and Information
• Education and Science Sectors– where the issues of access,
inclusion, equity, and
quality in education can be addressed.

7. ICT IN EDUCATION…
• UNESCO - its country and regional offices as well as institutes ––in collaboration
with its partners, develop resources that can help countries elaborate effective
ICTs in education policies, strategies and activities. This includes ensuring that
strategies meet the challenges caused by the digital divide and the most
disadvantaged populations.
• Its program includes:
• Capacity building and policy advice for the use of technologies in education, particularly
in emerging domains such as mobile learning
• Ensuring that teachers have the skills necessary to use ICTs in all aspects of their
professional
practice through tools such as the ICT Competency Framework for Teachers (ICT CFT)
• Supporting the use and development of multilingual educational resources and software
which are available for use and re-use as a result of open licenses (open educational
resources – OER; free and open source software – FOSS)

8. ICT IN EDUCATION…
• Promoting ICTs for inclusive education, including for persons with
disabilities and
gender equality
• Collecting statistics and developing indicators on the use of ICTs in education
• Providing policy support to ensure that the potential of ICTs are harnessed
effectively throughout the education system
• The UNESCO Institute for Information Technologies in Education (IITE),
based in Moscow, specializes in information exchange, research and
training on the integration of ICTs in education.
• UNESCO’s Bangkok office is notably involved in ICTs for Education in Asia
and the Pacific.
• UNESCO works with the educational community worldwide – Ministries of
Education, specialized institutions, teachers, and of course learners - to
effectively leverage the potential of ICTs in order to benefit quality teaching
and learning.

10. IMPORTANCE OF
ICT

14. Characteristics of Information
Technology
* Acquisition, Storage, manipulation, management,
transmission or reception of data or information.
* Real time access to information.
* Easy availability of updated data.
* Connecting Geographically dispersed regions.
* Wider range of communication media.

17. UNIQUE CHARACTERISTICS OF
ICT
 ICT IS PERVASIVE AND CROSS-CUTTING
 FROM PERSONAL USE TO BUSINESS AND GOVT.
 CAN BE TAILORED TO MEET PERSONAL, LOCAL,
DIVERSE NEEDS.
 ICT CREATES NETWORKS
 THOSE CONNECTED BENEFIT FROM THE NETWORK
 THE NETWORK EXTERNALITIES INCREASES
AS IT GROWS
 ICT IS GLOBAL
 TRANSCENDS CULTURAL AND LINGUISTIC
BARRIERS
 ALLOWS LOCAL COMMUNITIES TO BE PART OF

18. Characteristics cont’
 ICT disseminates information and knowledge
 Separates content from its physical location
 Makes knowledge available to remote communities
 ICT allows for zero or declining marginal costs
 Replication of content is free
 Distribution of marginal cost is near zero
 ICT reduces transaction costs
 ICT enhances efficiency
 Has power to store, retrieve, sorts, filter and distribute information
 Makes processes and transactions leaner and more effective
 ICT reduces the need for intermediaries
 Links consumers directly to producers
 Allows users to acquire products and services directly

19. ICT FOR EDUCATION
Applications of ICT
Distance Education
 Affordability and geography have been
barriers to access
 ICT has enhanced the quality of distance
education
 Six largest Distance Learning Universities are
located in developing countries: Turkey,
Indonesia, China, India, Thailand and Korea
 Distance Education facilitated by ICT has
mainly been applied to tertiary education
 ICT has enabled cross-border
education

20. Applications cont’
Scientific Research
 Development of networks over the
internet empowers indigenous research
& development (R&D) in developing
countries
 Existence of virtual research groups
allows databases and information to
be shared
 ICT enhances North-South and South-
South collaborations

21. Applications cont’
 Technical and vocational training
 ICT is being employed to train workers in
many functional areas e.g Health care,IT
services, teachers
 Education Administration
 Enhances day-to-day management of institutions
• Timetabling
• Student admission &Tracking
• Financial Management
• Medical services
• Procurement & store management
• Data distribution & management

22. USES IN EDUCATION
• To broadcast material, online facility or CD-ROM can be used as
sources of information in different subjects
• To facilitate communication for pupils with special needs
• To use electronic toys to develop spatial awareness and psycho-
motor control
• To use the Online resource like, email, Chat, discussion forum
to support collaborative writing and sharing of information
• To facilitate video-conferencing or other form of Tele conferencing to
involve
wide range of students from distant Geographic areas
• For Blended learning by combining conventional classroom
learning with E-leaming learning systems
• To process administrative and assessment data
• To exchange and share ideas -among teachers for the professional
growth
• To carry out internet-based research to enhance , educational

