Overview of ICT in Education Overview of ICT in Education
Teacher centered Philosophy Teacher centered Philosophy Learner
centered Philosophy Learner centered Philosophy ICT centered
Philosophy ICT centered Philosophy ICT Skills and competencies ICT
Skills and competencies ICT Tools and Digital Techniques ICT Tools
and Digital Techniques Computers in Education Computers in
Education Web based teaching/ learning Web based teaching/ learning
Exploratory learning Exploratory learning Visual representations
Visual representations End Note End Note
Slide 4
The quality of education is not to be measured by its length
and breadth but only by its depth -Vinoba Bhave
Slide 5
Refers to teaching and learning the subject matter that enables
understanding the functions and effective use of information and
communication technologies (ICTs) information and communication
technologies Technology is used to enhance learning, therefore it
is important for educators to be comfortable using it to ensure
that students get the full advantages of educational technology
Teachers must be trained in how to plan, create, and deliver
instruction within a technological setting Teacher, Researcher and
Inventor do play a critical role in country building by
intellectual power and thinking applied in shaping up the future of
the young generation
Slide 6
For many years, teachers taught and students were responsible
for learning the material. It was the students responsibility to
acquire the knowledge for success. The primary concern of the
teacher was to impart the knowledge.
Slide 7
Student learning is the primary goal of the teacher as opposed
to teaching. The teacher must motivate the students to learn,
participate, critically think and successfully perform in
tests.
Slide 8
Slide 9
Learning is a process in which four components interact: (1)
the teacher, (2) the student, (3) curriculum content and goals, (4)
instructional materials and infrastructure
Slide 10
Materials Materials Teachers Learners
Slide 11
Learning by Objectives Learning by Objectives Learning through
Experience Learning through Experience Learning by Example Learning
by Example Learning by Discovery Learning by Discovery Learning to
learn Learning to learn
Slide 12
ICT in education is a much needed vehicle of achieving the
modern philosophy of education whereby a student can decide on:
WHAT he learns WHEN he learns WHERE he learns, and HOW he
learns
Slide 13
Technology will not have a significant impact on student
learning until teachers change the way they teach. Larry Cuban,
1986
Slide 14
Technology is continuously changing. It is an ongoing process.
It demands continual learning. Change is not always easy. The
initial human reaction to change is resistance. Resistance makes
for slow change. Change is inevitable. Change led to progress. The
acceptance of change is a major requirement for technology
integration.
Slide 15
Technology is revolutionizing the way we think, work, and play.
Technology enables teachers to provide multiple representations of
content (images, graphs, diagrams, tables) and multiple options for
expression ( multimedia, power point). Computer technology changes
traditional classroom instructional techniques. Computers enable
students to process the information via multiple
intelligences.
Slide 16
Technology integration helps to achieve 21st Century Skills in
students. They are: Personal and social responsibility. Planning,
critical thinking, reasoning, and creativity. Strong communication
skills, both for interpersonal and presentation needs. Visualizing
and decision-making. Knowing how and when to use technology and
choosing the most appropriate tool for the task.
Slide 17
Technology helps change the student/teacher roles and
relationships. Technology cannot teach; only teachers can teach.
Technology can enhance the teaching- learning process.
Slide 18
Technology integration is the use of technology resources --
computers, Internet, e-mail, digital cameras, CD-ROMs, software
applications, electronic publications, etc. -- in daily classroom
practices, and in the management of a College.
Slide 19
Using computer-based services to search for and find relevant
information in a range of contexts. using a variety of media to
retrieve information. Decoding information in variety of forms-
written, statistical and graphic.
Slide 20
Using computer based services to write, analyze, present and
communicate information; Using information technologies to create,
to share and to store knowledge.
Slide 21
The literature generally describes 3 major instructional use of
computer based technologies: 1. Learning from the Technology 2.
Learning about the Technology 3. Learning with the Technology.
Slide 22
According to Mr. Kofi Annan, Secretary- General of the United
Nations, Information and Communication Technology has transformed
education.
Slide 23
ICTs provide an array of powerful tools that may help in
transforming the present isolated teacher-centered and text - bound
classrooms into rich, student focused, interactive knowledge
environment.
Slide 24
Any technology which increase the rate of learning would enable
the teacher to teach less and the learner to learn more
Slide 25
Information technology (IT) is defined as the study or use of
electronic equipments, especially computers for storing, analysing
and sending out information. Communication technology is the
process of sending, receiving and exchanging information.
