Research Implementation and impact of a technology-based HIV risk-red...
Checkout our research using Vialogues (available free by EdLab, Teachers College Columbia University). It helped us improve HIV prevention knowledge and reduce HIV risks.
Off course! ICTs are being used in education to assist students to learn more effectively by providing teachers with access to a wide range of new pedagogy. These technologies are also being used to enable teachers to do administrative tasks more efficiently.
The United Nations Educational, Scientific and Cultural Organisation (UNESCO), a division of the United Nations, has made integrating ICT into education part of its efforts to ensure equity and access to education. The following, taken directly from a UNESCO publication on educational ICT, explains the organization's position on the initiative.
Information and Communication Technology can contribute to universal access to education, equity in education, the delivery of quality learning and teaching, teachers' professional development and more efficient education management, governance and administration. UNESCO takes a holistic and comprehensive approach to promoting ICT in education. Access, inclusion and quality are among the main challenges they can address. The Organization's Intersectral Platform for ICT in education focuses on these issues through the joint work of three of its sectors: Communication & Information, Education and Science.
Despite the power of computers to enhance and reform teaching and learning practices, improper implementation is a widespread issue beyond the reach of increased funding and technological advances with little evidence that teachers and tutors are properly integrating ICT into everyday learning. Intrinsic barriers such as a belief in more traditional teaching practices and individual attitudes towards computers in education as well as the teachers own comfort with computers and their ability to use them all as result in varying effectiveness in the integration of ICT in the classroom.
https://en.wikipedia.org/wiki/Information_and_communications_technology
Dear Hamza Khalil Alkhaddam,
Please have a look at these useful RG links.
Article The role of ICT in higher education for the 21st century: IC...
Conference Paper Use of ICT in Teaching, Learning and Evaluation
Deleted research item The research item mentioned here has been deleted
Article An effective use of ICT for education and learning by drawin...
Article Teaching and learning process with intergration of ICT: a st...
Article ICT IN TEACHING: A CRITICAL OVERVIEW
Article How can ICT Help us to Improve Education?
Good luck!
Internet, a product of ICT today provides us with the biggest and most accessible library. This has been the major source of information, carrier information and archive for information. Undoubtedly, this has provided helps and aids in the academics community.
Check this article
https://www.ijser.org/researchpaper/THE-ROLE-OF-ICT-IN-ENGLISH-LANGUAGE-TEACHING-AND-LEARNING.pdf
I agree with the previous respondents
ICT can in brief help, as teaching tool in other subjects, as means to plan and evaluate sessions and for interraction.
I have used it successfully for improving students' collaborative and critical thinking skills through the Asynchronous Debate and now exploring making learning more flexible for today's digital natives who can learn anywhere and anytime:
Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...
Data Flexible Learning Environments-Theories-Trends-Issues
Best regards,
Debra
Dear Hamza Khalil Alkhaddam:
Congratulations and thank you so much for asking this most important question in the context of Second Language Acquisition, How can ICT be used to improve teaching and learning? In this respect, I believe that the development of both teachers' and students' motivation in schools settings is a crux issue that we must cope with in our educational practice. In doing so, we cannot skip to using Information and Communication Technologies (ICT’s) in the learning process in the context of Second Language Acquisition as cross-curricular content. Hence, although the approach, which arouses a keen interest in the didactic areas regarding second language acquisition, is clearly of communicative nature, it should be pointed out that these kinds of tasks will be adjusted to the various elements that affect our educational practice. In that way, this serves the following purposes:
- Integrate ICT’s in the learning process, as a key competence and contributing to the acquisition of the target foreign language;
- Use ICT’s in the classroom to work on information processing, authentic communication, and on the learner autonomy, as the builder of his or her own learning process;
- Give ICT’s a role to help young people be able to arrange, evaluate, and decide on the information that comes to them;
- Challenge students with different types of supports and formats and, therefore, a great variety of activities in which they pass from receivers to makers;
- Bring students to the real contact with the target foreign language and users (whether natives or not), by means of the electronic mail, "chats", "blogs", or spaces wiki;
- Bring students to the cultural elements through authentic and real-time documents;
- Attend the diversity of students, using the copious offer of interactive exercises available on the web.
For example, let us suppose a classroom situation in which the teacher puts forward this learning principle, “we must promote functional learning; consequently, we will promote the use of Information and Communication Technologies (ICTs), thereby Including linguistic components, skills and communicative and learning strategies in an integrated way”.
