ICT in Education
A.
What is ICT in Education?
ICT is the Information
and Communication Technologies. ICT in education means teaching and learning
with ICT.
Educational ICT tools
can be divided into three categories: Input Source, Output Source, and Others.
Three main advantages
of ICT tools for education:
1.
Through ICT, images can easily be used
in teaching and improving the retentive memory of students.
2.
Through ICT, teachers can easily explain
complex instructions and ensure students’ comprehension.
3.
Through ICT, teachers are able to create
interactive classes and make the lessons more enjoyable, which could improve
student attendance and concentration.
Three main
disadvantages of ICT tools for education:
1.
Setting up the devices can be very
troublesome.
2.
Too expensive to afford
3.
Hard for teachers to use with a lack of
experience using ICT tools
B. Role of ICT is Multi Faceted in Education
In the twelfth plan, The Planning Commission has stressed that ICT tools
must be used for significantly improving the educational services and for
streamlining the admission process. ICT is vital for dissemination of
knowledge, for evaluation and for keeping data and records. The role of ICT is
multi faceted and it has to be exploited to the maximum potential.
The draft of 12th five year plan document states, “Information and
Communication Technologies (ICTs) should be harnessed to enrich
teaching-learning experience, to extend and diversify delivery, improve
research quality and collaboration by making knowledge and information widely
available, and ensure effective governance both at the institutional and
systemic level.”
C.
ICT as
a Mode of Classroom Delivery
Students encounter ICT in many areas of their lives
and it is essential that we provide them with opportunities to explore the
technology and encourage them to use it as a learning tool. However it is
important that teachers avoid the trap of using technology for the sake of it,
or in order to check the technology box on their faculty registration sheet, or
as an add-on to a lesson.
To implement ICT successfully in their classrooms
teachers also need to:
- identify how ICT can be used to meet specific
objectives within the English curriculum to improve pupils attainment
(Moseley et al,1999)
- understand that successful use of ICT depends
on other factors such as pupils’ work in the classroom away from the
computer, discussions between pupils and between pupils and their teacher,
and the ways in which pupils interact with each other at the
computer (Mc Cormick and Scrimshaw,2001 cited in Becta,
2005)
D. ICTs and the English Classroom
The
use of ICT in the English classroom extends beyond its motivational value to
address key outcomes of the syllabus, and allow students to become competent
users as well as consumers in English.
Research suggests
that incorporating ICT into the English curriculum can:
- improve
writing and reading skills
- develop
speaking and listening skills
- support
collaboration, creativity, independent learning and reflection
(Becta,2003a, Becta,2003b, VTC,2003) (cited in Becta 2005)
As
an interactive and collaborative medium, ICT allows responding, composing, and
publication to be easily shared and offers students the opportunity to explore
the language of texts more creatively and develop as speakers, writers and
readers for an ever widening range of purposes and audiences. ICT can enable
students to:
- access
information and respond to a widening range of texts
- organise
and present information in a variety of forms
- broaden
the range of audiences for their work
- compose
a widening range of texts for a broad range of purposes
- compose
for real audiences. ICT can support them in their choice of genre for
audience and purpose.
- identify
key characteristics and features of text
- develop
understanding of language and critical literacy (Becta,2006,ICT in the
Curriculum)
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