Slide 26
ICT is a generic term referring to technologies, which are
being used for collecting, storing, editing and passing on
information in various forms (SER,1997) ICT is a generic term
referring to technologies, which are being used for collecting,
storing, editing and passing on information in various forms
(SER,1997)
Slide 27
Factory model of education Broadcast model of education
Paradigm shift
ICT literacy basically involves using digital technology,
communication tools and/or access, manage, integrate, evaluate and
create information in order to function in a knowledge
society.
Slide 30
EFFICIENCY: FASTER CHEAPER FEWER STEPS LESS PEOPLE LESS PAPER
WORK EFFECTIVENESS: MOST INTERACTIVE FEWER ERRORS CUSTOMIZED
PERSONALIZED ARCHIVABLE TRANSPARENT SEARCHABLE INNOVATION NEW
PRODUCTS NEW TECHNIQUES
Slide 31
Teachers use traditional print-based media. Learning activities
center around seat-based work. Teachers are most concerned about
the basic operation of computers. I just dont have time!
Slide 32
Classroom instruction still depends heavily upon chalkboards,
textbooks, Teachers use word processors for writing activities.
Teachers use educational software, including rudimentary
drill-and-practice software to develop low-level skills.
Slide 33
Students use word processors, databases, some graphics
applications, and many computer-assisted instruction packages. With
the support of technology, student productivity increases Students
basic computer skills improve. Students are allowed to progress at
their own paces.
Slide 34
Teachers and students demonstrate highly developed skills with
technology. Teachers are comfortable with technology Teachers
develop new instructional strategies. Emphasis shifts to
collaborative learning. Students move toward collaborative work
patterns.
Slide 35
Teachers facilitate the construction of student knowledge
Classrooms promote social interaction, encouraging students to
share their own knowledge and experiences. Teachers implement a
curriculum integrated with technology. Teachers employ a variety of
student assessment activities,
Slide 36
1.ICT Operations and Concepts teachers demonstrate a sound
understanding of ICT operations and concepts. 2.Planning and
Designing Learning Environments and Experiences teachers plan and
design effective learning environments supported by ICT. 3.
Teaching, Learning and the Curriculum teachers implement curriculum
plans that include methods and strategies for applying ICT.
Slide 37
4.Assessment and Evaluation teachers apply ICT to facilitate a
variety of effective assessment. 5.Productivity and Professional
Practice teachers use ICT to enhance their productivity and
professional practices 6.Social, Ethical, Legal and Human Issues
teachers understand the social, ethical, legal, and human issues
surrounding the use of ICT in College.
Slide 38
Initial: This level indicates that the educator has a level of
awareness of the potential uses of ICT. This is the stage when the
educator first begins to experiment ICT in the classroom at a basic
level for discrete lessons.
Slide 39
Developing : This level indicates that the educator is
increasingly aware of using ICT to enhance student learning. The
educator now incorporates ICT into the classroom on a daily
basis.
Slide 40
Proficient: This level indicates that the educator is a leader
in the use of ICT.
Slide 41
Instructional computing consists of IT tools, methods and
services. Instructional computing consists of IT tools, methods and
services. It allows faculty to improve their teaching. It allows
faculty to improve their teaching. It provide an enhancing learning
environment for students. It provide an enhancing learning
environment for students.
Slide 42
1.Improved /expanded faculty- student communications-e.g
e-mail, on-line chatrooms, virtual class hours. 2.Improved
instructional logistics and communications-e.g. e-syllbus, on- line
submission of assignment, on- line testing
Slide 43
3.Expanded and improved classrooms and laboratory instructional
methods- e.g. simulations,visualization applications. 4.Use of
alternate learning delivery mechanisms- e.g. satellite, video,
cable, internet
Slide 44
5.Faculty IT access to electronic material-e.g. digital
library, multimedia 6.The IT infrastructure needed to support the
above uses-e.g. www, file servers, news servers, courseware
acquisition and distribution. Wired classrooms with audio/visual
equipment and computer projection and instructional
laboratories.
Slide 45
1. Multi-sensory delivery: Text, graphics, animation, sound and
video. 2. Active learning: enhanced learner interest. 3.
Co-operative learning: positive group/social interaction. 4.