23. USES AND ADVANTAGES
• Students
• Teachers
• Guidance and Counseling
personnel
• Educational Planners
• Research Workers
• Desirable changes and
resolution – Formal and Non-

25. HOW HAVE COMPUTERS ANDTHE
INTERNET BEEN USED FOR
TEACHING AND LEARNING?
• Thereare three generalapproaches to the
instructional use of computers and the
Internet, namely:
• Learningabout computers and the Internet, in which
technological literacy is the end goal;
• Learningwith computersand the Internet, in which the
technology facilitates learning across the curriculum; and
• Learning through computers and the Internet,
integrating
technological skills development with curriculum
applications.
• It is also used for doing different kinds of research.

26. WHAT DOES IT MEAN TO LEARN ABOUT COMPUTERS
AND THE INTERNET?
• Learningabout computersand the Internet focuseson
developing technological literacy. It typically includes:
• Fundamentals: basic terms, concepts and operations
• Use of the keyboard and mouse
• Use of productivity tools such as word processing, spreadsheets, data
base and graphics programs
• Use of research and collaboration tools such as search engines and
email
• Basic skills in using programming and authoring applications such as
Logo or Hyper Studio
• Developing an awareness of the social impact of technological change

27. WHAT DOES IT MEAN TO LEARN ABOUT COMPUTERS
AND THE INTERNET?
• Learning with the technology means focusing on how the technology
can be the means to learning ends across the curriculum. It
includes:
• Presentation, demonstration, and the manipulation of data using
productivity tools;
• Use of curriculum-specific applications types such as educational
games, drill and practice, simulations, tutorials, virtual laboratories,
visualizations and graphical representations of abstract concepts,
musical composition, and expert systems, and;
• Use of information and resources on CD-ROM or online such as
encyclopedia, interactive maps and atlases, electronic journals and
other references

28. WHAT DOES LEARNING THROUGH
COMPUTERS AND THE INTERNET MEAN?
• Learning through computers and the Internet combines learning about
them with learning with them.
• It involves learning the technological skills “just-in-time” or when the
learner needs to learn them as he or she engages in a curriculum-
related activity.
• For example, secondary school students who must present a report on
the impact on their community of an increase in the price of oil for an
Economics class may start doing research online, using spreadsheet and
database programs to help organize and analyze the data they have
collected, as well using a word processing application to prepare their
written report.

29. HOW ARE COMPUTERS AND THE INTERNET USED IN
DISTANCE EDUCATION?
• Many higher educational institutions offering distance education
courses have started to leverage the Internet to improve their
program’s reach and quality.
• The Virtual University of the Monterrey Institute of Technology in Mexico
uses a combination of print, live and recorded broadcasts, and the
Internet to deliver courses to students throughout Mexico and in several
Latin American countries.
• Similarly, the African Virtual University, initiated in 1997 with funding
support from the World Bank, uses satellite and Internet technologies to
provide distance learning opportunities to individuals in various English-
speaking and French-speaking countries throughout Africa.

30. HOW ARE COMPUTERS AND THE INTERNET USED IN
DISTANCE EDUCATION?
• But even in Korea, where infrastructure is among the best in the world, and
government has put considerable financial and other resources behind an
ambitious ICT-based re- tooling of its educational system, challenges to online
education persist.
• Internet- and Web-based initiatives have also been developed at the secondary
education level. The Virtual High School is a result of efforts of a nationwide
consortium of school districts in the United States to promote the development and
sharing of Web-based courses.
• In Canada, Open School offers a wide range of courses and resources to grades K-
12 teachers and students that meet the requirements of the British Columbia
curriculum. Course delivery is done through a mix of broadcast and video, while
some courses are delivered totally online.
• While the Philippines fares relatively poor in ICT access and use, the skills and
talents of Filipino IT experts have been viewed to be competitive. Results of a
survey by the Far East Economic Review in September 1999, suggested that the
Philippines then ranked second to India in terms of quality, cost and availability of
skilled IT workers in Asia, making them very much in demand in many parts of the
world.

