Making education online could be one major application of ICT. Automation and technology enhanced (power point, video etc.) presentation may be other issues. Beside these what are the other benefits one can get from ICT in education?
Dear @Anup, I find this report relevant to this issue: "Benefits of Using ICT in Learning for Development"
Dear @Anup, I find this report relevant to this issue: "Benefits of Using ICT in Learning for Development"
It helps in a quick search for the knowledge source; information sharing; no hidden charges or additional expenses for the learning process - Transportation, other fees etc.; helps in any number of iterations to learn; speed of learning can be controlled as per the learners ability; anywhere access; above all LEARN WHENEVER POSSIBLE
In general, it's much easier to scale things online then in physical world, in this case to "deliver knowledge". With transferring some parts of educational process online you can make learning more flexible - you can learn whenever and wherever you wish at your own pace.
With education being online you can gather much more data which you can use to enhance learning materils. You can answer questions like:
What sequence of topics is most effective for a specific student?
What student actions are associated with more learning (e.g., higher course grades)? What student actions indicate satisfaction, engagement, learning progress?
What features of an online learning environment lead to better learning?
What will predict student success?
This is field of Big data in education.
For universities I see the biggest benefit in digitization theoretical concepts that don't change that often. By doing that they don't need to spend time explaining these things in the classroom and professors can do more mentoring instead of lecturing.
Hope my answer helps, more details you find in attached paper.
Best regards,
Marin
Conference Paper Development of an Online Multimedia Course
By shaping groups of students online, you could engage them in contests, lecturers, discussions, guiding them for crowdsourcing products/services development.
ICT can make teaching online and we get the associated benefit. Using ICT we can prepare better presentation that makes learning entertaining and thus reduces learning stress. Internet is another major break through that resulted easy access to a huge source of up to date information information to facilitate preparation of better teaching/learning material. These are well documented items in connection with ICT. These are the areas where ICT may be considered as store and forward device related to information transfer. My question is whether there are other application areas that are relevant to the explanation of difficult concepts. .
I'm not sure if I can help answer your above question on the explanation of difficult concepts.
As a programme designer, we have our own intentions why we build the content into the programme..laying out clear objectives, knowing who our target reader, making sure all words / sentences could be understood and relevant.
As a teacher, l will be obliged to look for ICT materials that can make learning easy to understand, for example you tube videos. So that abstract materials can be as concrete as possible. At all time, I will make sure the ICT materials are relevant and able to explain difficult concepts for my students.
So, ICT in education is not just beneficial in assimilating and accommodating new concepts (as in Piaget), it also enhances independent learning and 21st century skills especially digital - age literacy.
I agree with miss Fatimah thou the young is born as digital native we still have to guide it to meaningfull,ethical and healthy digital literacy.
Ict give explaination in form not only text audio and video also interactivity as active learning through simmulation or trial error using ict,knowledge and problem base learning unlimitid and boardless from space and time.
With advancement through cloud-based technology it also give a real time collaborative methods in teaching and learning.
It has got many advantages.
1. ICT enables effective education
2. Provide instruction according to student needs
3. Provide educational activities in large geographical areas
4. Encourage the individual study
It also has disadvantages if complete eLearning.
1. Academic staff should spend more time in preparation of teaching materials.
2. It is more expensive than traditional education.
3. Reduces communication with students who have difficulties in using ICT
4. Teaching effects are inferior related to the traditional method;
http://2002.bilisimsurasi.org.tr/egitim/eprimer-edu.pdf
A very relevant question and some great answers. Thanks for sharing.
Would just like to add a few things to the list:
Advantages
5. Allows flexible, self-paced learning where students are, to an appreciable extent, able to choose what they'd like to focus on and spend variable amounts of time on it based on the perception of their learning needs and positions.
6. This leads to added abilities for self-regulated learning
7. Reduces stigma of failure. Failure is a natural part of learning, but it is harder to deal with it in actual classroom settings because of societal pressures. An online environment provides enough privacy and space for learners to not feel miserable about minor failures that come along the way and thus helps keep up the motivation.
Disadvantages:
5. May not help more disorganized learners who needs more structure and routine available in a physical classroom setting. Better for those who are able to or at least keen to self-regulate their learning.
6. Difficult to replicate settings such as lab activities that require hands-on, experiential learning
There are many benefits for ICT. I agree with Nageswara that ICT enables effective education and provide instruction according to student needs.
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ICT a powerful tool for transcend time and space, helps us not to rely on printed books and other materials and prepares students for workplace. Using ICT across different curriculum subjects can have a beneficial motivational influence on students’ learning.