Communication Skills: one-to-one, one-to- many, many-to-many. 5.
Multicultural education: link students from across the
country/around the world. 6. Motivation: greater learner engagement
(time).
Slide 46
Prior to working with computers, students can discuss concepts
in the lesson and plan - what they are going to do. While using
computers, students can discuss - either orally or via computer -
what they are working on. During a pause in computer use, students
can analyze - what they have learned and done, share information
with others, and plan their next steps. After using computers,
students can again analyze and share - what they have learned and
done, as well as what they need to do next.
Slide 47
The teachers have to learn how to use the variety of ICT
applications; The teachers have to use, adapt and design
ICT-enhanced curricula; They have to expand the content area of
knowledge; They have to take new roles; and They have to respond to
individual students
Traditional medium Lectures books ICT medium Computers
Computers Multimedia Multimedia Internet Internet Lectures Lectures
Books Books
Slide 50
ICT does not automatically add quality to teaching and
learning. ICT application in education can accelerate and improve
learning on a number of fronts from basic skills, problem solving,
information management, establishing life-long learning habits and
concepts development. It can also provide the means of gathering,
connecting and analysing data about teaching and learning.
Slide 51
Multimedia PC, Laptop, Notebook. CDs& DVDs. digital video,
still camera. Internet and its tools- e-mail,browsers, website,
search engines, chat etc. Computer aided instruction& computer
mediated conferencing, video/audio conferencing. Digital libraries,
e-books& electronic publications. Interactive TVs. Microsoft
publishing -news letter, poster, brochure.
Word processing -documents, notes, projects, assignments Spread
sheet programming -records, exam scores Data bases -information
storage Graphing software -to prepare teaching- learning resources
Developing Multimedia kits -to make process interesting Using
internet and e-mail facilities -to gain knowledge Games and
simulations -to improve quality of learning
Slide 55
Helps to provide interactive learning experiences Students are
stimulated and motivated by the technology Students have
comfortable learning. Visualization aids in the understanding of
difficult concepts and processes Caters to different learning
styles Helps students to gain valuable computer skills. Aids in
collaboration and group work.
Slide 56
Transforms teaching and helps teachers to be more efficient and
effective. Aids in the organization and the structure of the course
and the course materials. Provides innovative ways to help students
learn basic concepts and skills. Aids in the provision of
interesting and creative presentations of content.
Slide 57
Facilitate collaboration and communication. Aid in the
visualization of difficult concepts Promote creativity. Enable ease
in revision and updating of course content. Provide flexibility and
variety in learning. Provide a multimedia presence in the
classroom.
Slide 58
C omputer is a creativity machine, C omputer is a creativity
machine, Computer is a information processing tool, Computer is a
information processing tool, Computer is a teaching aid. Computer
is a teaching aid.
Slide 59
Slide 60
Slide 61
Slide 62
1. Computers provide an opportunity to enhance the way students
think about, manage, process and use information. 2.The use of
computers helps us see patterns and relationships in the data that
we collect and work with. 3.Students can learn the material at
their own time and pace. 4.Computer based learning appeals to a
variety of cognitive strengths and learning styles.
Slide 63
Learner centered Knowledge centered Assessment centered Society
centered
Slide 64
CBI provides consistency of content delivery. CBI provides
consistency of content delivery. CBI provides for diverse learning
needs. CBI provides for diverse learning needs. CBI offers learner
flexibility in controlling and pacing learning. CBI offers learner
flexibility in controlling and pacing learning. CBI provides
motivation and promotes interactivity. CBI provides motivation and
promotes interactivity. CBI provides greater retention and reduces
the instructional time. CBI provides greater retention and reduces
the instructional time.
Slide 65
CBI provides means of tracking learners progress. CBI provides
means of tracking learners progress. CBI allows standardized
testing. CBI allows standardized testing. CBI provides
opportunities for practice through simulation. CBI provides
opportunities for practice through simulation. CBI more readily
provides training to remote locations and eliminates cost
associated with travel. CBI more readily provides training to
remote locations and eliminates cost associated with travel.
Slide 66
A system that allows access to information sites all over the
world. A system that allows access to information sites all over
the world. Information is presented in text, audio and video files.
Information is presented in text, audio and video files. Resources
such as can be delivered to, and received from, students both on
and off campus. Resources such as lecture notes, readings,
tutorials and assignments can be delivered to, and received from,
students both on and off campus.