31. ICT IN PHILIPPINE CONTEXT
• Government and the private sector need to work together toward ensuring that the proper
environment exists for ICT to further flourish.
• A discussion paper written by Winston Conrad Padojinog, released by the Philippine
Institute for Development Studies a decade ago, suggested the need for ICT policies to
narrow the digital divide by promoting competition, interconnection and convergence in
the ICT sector.
• While some progress has been made over the past years, there is still much left to be
desired. While the Department of Science and Technology, through the ICT Office, is
about to provide free Wi-Fi, many point out that it is more important for telecoms to work
together and with government to considerably improve the speed of Internet and mobile
services in the country.
• ICT will also need to be diffused better in the education sector. In basic education, there is
a need to examine the extent of using ICT in the classroom as we implement the K-12
program.
• Higher education students will also need to be more prepared for the ever-growing
demands of the information-driven economy, especially in the emerging area of data
science. It can readily be observed that ICT has been driving innovative activities, and
that the ICT sector constantly needs innovation.

32. WHAT IS THE ROLE OF ICT IN EDUCATION?
• NOWADAYS INFORMATION AND COMMUNICATION TECHNOLOGY
(ICT), ESPECIALLY INTERNET, IN THE EDUCATION SECTOR,
PLAYS AN IMPORTANT ROLE, ESPECIALLY IN THE PROCESS OF
EMPOWERING THE TECHNOLOGY INTO THE EDUCATIONAL
ACTIVITIES.
• EDUCATION SECTOR CAN BE THE MOST EFFECTIVE SECTOR TO
ANTICIPATE AND ELIMINATE THE NEGATIVE IMPACT OF ICT.
TECHNOLOGY (INTERNET) IN ANOTHER SIDE CAN BE THE MOST
EFFECTIVE WAY TO INCREASE THE STUDENT’S KNOWLEDGE.
• BEING AWARE OF THE SIGNIFICANT ROLE OF ICT (INTERNET) IN
OUR LIFE, ESPECIALLY IN THE EDUCATIONAL ACTIVITIES,
EDUCATION AUTHORITIES SHOULD BE WISE ENOUGH IN
IMPLEMENTING THE STRATEGIES TO EMPOWER ICT IN
SUPPORTING THE TEACHING AND LEARNING PROCESS IN THE
CLASSROOM.
• ICT IS NOT JUST THE BLOOM OF THE EDUCATIONAL ACTIVITIES,

33. WHAT ARE SOME UNAVOIDABLE FACTS ABOUT ICT IN
EDUCATION?
• First, the ICT has been developing very rapidly nowadays. Therefore, in order to
balance it, the whole educational system should be reformed and ICT should be
integrated into educational activities.
• Second, the influence of ICT, especially internet (open source tool) cannot be
ignored in our student’s lives. So, the learning activities should be reoriented and
reformulated, from the manual source centered to the open source ones. In this
case the widely use of internet access has been an unavoidable policy that
should be anticipated by schools authorities.
• Third, the presence of multimedia games and online games by internet has been
another serious problem that should be wisely handled by the educational
institutions. The students cannot be exterminated from this case. They can have
and do with it wherever and whenever they want.
• Schools, as a matter of fact, do not have enough power and time to prevent or
stop it after school times. Meanwhile, most parents do not have enough times
to accompany and control their children. So, the students have large
opportunities to do with multimedia games or online games or browsing the
negative and porn sites. Having been addicted, the students will have too little
time to study, and even do not want to attend classes.

34. WHAT ARE SOME UNAVOIDABLE FACTS ABOUT ICT IN
EDUCATION?
• Fourth, the implementation of ICT in education has not been a priority
trend of educational reform and the state paid little attention to it.
Therefore, there should be an active participation, initiative and good
will of the schools and the government institutions to enhance ICT
implementation at school.
• Fifth, the teachers should be the main motivator and initiator of the
ICT implementation at schools. The teachers should be aware of the
social change in their teaching activities. They should be the agent of
change from the classical method into the modern one. They must
also be the part of the global change in learning and teaching
modification.

