Free Essay: Role of ICT in education Nowadays the role of Information and Communication Technology (ICT),especially internet in the. This paper attempts to highlight the role of ICT in higher education. The impact of ICT in higher education will grow many changes in. Free Essay: ICT has a huge range of functions in education such as; communication, THE ROLE OF ICT IN EDUCATION SECTOR Nowadays the role of.
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Before presenting the research methods and results, we will discuss the concept of a richly ICT-designed learning environment and the status quo of the use of ICT in Dutch vocational education. ICT is a generic term referring to technologies which are being used for collecting, storing, editing and passing on information in various forms SER, A personal computer is the best known example of the use of ICT in education, but the term multimedia is also frequently used.
Multimedia can be interpreted as a combination of data carriers, for example video, CD-ROM, floppy disc and Internet and software in which the possibility for an interactive approach is offered Smeets, In , OCTO a Dutch educational research institute studied the extent in which ICT is actually being used for realising the above-mentioned functions. The research was carried out on all educational levels in The Netherlands.
The present work concentrates on vocational education. However, given the lack of a sufficient response, a reliable image for the entire sector cannot be given, but an impression of the status quo of the use of ICT in vocational education is possible. Janssen Reinen, ICT is never being used as a learning objective by 33 of 55 teachers; 27 teachers do not use ICT as teaching material and 21 teachers do not use ICT as an aid.
If the computer is being used, then this is mainly for the purpose of word processing and exercising the lessons. Thus, it seems that the computer is being used especially for supporting more traditional educational settings Janssen Reinen, We can conclude present work and uncited literature that ICT has many technical possibilities, but that the real innovative use of ICT is not broadly adopted in Dutch vocational education.
Several methods of data collection were used for this component of the project. To know more about this future, several scenarios on future developments in education have been studied. Because many scenarios have already been completed, we did not perform our own study, but used the available literature e. Ter Woude, , Van den Dool e.
Published studies were scanned especially for the role and impact of ICT. Furthermore, experts were heard about this topic. Information on organisational level was gathered and interviews were conducted with teachers. In addition, literature on job profiles of teachers and implementation literature was studied. Having to use ICT in an innovative manner is an important bottleneck teachers have to cope with Van den Dool, Based on the scenario-studies and interviews with experts we can conclude that to learn how designing is necessary to be able to realise the desirable education.
We will clarify this. Given its uncertainties, we do not know what education in the future will look like. Nevertheless, it is possible to outline scenarios and to formulate expectations. From previously conducted scenario-studies, politics appear to have deduced a sort of idealised image of future education in which ICT is integrated completely.
An image in which, for example, ICT is used for communication between students and teachers, in which internet, laptops and simulations are being used and consequently in which a variety of learning environments are possible. Teacher-centred and whole-class instruction is no longer the dominant teaching method. Other essential points are the booms in the field of ICT and the large availability of information. As a result, there will be less time for passing on information in education. Based on this image we can actually conclude that education is nowadays lagging behind the expectations and wishes.
However, in some scenario-studies, it was pointed out that external developments could prevent extensive integration of ICT in education. For example, Ter Woude has identified the wishes of the consumer and the economical developments, the situation in a boom or in a recession, as important factors. First of all, schools should, from a society point of view, reflect on the concept of learning in a future society, the part that education will play, what they will teach their students.
Subsequently, schools should determine how they can realise this from an educational angle. Especially it seems to be lacking of this view on society apart from the exceptions, Free, Once the objectives have been determined, the question of using if and when ICT becomes relevant.
In this process, a great variety of alternatives and choices are possible, which may arise among schools depending on the way and degree in which they will use ICT as an adequate mean to realise their educational goals.
It seems that the attention focussed on the use of ICT in education has rather quickened and sharpened the discussion about educational development and future education. For what characterises current education? Although teachers consult each other more frequently, the teacher eventually decides on the educational practise in his class room.
He is responsible and has the opportunity, as long as the results are satisfactory, to teach in the way he pleases. However, in practice the classical teaching situation , the teaching method usually seems to be determinative and limits the teacher in his possibilities. Education and teacher are tied to a specific content of education, timetables, amount of face-to-face instruction, instruction time, class rooms, etcetera.
Legal provisions also determine the educational practice in schools. Because of these constraints teachers are insufficiently challenged and stimulated to create powerful learning environments and guide students in their learning processes individually and therefore, the use of ICT does not take place. Summarising, we can conclude that the implementation of ICT cannot be realised by blueprints. Schools and teachers should learn and should be able to design their own educational situation, possibly choosing from the varied potential ICT has to offer.
Concluding from the scenario-studies and constructivistic learning theories, the profession of the teacher will shift from transferring knowledge to guiding learning processes Van den Dool, , Van Heule, It has to do with the fact that information is increasingly available in the present knowledge society. Instead, it becomes more important that students learn how to search, select, process and use information.
The teacher mostly has to guide these processes. In interviews, teachers identified this development, although it is not particularly ICT that determines their role. They point out a new didactical concept in which the student works more individually and independently. The use and impact of ICT cannot be separated from this concept. We answer this question negatively.
On the one hand, this differentiation is a direct result of ICT-related activities, such as the expansion of the system management or the presence of a ICT-coordinator. According to one of our respondents, it is outdated to expect teachers to perform all aspects of this teaching- learning process equally well.
Education needs more than sole guide s of learning processes; for example, there is also a need for people who are able to prepare the curriculum properly and who can create learning environments. Another respondent expressed it in another way: Each time the teacher has a different part, and sometimes he actually is a student. Secondly, we can argue, even if this differentiation does not occur, that the teacher will be more than a counsellor of learning processes.
Teachers we interview expressed this concept. An appropriate knowledge base is essential for creating powerful learning environments and for an adequate provision of supporting instructional material. In the process of transforming information to knowledge, the teacher plays an important part as well. In short: Looking at the afore mentioned research results, it seems unnecessarily to argue for specific ICT-skills for teachers as a key for the problems experienced by the implementation of ICT in education.
How to implement ICT in education mainly seems to be a design-problem how does a teacher create a powerful learning environment? Required competences for solving this problem are defined within the concept of core problems. Core problems can be defined as the central problems and dilemmas in professional practice as regularly encountered by professionals and thus characteristic of the profession Onstenk, Core problems are an interesting basis for education, because they define the professional core and structure and select the professional content.
The professional, as an acting individual, is positioned in the centre. To guide learning processes can be mentioned as one of the core problems of future education compare paragraph 1.
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Create a free website or blog at WordPress. Saverinus Kaka, S. Like this: Like Loading Hopefully, the articles published in this web will be useful for you all! What research proposal on the role of ict for undergraduate student? Education is a very socially oriented The data presented here should be regarded as illustrative rather than exhaustive.
ICT use in education is at a particularly dynamic stage in Africa; new developments and announcements happening on a daily basis somewhere on the continent.
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