Disadvantages, According to Hara (2004), some see it as a potential tool to aid learning whereas others seem to disagree with the use of technology in early year settings. Blatchford and Whitebread (2003:16), suggests that the use of ICT in the foundation stage is “unhealthy and hinders learning”.
The Information technology and communications are currently located in the center of all production centers of society, i.e. we can find ICT in a privileged position within value chains of the most companies, governments and universities in all the world.
Currently ICT is the axis that moves a considerable sector of the world economy and will continue in that direction for a long time.
But I perceive that ICT are used too more like a modal tool, and with a focus very strong of marketing.
In the era of globalization and accelerated change in every arena of life, emergence of new global economy powered by technology, fuelled by information and driven by knowledge also impacted on the nature and purpose of education. Information and communication technologies (ICT) which include Internet and other multimedia systems have been taken as potentially and powerful enabling tools for educational change and reform. When used appropriately, different ICTs are said to help expand access to education, strengthen the relevance of education to the increasingly digital workplace and raise educational quality by, among others, helping make teaching and learning into an engaging, active process connected to real life. However, the effective integration of ICTs into the educational system is a complex, multifaceted process that involves not just technology but also curriculum and pedagogy, Institutional readiness and teacher competencies besides enough initial capital involved in getting the technology and long-term financial inputs.
Apart from what has already been mentioned, I just want also to point to the importance and the value of 3D visualization technologies in to the world of education and learning. The use of 3D visualization technologies make it easier for students to understand complex concepts, especially when new topics are introduced. The learning process becomes more efficient, productive, and engaging.
Possibly we can generate sections of a 3D object very easily during a class hour and the examples can be guided by the student's interactions which in turn will make the discussion more meaningful..
Modern society is turning into an information society. ICT having numerous dimensions and advanced means of communication tools has become a very efficient mean of transferring information. It implies the knowledge, skills and understanding needed to exchange information in terms of accessing, decoding and sending it via a medium or channel which can be written or oral or gesture form of information through speech, action or any electronic machine. Anything that renders data, information or perceived knowledge via any multimedia distribution mechanism including 3D virtual imaging, come under the domains of ICT
The clever use of ICT can be beneficial in learning. However, over usage and/or wrong usage can become a real problem.
True Dr Nasser, Optimal advantage of any technology lies in its proper intelligent use and this particularly becomes more important when technology like ICT that involve virtual media/platform.
Advantages:
- world-wide access to the best teachers, universities, etc.
- actual updates of training content;
- fast feedbacks;
- virtual collaboration;
- enhanced control of teacher's qualification, and training materials;
- sharing experiences.
Dear Professor Anup Kumar Bandyopadhyay,
ICT which use computers, technologies, applications and devices helps prepare children for the world of work. In future to run their everyday business activities and children already love to use ICT in the rest of their lives.
i fully agree with @Afaq, and i mentioned ICT value for adult education in my post.
@Danil Dintsis How do you get fast feedback in ICT based education? As a matter of fact it is extremely difficult to get feedback.
@Anup. We offer group forums, trainer forums. Monitoring them shows student's reaction, and shares trainer's experience.
Also we ask a student for a feedback after each training module in ICT based training.
In our open learning and flipped trainings a trainer MUST check student's progress after each 4 academic hours og a training program.
You may refer to my presentations and publications concerning open learning and class&self learning in my profile.
In face to face system the feedback is instantaneous. When we talk about advantage it must be compared to some similar system.
It is often said or tacitly assumed, that (older) teachers are less familiar with ICT than their students because of a generation gap. However, I often experience the reverse phenomenon, notwithstanding a multiple generation gap between me and my students!
Or rather, I am astonished about the unreflective, uncritical knowledge and choice of ICT tools by students. For instance, a couple of weeks ago I asked students of Applied Computer Science (sic!!) whether they could recommend me a good and modern tool for file synchronisation and document sharing, after I had experienced problems with Dropbox (too simple and not safe enough) and Google Drive (not always working as expected), and SygarSync (a really marvellous product) was alas no longer for free. Believe it or not, but there wasn't any (useful) suggestion!
Moreover, students from several places where I lecture have a peculiar and outspoken aversion against even the most modern e-learning platforms which (should) offer all that's needed for communication between lecturers and students and much more (by definition). It seems as if students collectively "vote against" all ICT solutions which they didn't experience before and/or are already used by their peers. This is not what I would call "digital literacy" or "digital natives". This sort of behavior and attitude is pure "copy and paste" and "not invented here" syndrom.
Tentative conclusion (pending better explanations): ICT hasn't yet arrived in the heads and habits of most students, they are not cleverer as most lecturers even if there is a generation gap between them, we just use methods and tools which happened to be hype during our "receptive" years by means of well-known social behavior, and we are all very reluctant when it comes to adapting to other ways of conducting.