Therefore, the methodology, the how, what, and why, is where teachers’ good educational practice is actually shown. In this way, they should integrate the following methodological aspects directly related to students’ learning:
- Learning guidelines;
- Methodological guidelines;
- Learning principles;
- Teaching methods;
- Teaching activities;
- Collaborative work;
- Resources (use of ICT, integrated internet-based materials, etc);
Like this manner, every school center should have their special educational measures, which focus on awareness to diversity, both organizational and curricular, allowing them, in the exercise of their autonomy, a flexible teaching organization, as well as a personalized attention to students according to their needs. Thus, we, as teachers, must take into account certain indicators that students usually present with certain alterations at cultural and socio-cultural levels, such as students’ country of origin, the curricular gap between them, their lingua franca, interests, how they behave. Briefly, the indicators are as follows:
- Students’ country of origin
- Lingua franca
- Previous schooling
- Presence or absence of behavioral alterations
- Mismatch between more and less advanced students
- Degree of motivation towards school
Appropriately, it may be necessary to set apart students at these interesting points and then to adjust our educational response accordingly. For example, we could adopt certain methodological guidelines such as their integration into a group where they feel more secure, thereby providing them with better instruments in the basic areas in which there is evidence that progress is taking place.
Fittingly, McCombs (1988), presents an overview of the most important issues surrounding “the mental processes that underlie motivation to learn and skill domains (metacognitive, cognitive, and affective) that are represented by these processes. She points out, then, that a learning strategies training program has, as one of its most important functions, the purpose of promoting self-control of learning or self-directed learning.” In a similar way, Scovel, 1978, (cit. in Foss and Reitzel 1988: 442-443) summarizes: “debilitating anxiety . . . motivates the learner to ‘flee’ the new learning task; it stimulates the individual emotionally to adopt avoidance behavior” …it is the students’ perceptions of the context of communication, including the culture within which the communication is to take place, that plays a big role in students’ responses to communication activities.
Similarly, Chambers et al. (2004) take aim at providing “language teachers and trainers with a guide, in both practical and pedagogical contexts, to the effective integration of Information and Communications Technologies (ICT) into language teaching and learning, both inside and outside the classroom.” These authors, then, highlight that experts and researchers in the field of ICT and language learning are increasingly emphasizing that, once a new form of technology has become available, the starting point of research projects should not be the innovation itself but rather its role in the language learning process. They, therefore, aim to provide language teachers and trainers with a guide, in both practical and pedagogical contexts, to the effective integration of Information and Communications Technologies (ICT) into language teaching and learning, both inside and outside the classroom. Chambers et al. (2004) also aim to introduce to key areas in ICT for postgraduate students in applied linguistics and related disciplines, to introduce them to research and practice in new areas, and thus encourage further research and development in these areas.
Bibliographical references
- Chambers, A., Conacher, J., and Littlemore, J. (Eds.) (2004). ICT and Language Learning: Integrating Pedagogy and Practice. Birmingham: Birmingham University Press.
- Foss, K. A., & Reitzel, A. C. (1988). A relational model for managing second language anxiety. TESOL quarterly, 22(3), 437-454. Source of work cited: (http://tesol.aua.am/tqd_2000/tqd_2000/TQ_D2000/VOL_22_3.PDF#page=70)
- McCombs, B. L. (1988). Motivational Skills training: Combining metacognitive, cognitive, and affective learning strategies. . In C. E. Weinstein, E. T. Goetz, and P. A. Alexander (Eds.), Learning and study strategies (pp. 141-169). New York: Academic Press. Source of work cited: (https://www.sciencedirect.com/science/article/pii/B9780127424606500153)
With best wishes,
Javier.
as a means to an end, ICT should facilitate language teaching and learning not making it puzzling and complicated. some education is required for students and teachers to remove the prevalent technophobia of most teachers and some learners. best regards
It facilitates the communication and discussions, as well sharing experience.
By the favor of ICT we are together here.
I divide Learning into Understanding and Skill. Certainly ICT can provide major help with Skill. Mental, not physical. Exciting games for math, learning new languages, etc. Internet methods for understanding are more problematic and with be heavily interactive and use real AI. Big problem is what methods for understanding actually exist. I am working on one for math education.
Because ICT able to create unique user interaction (that sometimes cannot be done in real world) that will help student understand concepts and simulate it in digital world.
It would be nice if we could develop ICT solutions, online and offline, for teaching and evaluation.