Slide 67
Web assisted classroom instruction -the teacher teaches the
lesson with the help of the website. The interactions may be in the
form of discussion,questioning, demonstration and experiment.
Slide 68
The learner searches website, collects information and learns
the lesson. Web is a viable tool to help students gain education
without being on campus. It allows greater autonomy of learning. It
allows greater autonomy of learning.
Slide 69
the Internet consists of a vast collection of independent
computers linked by national and international tele-communication
networks. the Internet consists of a vast collection of independent
computers linked by national and international tele-communication
networks. Each Internet site contains information (.) which are
accessible to the individual working from their home computer. Each
Internet site contains information (text, images, audio, video,
links etc.) which are accessible to the individual working from
their home computer.
Slide 70
Internet sites are increasing in number, sophistication and
content. These changes have arisen due to commercial adoption of
the Internet. Internet provides information in text, graphics,
audio and video. New programming allows a greater degree of
interactivity through real time audiovisual transfers and chat.
Coloured and animated graphics are of much greater educational
value than photocopied images
Slide 71
One - alone: Online data bases, e-journals, digital libraries.
One to - one: Collaborative assignments interviews. One to - many:
Online lectures, symposiums. Many - to - many: Discussion groups,
debates, games, simulations, case studies, brain storming, project
groups.
Slide 72
Hypertext consist of a complex webs of interrelated
ideas/documents. Hypertext consist of a complex webs of
interrelated ideas/documents. The linking of information together
by highlighted key words that have been marked up creating paths
through related material from different sources. The linking of
information together by highlighted key words that have been marked
up creating paths through related material from different
sources.
Slide 73
An approach to information storage and retrieval that provides
multiple linkages among elements. It allows the learner to navigate
easily from one piece of information to another. It is the storage
and retrieval of text, images audio and video files.
Slide 74
A connection among documents in a hypermedia or hypertext
format. A connection among documents in a hypermedia or hypertext
format.
Slide 75
images, video, audio and animations. It provides a platform for
incorporating a variety of different kinds of multi- media file
types: images, video, audio and animations. It is neat and clean
and it allows for portability of materials. It is easy for
professors to update, saving them time and energy.
Students who use multimedia tools are active learners. Students
who use multimedia tools are active learners. Students reflect
these kind of tasks throughout their life. Students reflect these
kind of tasks throughout their life. Students work collaboratively,
not only with each other, but with researchers and teachers.
Students work collaboratively, not only with each other, but with
researchers and teachers.
Slide 78
A typical system consists of a combination of a compact disc,
computer and video technology. The interactive video refers broadly
to software that responds to certain choices and commands by the
user.
Slide 79
Videodisc systems store video pictures, still pictures, and
sound on discs that users can control with a videodisc player.
Videodisc systems store video pictures, still pictures, and sound
on discs that users can control with a videodisc player. These
systems can provide the interactive capabilities of computers and
the motion- picture capabilities of videos. These systems can
provide the interactive capabilities of computers and the motion-
picture capabilities of videos.
Slide 80
Video Conferencing is a medium where individuals or groups can
meet face-to-face in real time to interact and exchange ideas.
Video conferencing began in the mid 1980's as compressed video.
Since it was introduced, communication technologies have improved
exponentially. Today we talk of Virtual Learning Systems
Slide 81
A computer simulation attempts to reproduce A computer
simulation attempts to reproduce real-life situations Simulations
feature a combination of text and graphics,using dialogue and
inquiry to guide the student through a situation. Simulations also
can bring abouthigher-order. Simulations also can bring about
higher-order synthesis and analysis skills.
Slide 82
Tutorials are one of the most common types of computer-assisted
instruction. Tutorials are page-turners similar to textbooks,
interspersed with predetermined questions and responses. The
one-to-one tutoring and feedback provided by a tutorial can make it
an excellent tool for improving student knowledge (cognitive
domain).
Slide 83
Drill-and-practice programs work well in increasing student
knowledge through repetition, usually through cues Students can
take as much time as they need or repeat sections, helping to
individualize instruction Drill-and-practice programs provide
automatic feedback to learners.
Slide 84
ICT allow students to direct their own learning. the student
learns facts, concepts, and procedures through the process of
discovery, or guided discovery.
Slide 85
1.Computer-based information retrieval systems 1.Computer-based
information retrieval systems (e.g., electronic databases), 2.