35. WHAT ARE THE AIMS AND OBJECTIVES OF ICT IN
EDUCATION?
• to implement the principle of life-long learning / education
• to increase a variety of educational services and medium / method
• to promote equal opportunities to obtain education and information
• to develop a system of collecting and disseminating educational information
• to promote technology literacy of all citizens, especially for students
• to develop distance education with national contents
• to promote the culture of learning at school (development of learning skills,
expansion of optional education, open source of education, etc.)
• to support schools in sharing experience and information with others

36. LIMITATIONS AND DRAWBACKS
• Lack of needed facilities , material and
equipment and favourable conditions for the use
of ICT
• Widespread ignorance
• Resistance – attachment to old ways and fear
– adoption of the new
• Lack of provision – in pre-service stage nor in-
service stage

37. SCOPE OF ICT

38. Scope
TLprocess Publication Evaluation Research Administration
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39. TEACHING LEARNING
PROCESS
Effective learning is
possible by five
sensory means.
According to
psychological study
human can grasp 80%
knowledge visually, 15%
through hearing & 5%
with the rest of the
sensory items.
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40. • So it becomes necessary to
present the content by attractive
means. Computer technology
helps us to provide rich
presentation.
• To provide rich presentation, it is
necessary to use the various
components like:-
1. Text matter presentation
2. Animation presentation
3. Graphic presentation
4. Audio presentation
5. Video presentation
Computer Aided Teaching has become popular
now a days.
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41. SCOPEOF ICT IN
EDUCATION
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

43. 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.

45. LEARNING USING
ICT
Motivates learner
Learning process can be
anywhere and anytime
Students use interactive
whiteboard in classroom.

47. IMPACTON TEACHERS
Teacher access to :
 Lesson plans
 Network of teachers
 Pedagogical
techniques
 Information
resources

48. PUBLICATIO
N
• 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.
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49. EVALUATION
Onlin
e
tests
Results
Feedback Software
Progres
s
reports
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50. ADVANTAGES OF ICT FOR
EVALUATION
Student accept more responsibility for their
own learning and its assessment,
developing expertise in the process.
Teacher application of curriculum can be
monitored by analyzing test results. This can
be used by teachers for assessing and
improving their own performance meeting
state and national standards.

51. RESEARCH
Search engines
E libraries
Internet
Wikipedia
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52. USE OF ICT IN DAY TO DAY LIFE OF
STUDENTS AND TEACHERS
• Students use ICT as reference tool. They
use computers to browse the internet to
look information, project information
and literature survey.
• Teachers use ICT in research for preparing
teaching material ,participate in online
forums and online conference.
• Researchers use ICT tool to collect
,process and analyze data.
• School administrators use ICT tool for
administrative purpose to make sure that the
entire operation runs smoothly. E.g. to get
student details at the click of a button.

53. ADMINISTRATION
• Employees register
• Library record
• Progress reports
• Students register
• Placement cell
• Alumni record
• School campusrecord
• Finance &accounts
• Timetable
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54. 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

55. 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
 Increasedmotivationto stay on-work, behavebetter
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

58. FOUR
THEMES
Context
and
Culture
Leadersh
ip and
Vision
Lifelon
g
Learni
ng
Planning
and
Manageme
nt of
Change

59. FOUR
COMPETENCIES
Pedagogy
Collaboration
and
Networking
Technical
Issues

60. TECHNOLOGICAL OPTIONS IN
TEACHING
• Voice - one-way, two-way audio tools
• Video – still images, pre-recorded
moving images, real-time moving
images
• Data -
i. Teaching Machine
ii. CAI
iii. CMI
iv. CME
• Print

61. 3 MAIN ADVANTAGES OF ICT TOOLS IN
EDUCATION
• Through ICT, images can easily be used in
teaching andimproving the retentive memory of
students.
• Through ICT, teachers can easily explain complex instructions and
ensure students’ comprehension.
• Through ICT, teachers are able to create interactive classes and make
the lessons more enjoyable, which could improve students’ attendance
and concentration.
3 MAIN DISADVANTAGES OF ICT TOOLS IN
EDUCATION
• Setting up the devices can be very troublesome.
• These are too expensive to afford.
• It is hard for teachers to use with a lack of experience using ICT tools.

62. ADVANTAGES OF THE USE
OF ICT IN
EDUCATION
• Quick access to information
• Easy availability of updated data
• Connecting Geographically dispersed
regions
• Catering to the Individual differences
• Wider range of communication media
• Wider learning opportunities for pupils

63. RECOMMENDATION
 Deep impact
 Respond to change – much faster
 Urgent to realign the curriculum framework
 Training and Orientation – immediate requirement
 Teachers in profession – continual professional
development
 Teacher educators – plan to introduce – to ensure high quality
and appropriate learning
 Teacher educators, educational authorities and stakeholders
- Enjoy the maximum benefits
 Building appropriate information systems
 Redefining the processes – transparency