Therefore I predict that today students will be faster outmoded relative to the next cohort of students than they can think. Thus, teachers, stay cool and self-confident, and don't try to adapt too quickly to *this* generations "cool tools". There is no added educational value to get from that and the only winner in the long run will be as always ... ICT industry. Thus it is not a win-win-situation.
ICT has become the centre of learning. Accessibility of information is unsurpassed and it's credibility can easily be verified. Learners now can have books with them all the time. ICT has potential to deliver learning even to the remotest areas where learners have less access and are therefore less privileged. Those who take a liking to ICT might actually become innovators and learning may not necessarily be confined to the classroom.
Dear Anup, when I teach in a classroom with 60 + students, especially students sitting in the back, will not always get the correct feedback. Even if we write answers of exercises to the blackboard, they might not be able to read them (and here in Taiwan normally do not ask for help in that case) or they might be distracted and miss the feedback. However, if they do the same exercises or quizzes online, they can get instant feedback if the teacher configures the ICT accordingly. When my students do exercises at home, got it wrong, see the answer key, but do not understand where they were wrong, they post a question on the discussion board and get an answer within not more than 24 hours. If they do the same exercise at home, they need to wait for the following week to get feedback. Sometimes, they've just spelled a word incorrectly.
If we do the exercises in class, they might not realize a spelling problem, for example, and for me as the only teacher, it is impossible to check every student's answer. But if they do the exercise online, the computer program will give them instant feedback. Their problem is to realize the difference between what they have written and the correct answer and how to get to that answer. Unfortunately, our students haven't learned to critically analyze problems at junior or senior high schools, they've only learned to choose between A, B, C, and D as an answer to their multiple choice exam questions. However, those who realize the benefits of ICT use it a lot and normally improve very much.
In my earlier post I mentioned about feedback from students to the instructor. I meant so because I considered the forward path as the lesson going from the teacher to the students. The feedback from students is necessary so that the lesson may be modified dynamically during the lecture hour itself. And I think this modification may not be possible if the system is asynchronous. In your post, if I have understood correctly, you are stating the situation where the students are engaged in some tutorial activity, solving problems, etc. They would get the feedback about their performance soon because the online ICT devices are in 'always ready' state. You are correct. However, this action may be taken instantaneously if and only if the mistakes are already included in the database. If the situation is different then human interaction is necessary. This interaction may be achieved either through face to face interaction (which is very much possible even outside the class hour or as you suggested the student may interact using the discussion board.
Dear ALL,
Technology is moving much faster than our capacity of acquiring, acquaintance and competence. So it depends that with how much we keep for new rends in ICT to utilize to its maximum in education field.
Dear Anup, you are right, that in f2f interaction, students or I would get faster feedback. However, many of our students are too shy to ask in class or do not want to interrupt when I'm working with a different group. Some will ask after class, but most don't. However, they use the discussion board and sometimes they might have come to a different solution that I hadn't thought about before and which is therefore not included in the answer key. So I get feedback and the students, too. All within a matter of one or two days, instead of after the midterm or the final exams, when we realize they couldn't solve the problems. So ICT gives both my students and me more options to get feedback, either in class, through the recordings of their exercises in the computer program, and through the discussion board.
I am teaching in a university for more than 40 years. My experience is different. This is so possibly because from my experience I can read their body language which I believe is never possible in an ICT based online asynchronous system,
Dear colleagues my offer is to mention area of our experience, as university teaching, school teaching or adult learning have many differencies.
I'm sure, dear Anup, that you with your 40+ years experience in teaching and coaching are able to read the face and body language of many students almost in parallel. But what about beginning teachers without such a rich experience and not even knowing how important such a skill is? Did they learn to read face and body language in teachers' school? I doubt it very much.
However, in contrast to you, I believe that it will be possible - some day in the far future - to use ICT systems which allow face and body language recognition and understanding. It is just a matter of time and of course a lot of fundamental and experimental research, including of course the inevitable ethical questions.
Look at what George Orwell foresaw in his marvellous novel "1984" and what has already come out of it (cf. the current debate about NSA's wiretapping).
Current ICT may be technically advanced, but conceptually I don't see anything really new or smart: we thought about that 40+ years ago. Yes, it takes always more time than one hopes. Look at speech recognition, which has much in common with face recognition and posture recognition. I now hear for 20+ years that a real breakthrough is very near, but the target year is moving as fast as our predictions ....
