ICT IN EDUCATION
Conventional or traditional teaching have long existed and have been used to a wide extent. Many past leaders, for example, Churchill, Abraham Lincoln etc did not have computer aided technology in their time of study. But prevailed in their studies and became great leaders of their time. Today, the increased amount of students in schools and pressure from both internal and external bodies has called for a different way to instruct and direct students in their way of learning. This has also encouraged teachers to look for a better way to engage, motivate and increase student’s participation in the learning process and further increase their excitement and interest in learning. (Watts and Lloyd, 2000) This intern has brought about the use of Information and Communication Technology in schools, colleges and universities across the UK and the World. Formally, when traditional forms of education was accepted as the norm in teaching, no schools, colleges and universities required computers to make impact on students but since the era of the information and communication technology (ICT), many colleges, schools and universities have experienced pressures from both outside and inside their institution to adopt new forms of teaching in both context and methods. In addition, ICT has become a modern requirement in every school. A report by UNESCO (2002) suggested that having ICT as a primary educational skill, is now recognised as part of basic learning, together with reading, writing and numeracy. Moreover, ICT as a medium in teaching and learning processes for various subjects’ gains its momentum nowadays.
In his book, Heathcote (2001) wrote that by 1980, the British government realised that computers were becoming significant in education and made it an educational priority to pump money into the education system by ensuring at least one microcomputer was found in every school across Britain. Heathcote continue by suggesting that, by 1990 many educational institutions believed computers would answer several educational problems if introduced into the educational system. As a result, there has been a significant growth in the use of ICT in schools, colleges and universities like across the UK and the world and almost all schools, colleges and universities are connected to the internet.
This report will focus on ICT in Education and detail how effective ICT is used in these organisations. Effective in terms of how ICT is able to reduce uncertainty among students and teachers. Also, whether ICT is able to meet its intended purpose and In addition, the report will evaluate the different aspects of ICT used by these organisations to reach their various objectives and emphasize the scope at which students are able to use ICT to aid them in their work and how it has enhanced teaching. 1.3 MEANING OF ICT
The term “information and communication technologies” (ICT) refers to forms of Technology that are used to transmit, process, store, create, display, share or exchange information by electronic means. This broad definition of ICT includes such technologies as radio, television, video, DVD, telephone (both fixed line and mobile phones), satellite systems, and computer and network hardware and software, as well as the equipment and services associated with these technologies, such as videoconferencing, e-mail and Blogs. (UNESCO, 2002). For instance, many educational institutions such as schools, colleges and universities have a central data base that store and record student information. Below is a summary provided by SOAS University on what student’s information is used for; •
It helps to manage individual students and their choice of studies and keep a record of students academic achievements (for example course choices, examinations and assessments, publishing of pass lists and graduation programs).
It also aids schools, colleges and universities...
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