Micro-worlds 2. Micro-worlds (microcomputer-based labs and
simulations. Simulations are available for biology, genetics,
geology, chemistry, physics, environment, social studies,
economics, and mathematics-), and 3.Interactive video 3.Interactive
video It allows control of sound, animation, text, graphics, and
full-motion video.
Slide 86
A digital library is a collection of textual, numeric, graphic,
audio and video data stored in digital form, indexed and logically
linked for ease of retrieval. A digital library is a collection of
textual, numeric, graphic, audio and video data stored in digital
form, indexed and logically linked for ease of retrieval.
Slide 87
Textual data Numeric data Graphics data Photographs Audio data
Video data
Slide 88
Safe storage and multiple access of material Ability to process
numerical data published in the literature Ability to store variety
of data Access information from anywhere in the world Ease of
search and retrieval
Slide 89
E-learning allows for different learning experiences through:
On - line students group: allowing students to interact with each
other On - line lecturing: allowing faculty to interact with
students On - line counseling: helps students in decision- making
On - line libraries and resource center: providing text, documents,
articles for reference.
Slide 90
E-mail enables students and faculty to communicate with each
other and with people all over the world. Students send questions
to the instructor and instructor can transmit the answer
instantaneously to all students. Faculty can hold electronic office
hours so that students can ask questions and receive answers almost
immediately. Faculty can create electronic suggestion foxes where
students can post their comments about the course.
Slide 91
Structured face-to-face telephone interviewing where computer
is used to prompt the interviewee and record the answer in a format
convenient for further processing. It saves time and the need to
travel. It opens up possibilities for interviewing research
subjects from different parts of the world. It provides a limited
register for communication.
Slide 92
Promote active and autonomous learning in students; Provide
students with competencies and technological skills that allow them
to search for, organize, and analyze information, and communicate
their ideas in a variety of media forms; Enable teachers, students,
and their parents to communicate and share information on-line;
Engage students in collaborative, project-based learning in which
students work with classmates on complex, real-world-like problems
or projects; Provide students with individualized or differentiated
instruction, to meet the needs of students with different
achievement levels, interests, or learning styles;
Slide 93
Slide 94
Rieber (1994) proposed five applications of graphics that
relate to learning outcomes and events of instruction; these
include: cosmetic graphics serve only as decoration motivation
graphics serve to arouse curiosity attention-gaining graphics serve
to focus the learners attention on the instruction presentation
graphics serve to "demonstrate or elaborate a lesson concept"
(p.50) practice graphics serve to provide visual feedback
Slide 95
Slide 96
This framework postulates the formation of three types of
mental "connections": 1) visual material is used to mentally form a
internal visual representation; 2) verbal material is used to form
a verbal representation, thus forming a verbal representational
connection; 3) the learner builds referential connections between
the visual representation and verbal representation.
Slide 97
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1. To clarify your point 2. To emphasize your point 3. To
simplify your point 4. To unify your point 5. To impress your
learner
Slide 100
Dart, B & Boulton-Lewis, G (eds) (1998) Teaching and
Learning in Higher Education. Melbourne, Australian Council for
Educational Research. Gibbs G & Habeshaw T (1995) 253 Ideas for
your Teaching. Bristol, Technical and Education Services.
Laurillard, D (1993) Rethinking University Teaching: A Framework
for the Effective Use of Educational Technology. London, Routledge.
Weimer, M. (1990). Improving college teaching: Strategies for
developing instructional effectiveness. San Francisco: Jossey-Bass.
Sandholtz, J. H., C. Ringstaff, and D.W. Dwyer (1997). Teaching
with Technology: Creating Student- centered Classrooms. New York,
Teachers College Press.
Slide 101
If we understand the human mind, we begin to understand what we
can do with educational Technology -Herbert A. Simon. If we
understand the human mind, we begin to understand what we can do
with educational Technology -Herbert A. Simon.
Slide 102
K. Omieno is a Lecturer in the Dept of Computer Science,
Masinde Muliro University of Science & Technology. He has been
involved in a number of research projects in the University. He is
a professional member of Association of Computing Machinery, (the
world renowned body of computing professionals) He has taught a
diversity of courses ranging from diploma, undergraduate and some
MSc courses. You Have any Question? Send an email via-
[email protected]@acm.org