Mr. Anup, ICT in education has still a long way to go. The benefits of ICT that we now see are very limited to multiplier effect of technology and other ways which eliminate the human intervention as ICT has replaced human interaction. The ICT does provide some benefits when teachers are ineffective or students shy away from them while interacting. One benefit of ICT is that is non-discriminatory. Because it is a form of machine everyone gets equal chance to learn without having fear of getting discriminated. Other benefit of ICT is that it doesn't enforce or impose anything on children, if it is designed in that way. It also gives flexibility such that as per convenience of students, they can get education on ICT. We must look at two aspects of ICT here. First, it has boundry-less, zero-distance feature which means distance doesn't matter for ICT unless you have poor communication. Second it just doesn't require teacher intervention which may give some freedom to children to go on their own space.
i agree with Paul! Trainer's experience is the main feature in any form of training. But for example, modern ICT tools create opportunities for people who live in far away regions or with certain disabilities.
For example, http://petralex.pro/en service offer people who has any problems with hearing individual adaptation of their device to personal hearing characteristics. Thus a person may learn by webinar or on-line with more personal comfort than in class.
Important point, Danil, the issue of accessibility versus disability! Thank you for reminding me of it. Aren't all of us from time to time "disabled" in some way? Experts estimate that disabilities of any form lie between 10% and 20% of a population (of course a gross figure, to be specified as needed). That's no longer a marginal "clientele", and demographic developments may increase it still more.
Mostly we think of disability as some form of physical disability (e.g. motor or sensor deficiences) or mental disability (e.g. memory or thinking deficiences), but there are also widespread disabilities on the emotional or motivational level. And in all cases ICT *may* offer alleviation or even a solution. If we only could succeed in getting rid of this stereotype picture of "users" - including students - being 20-25 years old, in possession of all and full physical and mental abilities, and always focussed on the highest possible goals in private and professional.
I totally agree with you Paul. And it's not just new teachers, you also have to look at class size. If I have around 20 students, I can observe their body language, I can also walk around and see what they are doing, or missing. But with 60+ students, and this semester my largest class was 94 students, that is impossible. I will be able to observe a few and I try to observe different students each week, but I'm sure I miss out on some. But with ICT I have more options to see what they do and how they manage. Are they on track? What's the biggest problem that needs to be addressed again in cklass? I won't be able to check that many students during class.
ICT is an important component in present day education. General tendency of the proponent of the ICT based education is to get an automated asynchronous system. However, I feel that we should consider ICT as a complementary component in addition to the human counter part. I must explain what I mean by this.
ICT embedded education system may be of two different types. The first one concerns mostly with the applications of multimedia tools to enhance the quality of the lecture presentation. Also communication technology is used to overcome geographical barrier. Mobile technology makes learning ubiquitous. These applications are mostly used to transmit knowledge which is embedded into the system. The knowledge that is set in does not undergo any change or enhancement during the use (execution). We would call such systems as passive. On the other hand we can think of other category where ICT is used as active devices. The idea will be illustrative if we consider the following example. Suppose in a lecture class we want to compare noise performance of three different communication systems. We can analyze them theoretically but it is always better if we can show their performances by performing practical experiments. Problem with this proposition is that we have to do the experiments in sequence and one can not guarantee that the applied signal and noise for all these three runs will remain invariant. In a simulated environment we can make this possible. We can even dynamically remove some of the non idealities and highlight others for better understanding. I would call such an application as active because new information is generated during execution. This knowledge enhancement is not possible unless we use the required technology. I will suggest promoting such applications more so that ICT can play a complimentary role in education.
@ Anup Kumar : Yours distinction between passive and active use of ICT in the context of education is very appropriate, I hope it will be followed up by more discussion and - most importantly - REAL-WORLD EXAMPLES of how to get from passive use to active use.
In my experience, many modern e-learning platforms offer facilities for active use, but are still mainly used for passive purposes ... or not at all. The problem is that it is not simple to come up with GOOD IDEAS for active use of ICT in disciplines which are traditionally far away from technology, and maybe indulge in a self-image of being non-technical and thus falsely believe that they should stay away as far as possible from any application of ICT.
Proponents of ICT in education however have quickly learned the lesson that the most benefits can be got from a blending of traditional didactics on the one hand and 'modern' digital didactics on the other hand. That was also one of the main conclusions of a three-year pilot project in Switzerland in which - if my memory is correct - more than 50 higher educational institutions participated in order to investigate what is possible and what not with modern ICT in realistic settings.
Another important lesson was, that you can't just take the 'old' lectures and accompanying stuff and 'translate' or 'transform' it in a modern ICT environment. On the contrary: you will have to re-think the curriculum and courses complertely on the basis of whatever mature ICT is available (which is a moving target of course). That implies a huge investment of time, money and personnel, so it doesn't occur over-night. And, once done, it will not be over, but will have to be continuously improved and adapted to ever more, and more 'intelligent' possibilitites of ICT.