Many educators and academics have argued that the emergence of the concept of educational technology has led to the emergence of alternative learning theoriesNot only has the transformation of the traditional concepts of learning changed to include changes in e-learning environments to improve performance in teaching, and . This paradigm shift from traditional ICT can be described in three stages: traditional e-Learning, Miankheil, . Technological developments in e-learning have been linked to theories of learning such as behavior, objectivity and structure, and the transition between them has been gradual transition according to the requirements of change. It is therefore necessary to identify the most important general principles of these theories to know and explain how they approach the concept of e-learning and how to integrate ICT, where emphasis will be placed on objectivity and structure. At first, the objective theory believed that all stages of the learning process and its content were predictable, so that everyone would learn in the same way as learning, which is induction. Similarly, behaviorism sees the learning environment as in objectivity where priority is given to the relationship of motivation and response to learning and diminishes the cognitive role , which fits into the substantive philosophy based on a set of foundations, including that the world consists of a group of The truth is that the human brain deals with and manipulates computer-like models in the same way and with the mechanism that it has learned from nature to be a mirror. It also reinforces the idea of encouraging individuality in students and considering knowledge already exists in the world and is acquired by experience. In view of the role of the teacher, it lies only in the process of transferring knowledge to the students' minds in the light of specific and fixed criteria for the educational product at each stage of the process, according to a linear approach - Output, where all learners are expected to achieve all educational and behavioral goals in the same way (, and that the educational process is evaluated and evaluated according to the educational objectives to verify the extent of achievement Individual for each learner. Structuralism defends the fact that this reality, which is not entirely predictable, does not exist objectively. The truth depends on our own vision of the world. Giambattista Vico (to which he attributes the origin of structuralism) claims that an individual can only learn from the things he constructs himself, and that knowledge does not necessarily reflect the world in its true form, but rather expresses the point of view of its construct, which arises through the individual's interpretation and interpretation of the mind His treatment of the elements of this world influenced by the culture of the individual and his previous experience, so knowledge remains relative in the multiplicity of ways to reach and try to understand. One of the most important foundations of constructivism is that knowledge is gradually accumulating Here, the views of both the self-structured school and the structural school can be separated. The self-school sees knowledge arising in the mind of the individual as a consequence of the survey process , while the social school believes that knowledge arises through experimentation and practical practices within a framework of social interaction . In general, however, the process of learning in the structural school is based on deduction based on the use of collaborative learning strategies and the use of technology tools in communicating and exchanging information so that learners can formulate goals and reach them based on their needs, Depending on the abilities, interests and interests of each student. Assessment and evaluation can be done individually and collectively . Grabinger and Dunlap summed up the constructivist approach as an approach that provides a "rich learning environment". It is characterized by five principles: authentic assessment: Assessment evaluates the achievement of educational goals and skills, and must be realistic in terms of complexity, able to measure students' ability to shape facts, identify strengths and weaknesses in each student's performance . Student participation and initiative Learning strategies that support learning and strategies Learning contexts that take into account the individual learning contexts Co-operative support Global communication has helped through technology, Information and communication and access to multiple and diverse sources of knowledge after the emergence of the Internet after the 1990s, to move towards structuralism Recent theories have suggested that collaborative learning is most effective in facilitating learning and learning processes in digital environments ). Learning activities are designed as social and cognitive activities (\ based on communication and exchange of ideas and information, In the light of traditional aids such as e-mail, conversations and modern aids such as wiki
An answer with many examples in:
Vakaloudi, A.D. (In Press). Concepts of Propaganda – Educating Responsible Citizens by Integrating Multiple Intelligences and Learning Styles into a Smart Learning Environment. In R. Zheng (Ed.), Examining multiple intelligences and the use of digital technologies for enhanced learning opportunities. IGI Global, Hershey, PA. DOI = 10.4018/978-1-7998-0249-5
Dear Hamza Khalil Alkhaddam,
I have an idea based on a resolving concept to improve teaching with the help of ICT. My pictures show how we can help all students so that they do not have to search long for important, good information.
In the Internet today, the information is stored as Web Objects and is accessible only via Web Addresses. No attributes are assigned to the Web Objects and this is a major drawback. Today's Internet can be extended to an Information (Content) Centric Network (ICN, CCN). The information as objects in the ICN can be better structured. To structured information in the ICN can be assigned corresponding attributes. This enables new ICN services to be designed and Internet Yellow Pages for Students can be realised – for example as Internet Sevice Go To. These possibilities illustrate my picture.
It should also be possible to enter in a browser only the name of the desired object to access it. On which host the object is, we are not interested. That means, we think according to the principle "Information Centric". The first known step in the direction of "Information/Name Centric Networking" is already realized with the help of DOIs (Digital Object Identifier). To get an article, we only need its DOI. From which server (host) we finally download the article, this is meaningless for us. The DOI of the desired article must be resolved to the location of the server with this article. Of great importance here is "DOI Resolver".
As my picture illustrates, URN (Uniform Resource Name) can serve as a kind of DOI.
Best regards
Anatol Badach
it help to make easier to motivate and actively participattion of the learners.
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