Role, Tools and Applications of ICT in Education
We are living in a constantly evolving digital world. ICT has an impact on nearly every aspect of our lives - from working to socialising, learning to playing. The digital age has transformed the way young people communicate, network, seek help, access information and learn. We must recognise that young people are now an online population and access is through a variety of means such as computers, TV and mobile phones.
As technology becomes more and more embedded in our culture, we must provide our learners with relevant and contemporary experiences that allow them to successfully engage with technology and prepare them for life after school.
It is widely recognised that learners are motivated and purposefully engaged in the learning process when concepts and skills are underpinned with technology and sound pedagogy. Learning and Teaching Scotland aims to provide resources for practitioners, parents and pupils to engage with these technologies in order to inform and enhance the learning experience.
- Through ICT, images can
easily be used in teaching and improving the retentive memory of the 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 student attendance and concretation.
Some disadvantages of ICT in Education
- Setting up the devices can be very troublesome
- Too expensive to afford
- Hard for teachers to use with a lack of experience in ICT tools
- Setting up the devices can be very troublesome
- Too expensive to afford
- Hard for teachers to use with a lack of experience in ICT tools
These are some specific tools and the function of ICT that are used in learning process, hopefully these equipment can be used to improve students' interest.
·
The Internet is not
widely available in most LDCs; radio and TV are Broadcast
technologies such as radio and television have a much greater penetration than
the Internet throughout much of the developing world, and the substantial gap
is not expected to be closed soon.
·
Radio and TV can have
high start-up costs, and reinforce existing pedagogical styles Educational
initiatives that utilize radio and television typically have quite high initial
start-up/capital costs, but once they are up and running, on-going maintenance
and upgrade costs are much lower (making initiatives utilizing radio and TV for
distance learning in the educations sector particularly appealing for donor
support in many cases). One-to-many broadcast technologies like radio and
television (as well as satellite distribution of electronic content) are seen
as less ‘revolutionary’ ICTs in education, as their usage is seen as
reinforcing of traditional instructor-centric learning models, unlike
computers, which many see as important tools in fostering more learner-centric
instructional models.
·
Radio instruction has
been used widely and is reasonably well studied Radio
instruction in formal education has been well studied, especially the links
between the use of radio in combination with school-based educational resources
and a variety of pedagogical practices.
·
TV has been used with
success in a few places Television has been utilized successfully as a
mechanism for reaching out-of-school youth in a number of countries, especially
in Latin America and China, and the results of such projects have been widely
disseminated.
Nowadays, technology (ICT) become more easily to get and buy by almost everyone, so using this for teaching learning process will be good for everyone,
These are some online tools that can be used by the teachers to teach their students
Wallfisher
Wallwisher allows users to build virtual classroom Walls, in the sense you might be familiar with from Facebook, onto which 160-character messages, web links, images, videos and audio may be posted. Individuals can use it to mind-map, keep notes, or bookmark useful websites - but the real power of Wallwisher is in its potential for collaborative activities.
By sharing your wall URL with a class, whole year group, or even an entire school, anybody you choose is able to view and contribute to it.
Wordle
Wordle is another of those tools that may have begun life as an online novelty, but which canny teachers have since co-opted for use in the classroom. You'll no doubt have encountered Wordle clouds before; those intriguing little bundles of various-sized words visually showing which terms are the most frequently used in a section of text.
Wordle can also be used to carry out snapshot classroom polls, making lists of useful terms, or as an icebreaking activity for new pupils: they can make Wordles from lists of their favourite things.
Popplet
Popplet has three main functions, two of which (digital bulletin board and presentation tool) overlap with the uses we've already discussed for Wallwisher and Prezi. As a result, we'll focus on its primary application: mind-mapping. Popplet's usability is its major trump card. Its interface couldn't be more intuitive, so it's adaptable for use with a range of age groups. Mind-maps featuring video clips and images can be constructed as a whole class on an interactive whiteboard, or students can work on their own, in pairs or in small groups.
Storify
Storify is a content aggregator that pulls in social media elements from sites such as Rickr, You Tube and Twitter, to create illustrated multimedia "stories" about current and world events. Because of its use of social network, Storify is best used with Key Stage 4 and 5 pupils - and only then if your school's internet security options allow access to the sites from which it draws material.
It's remarkably user-friendly, with easy-to-use search options producing lists of relevant tweets, photos and video clips relating to your topic.
Those are some role and function of ICT that are used in class because of nowadays which everyday we may contact with our gadget, this things become an ordinary activities and also some online tools to support teaching and learning process.
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