Of course, that's no new insight: education is doing that alreadfy for more than 100 years or so, it is only much more visible and intrusive because we are talking about technical artifacts which not only shape how we teach and learn but - more importantly - also how we think about teaching and learning. For some of us that's frightening, for others it is liberating.
These evolutionary processes have to be explicitely and critically discussed and taught at teachers' academies and in follow-up seminars, so that best practices can be transferred from generation to generation. It's a long process, so we can't wait for some alleged breakthrough. We are already part of the breakthrough, whether we like it or not.
@Paul Huber Vossen & Anup Kumar Bandyopadhyay. A Differentiation of a teacher/trainer and ICT materials author may be the way, but we should consider a number of risks. I fully agree with Paul, that teaching is an intrusive and involving action, so a different author may proceed with his own approach and ideas other than a teacher.
We usually use one of two techniques - team work of a group of teachers or a technical assistant for a teacher. Such assistant is not a trainer or may be associate teacher, and his/her task is only technical: to present teacher's approach by ICT tools.
Technology just because yes does not improve education!
Nevertheless, technology integration in classroom according to specific objectives, for an explicit subject, in accordance with context, could bring enough benefits to education. And students should be integrated in this manipulation of technology.
As a Mathematics teacher it’s very difficult for me to imagine a lesson without technology.
For instance, when I was a student I had to make graphs “by hand”, with just pencil and ruler. It’s true that calculus was more developed, but solving problems was limited by the runtime of mathematical tasks. It would take too much time to do anything!
Nowadays, with the use of graphic calculators, computers, portable units… everything is simpler. Students still need to know how to draw a graph just with pencil and ruler, but at the same time with the use of different technology they can do so much more! They can solve problems more quickly and interpret graphs of hard manual construction. Teachers can further diversify the types of mathematical tasks. And this way, students will be prepared to be more critical and active beings.
This was just an example of how ICT can bring benefits to education.
I agree with what Patricia has written as she has identified the core use of ICT in any domain; namely as a tool to assist or extend student thinking. So the emphasis is not on the tool itself but on the praxis between tool and tool user and how the tool becomes a means to an end rather than an end in itself.
It is still of some surprise to me, that pre-service and current teachers still object to the use of calculators in primary school mathematics. Apart from the specific development of computational skills where there use should be discouraged, calculator use should otherwise be endorsed as it shifts the student's focus from the mechanics of mathematics to the more important questions relating to the use of mathematics to solve authentic problems.
As I often say to the students - sure I can walk the 20km to work - but I prefer to ride or drive.
Dear Patrícia Sampaio and Kevin Larkin,
You are correct that the students should know how to draw graphs with pencil and ruler and also the primary students should also develop computational skills. After they acquire such skills they may be allowed to use technology. This is important. I am teaching Electronic Engineering. I have seen students who even do not know how to use log-log or semi-log graph papers. Unless they know it, it becomes difficult for them to interpret such plots. I have also seen final year undergraduate students searching for calculators to find the square root of 81. Therefore we have to see that technology should be used as tools. This may not become more important than the subject itself.
Don't overlook the consequences of making yourself dependent upon tools and those who construct and offer the tools! You will have to balance out several options, costs and benefits.
In your metaphor: once you decided to ride or drive, you decided to become part of a complex and costly socio-technical infrastructure for the rest of your life, far-reaching consequences thus, whereas there might have been other solutions to the problem of walking 20km to work.
In my work e.g. as a lecturer in software engineering I face a similar dilemma: EITHER teaching students how to use a single tool of many quite distinct tools for creating software related artifacts (surface knowledge and skill) OR teaching them the essential concepts and models those tools are based on (deep knowledge and skills). Doing both is out of the question because of severe time constraints on the course. There are as many good arguments to choose the one as there are arguments to choose the other way. Whatever I choose, half of the students will be happy, the rest (including me) will be unhappy. No (easy) way out of this dilemma!
It is argued that "calculator use should otherwise be endorsed as it shifts the student's focus from the mechanics of mathematics to the more important questions relating to the use of mathematics to solve authentic problems".
For my post graduate thesis I worked on a problem related to linear antenna. In those days computation was costly and therefore our general approach was to find analytical solutions. That is, we had to study more mathematics to get close form solutions if it exists. With the advance of technology it has become simple, we have numerical tools to get the required solution for a particular problem. However that will not suggests any general conclusion. For example 'sin wt' carries more meaning than a list of values that when plotted gives a sinusoidal shape.
Regards
Generally, there is 2 x 2 solution space to this kind of problems (sometimes coming over us as dilemma's). Let's take the simple problem of getting the square root of 81 (thanks to Anup for giving the example):
(a) Tell the students that the square root of 81 is 9. (in an advanced course of this type you may tell them straight face that it is e.g. 9,5 - and wait for any objections of the better students ...)
(b) Give them a long table of square roots up to let's say 999 and show them how to look up the answer for 81 (in an advanced course, you may show them how to approximate the answer to a number not appearing in the table but between two succeeding numbers in it, etc.)
(c) Give them a simple recipe to prove or disprove that a certain number, e.g. 9,5, is the square root of 81 (in this case, it is fairly trivial to see that 9,5 can't be, because it is not an integer, and the square of a non-integer is again non-integer, whereas 81 is an integer, etc.; the "recipe" is of course: taking the square, which is much simpler than taking the square root)
(d) Give them a most general procedure to calculate (in principle) the square root of any number, or rather - in most cases - an approximation of it (probably this will be some kind of iterative formula and a side condition that three places after the comma will be sufficient)
Going from (a) to (d) you see that the type and level of knowledge resp. skills is steeply increasing and thus the requirements you put on the students. Also, (a) doesn't help you much in (b) etc., but (d) enables a student to solve (c) and all the other problems too.
This is by the way a more elaborate and interesting version of the "give them a fish ... or a technique of fishing" motto.
I suppose that ICT tools may and must support a trainer to deliver understanding for a student. As an example, my colleagues develop the 3D constructor of a mechanical alphabet, which gives a student or even a child a clear view and understanding of different mechanical devices and their integration into complicated mechanical devices. Finally such device may be printed on a 3D printer. And i suppose this is the modern example of the same way of using a peen and a pencil as respected Mr. Anup had wrote in hir previous post.
I remember in the first two years of my under graduate Engineering course we had to draw projections of 3 dimensional objects on different principal planes. We also learnt how to draw isometric views of different objects. We learned many other techniques used in mechanical drawing. To draw sectional views of complicated objects we had to spent lot of time for mentally visualizing the given problem. Had there be the 3D constructor available, we could draw the same instantaneously. Which one is a better learning is a matter of debate.
Hello All,
Good day to you.
I am sure that you all would have answered the question posted by Anup beautifully. Nonetheless, I will just say the following:
Lai (2010, p. 1488) establishes the following:
“Students are provided with the skills to pursue life-long learning with the support of ICTs and they are encouraged to engage in collaborative learning. Additionally, students can be supported by mobile learning and digital content where learning environments would include both physical and virtual space”.
Such an affirmation unequivocally signals that the potential benefits that can be derived from embracing ICT tools and content are significant and can assuredly enhance learning and teaching.
Laurillard (2005) shares some benefits of ICTs in educational contexts. These are:
(1) Internet access to digital version of materials unavailable locally.
(2) Internet access to search, and transactional services.
(3) Interactive diagnostic or adaptive tutorials.
(4) Interactive educational games.
(5) Remote control access to local physical devices.
(6) Personalised information and guidance for learning support.
(7) Simulations or models of scientific systems.
(8) Communication tools for collaboration with other students and teachers.
(9) Tools for creativity and design.
(10)Virtual reality environments for development and manipulation.
(11) Data analysis, modeling or organisation tools and applications.
(12) Electronic devices to assist disable learners.
From the list provided above, the fact that ICTs provide, develop and sustain a range of competencies and skills is irrefutable.
Warm Wishes,
Kerwin.
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Lai, K. W. (2011). Digital technology and the culture of teaching and learning in higher education. Australasian Journal of Educational Technology, 27 (8), 1263-1275. Retrieved March 16, 2014, from http://ascilite.org.au/ajet/ajet27/lai.pdf
Laurillard, D. (2005). E-Learning in Higher Education. In Ashwin, P. (Ed.), Changing Higher Education (pp. 72-84). New York: Routledge.
Nonetheless one should always distinguish between "potentiality" and "reality" of technological innovations and tools. In other words: after taking into account side-conditions and adverse contexts, what remains in fact as actual benefits?
Sir,
The following web links and publications possibly provide various benefits from ICT in Education.
https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&cad=rja&uact=8&ved=0ahUKEwitjvPgkZXVAhXDmZQKHfAIDm0QFghkMAw&url=http%3A%2F%2Fictcurriculum.gov.in%2F&usg=AFQjCNFgWlSauI9_AdMKJ7WkZ14-aNxvPw
https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=14&cad=rja&uact=8&ved=0ahUKEwitjvPgkZXVAhXDmZQKHfAIDm0QFghvMA0&url=http%3A%2F%2Fwww.elmoglobal.com%2Fen%2Fhtml%2Fict%2F01.aspx&usg=AFQjCNE7QON0X0bI8qIFqIlTtDMAvN-BdQ
https://en.wikibooks.org/wiki/ICT_in_Education/Definition_of_Terms
http://www.iosrjournals.org/iosr-jrme/papers/Vol-1%20Issue-4/B0140308.pdf?id=1681
1. I think the main goal is to be experienced in ICT because later you should use newer and newer softwares.
2. There are some soltution which can help
- understand maths and other subjects and
- to be skillful in the learned topics.
L'observatoire éducation et territoires (OET) n'a jamais - encore - pu repérer d'effet significatif, en terme de réussite scolaire, de l'utilisation des TIC (ICT) dans l'école rurale et montagnarde primaire française. Pour autant, de nombreux maîtres ruraux se sont dits satisfaits de l'utilisation dans leurs classes des TIC, notamment du tableau blanc interactif (TBI). Voir les recherches effectuées sur le site de l'OET : http://observatoire-education-territoires.com
Improves engagement
When technology is integrated into lessons, students are expected to be more interested in the subjects they are studying. Technology provides different opportunities to make learning more fun and enjoyable in terms of teaching same things in new ways. For instance, delivering teaching through gamification, taking students on virtual field trips and using other online learning resources. What is more, technology can encourage a more active participation in the learning process which can be hard to achieve through a traditional lecture environment.
Improves knowledge retention
Students who are engaged and interested in things they are studying, are expected to have a better knowledge retention. As mentioned before, technology can help to encourage active participation in the classroom which also is a very important factor for increased knowledge retention. Different forms of technology can be used to experiment with and decide what works best for students in terms of retaining their knowledge.
Encourages individual learning
No one learns in the same way because of different learning styles and different abilities. Technology provides great opportunities for making learning more effective for everyone with different needs. For example, students can learn at their own speed, review difficult concepts or skip ahead if they need to. What is more, technology can provide more opportunities for struggling or disabled students. Access to the Internet gives students access to a broad range of resources to conduct research in different ways, which in turn can increase the engagement.
Encourages collaboration
Students can practice collaboration skills by getting involved in different online activities. For instance, working on different projects by collaborating with others on forums or by sharing documents on their virtual learning environments. Technology can encourage collaboration with students in the same classroom, same school and even with other classrooms around the world.
Students can learn useful life skills through technology
By using technology in the classroom, both teachers and students can develop skills essential for the 21st century. Students can gain the skills they will need to be successful in the future. Modern learning is about collaborating with others, solving complex problems, critical thinking, developing different forms of communication and leadership skills, and improving motivation and productivity. What is more, technology can help develop many practical skills, including creating presentations, learning to differentiate reliable from unreliable sources on the Internet, maintaining proper online etiquette, and writing emails. These are very important skills that can be developed in the classroom.
Benefits for teachers
With countless online resources, technology can help improve teaching. Teachers can use different apps or trusted online resources to enhance the traditional ways of teaching and to keep students more engaged. Virtual lesson plans, grading software and online assessments can help teachers save a lot time. This valuable time can be used for working with students who are struggling. What is more, having virtual learning environments in schools enhances collaboration and knowledge sharing between teachers.
Dear Asan Baker, you should always cite the origin of your contribution. Otherwise, it is pure plagiarism. Copy/paste, thanking to ICT!!! Here is the origin of your answer.
https://www.webanywhere.co.uk/blog/2016/02/top-6-benefits-technology-classroom/
'ICT in Education' may be summed up as 'Four Decades of Disappointment'. Piecemeal technological applications within an ancient system are dysfunctional. Digitisation necessitates and makes possible a fundamental transformation of education, universally and in its entirety, summed up in the notion of 'The Global School'. For further explorations along these lines please google: Douse Uys Education Digitisation
It depends on where the staff and students are at with the technology. I presented my reflections as the blended learning champion for my department at a conference a few years ago that can add to varying benefits and challenges with ICT in education:
Conference Paper Championing Blended Learning in Higher Education: Reflection...
Best regards,
Debra
Excellent contributions on this all-important discussion.
Thank you Olutosin!
Now, I am thinking about using IT in learning calculus.
Effective teaching and learning requires an appropriate combination of ICT, regular classroom teaching, and peer instruction.
There are a lot of benefits and it depends also on the domain ICT is used in. In sciences (physics, biology, chemistry ...) usage of online resources can play a very great role in explaining scientific concepts. This is particularly true for developing countries where laboratories and libraries are poorly equipped. Even for developed countries students will understand better scientific concepts when they are visualized, what can be done online (foe ex. concepts of ADN, laser, nuclear reactions, weather, etc.)... Everybody knows of course the importance of using Open Educational Resources (OERs) in teaching/learning/research activities...
Yes, I think so. Just a mobile phone can get for a whole class the experience of knowledge. We, from Eotvos University Budapest, visited schools in Kenya, and students from age 8 until age 16 enjoyed work with a small laptop. It depends on content and method of using ICT.
Yes, here in Rwanda we have since more than 10 years a project named One Laptop Per Child (OLPC Project). It is a government project to equip every child in primary school with a laptop containing all subjects contents taught in primary school. Already thousands of children have their small laptops and teachers have been trained . It is a so big project (since primary education in Rwanda is free and compulsory) that it is still in implementation
We also have the one-laptop programme in our country. Here's an article that we published on it that can also shed light on the benefits and challenges:
Article Caribbean Teachers' Perspectives On One-To-One ICT Programme...
Best regards,
Debra
ICT in education is pervasive and is likely to support a student centric effective teaching learning mechanism beyond the classrooms....
https://www.indiatoday.in/education-today/featurephilia/story/ict-evolution-of-education-industry-1387634-2018-11-13
One of the benefits of using ICT is Encourages collaboration, where Students can practice collaboration skills by getting involved in various online activities. For example, working on different tasks r projects by collaborating with others on forums or by sharing tasks, documents on their virtual learning environments. Technology can help collaboration with students in the same classroom, same school and even with other classrooms elsewhere.
Previous answer is unhappily covered plagiarism!
Encourages collaboration
Students can practice collaboration skills by getting involved in different online activities. For instance, working on different projects by collaborating with others on forums or by sharing documents on their virtual learning environments. Technology can encourage collaboration with students in the same classroom, same school and even with other classrooms around the world.
https://www.webanywhere.co.uk/blog/2016/02/top-6-benefits-technology-classroom/
Hi, you can read these research papers:
Effects of Information and Communication Technology and Social Media in Developing Students’ Writing Skill: A Case of Al-Quds Open University
Developing Teaching English as a Foreign Language in Blended Learning Environment
A whole lot of benefits are in ICT in education. It makes research easier to go about. It helps university repositories to share the universities research publications (especially the MSc and PhD thesis).
here some references about a new trends of the role of ICT in education such as Fourth industrial revolution (IR4.0);Online Social Networks and Internet of things.
Book Higher Education in the Era of the Fourth Industrial Revolution
Chapter The Fourth Industrial Revolution and Higher Education
Deleted research item The research item mentioned here has been deleted
Article Social Networks Research for Sustainable Smart Education
Conference Paper A Review on Trust Evaluation for Internet of Things
Quick access to information, superficial knowledge, asocial behavior, brain as a water heater, poor vision, technology dependence, loss of reality ...
There is a need to embrace technology to make learning more engaging. Integrating ICT with face-to-face classroom teaching may result in better academic outcomes than employing either technique alone.
شكرا للاستاذ ليوبومير على الروابط العلمية النافعة لعملية التعلم الالكتروني والتعليم
Hi - you may find this literature review and commentary useful
https://www.pmcsa.org.nz/wp-content/uploads/18-04-06-Digital-Futures-and-Education.pdf
interesting and effective teaching
but also bad eyesight, hemorrhoids, colon cancer, problemii spine and neck ...
Digital educational collaboration may give quick access, support and strategies to a wider students audience, researchers and research institutions.
It gives both the teachers and students an access to a broad range of resources to conduct research in different ways, which in turn can increase their learning engagements and commitments.
ICT depends a lot on smart specialists. Nevertheless, education is a long-term process. Because of that, youngsters should be motivated to learn exact sciences and get into new professions, such as virtual environment designer, AI system sociologist, robot trainer, data scientists, data detectives and others that are associated with technological components – data analysis, visualization, algorithm creation and testing...
https://bnn-news.com/ict-experts-we-live-in-the-age-of-artificial-intelligence-194609
20 years I dealing with the development of e-learning resources. My target group is children. Of all the things I've developed is only 10% and has application but in other country. Regarding SERBIAN, AND APPLICATION OF ICT IN SCHOOLS IS COMPLETE '' Scary ''!
Less usage of paper hence more eco friendly mode
To propagate new notion
We can compare different learning approaches and see the full picture. Although it will take more time
The use of technology in everyday teaching and learning activities appears to be more important than specific instruction in classes. With the introduction of ICT in education, classroom learning is one attribute that makes learning experiential and experimental to students. Students can listen to the instructor or teacher, receive visual cues through visual presentations, handouts or whiteboard lists and participate actively. This helps in immediate interaction and students have opportunities to ask questions and participate in live discussions.
Some coutries that have more experience in tje use of ICT, return to tradicional methods of work...
1. Facilitate the teacher lectures, evaluation, checking the knowledge
2. Checking efficiently lectures,
3. Greater motivation of student
4. To take a teaching job... where was he all significant
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