...information communication technology (ICT) has become an integral part of everyday life for many people. ICT encompasses a large scope of technological resources “that are used to create, communicate, store, disseminate and manage information” (EDTK2030: Unit 1, p. 3). Examples of such include computers, computer programs, mobile phones, and televisions. Over the years ICT has become more prominent within the educational system; such technology is used for administrative and managerial work, and now more frequently for teaching and learning practices and opportunities within classrooms (Kamau, 2012). One of the ICT tools utilized for learning is electronic mail (e-mail). E-mails are electronic messages distributed from one person to another via the use of a computer and network system. ICT tools, such as e-mails, offer both affordances and constraints, as well as require knowledge of how learning occurs in order to be incorporated into teaching and learning practices; however, there are solutions to the constraints associated with such tools. Affordances, as indicated by Norman (As cited in Hammond, 2010, p. 208), are the “perceived and actual properties” and functions of a mechanism, that define its possible uses in certain situations. However, affordances typically coexist with constraints (EDTK2030: Unit 1), which are certain boundaries that limit the way in which an object or mechanism can be manipulated. Despite the affordances, ICT tools used for education purposes require...
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...LEARNING) IN TEACHING BUSINESS EDUCATION COURSES: STRATEGIES FOR IMPROVEMENT BY JIMOH-KADIRI SIDI OSAMUEDE (MRS.) AND BUPO GODWIN OMONI Dept of Vocational Education, Nnamdi Azikiwe University, Awka BEING A PAPER PRESENTED AT THE ANNUAL NATIONAL CONFERENCE (THEME: E-LEARNING IN NIGERIA: PROBLEM AND PROSPECTS) ORGANISED BY THE FACULTY OF EDUCATION, NNAMDI AZIKIWE UNIVERSITY, AWKA. 31ST AUGUST – 3RD SEPTEMBER, 2010. CHALLENGES FACING E-LEARNING (ELECTRONIC LEARNING) IN TEACHING BUSINESS EDUCATION COURSES: STRATEGIES FOR IMPROVEMENT Abstract Electronic learning (e–learning) which is one of the by-products of information and communication technology has changed many aspects of life and opened a wide vista of opportunities for people. This paper discusses the challenges facing e-learning in teaching business education courses. The need for e-learning in business education is also discussed. Subsidized or free in-house computer literacy training programmes for business teachers and students and provision of adequate info-tech facilities to academic Institutions are among the recommendations made for improvement in the teaching and learning of Business Education courses through e-learning technology. Introduction One challenge that faces the profession and practice of business education and indeed the whole of mankind is the progress and innovation offered by technological developments since mid 1990s. The emergence of information and communication technology (ICT) has brought...
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...The importance of ICT Information and communication technology in primary and secondary schools, 2005/2008 |This report is based on evidence from inspections of information and communication technology (ICT) between September 2005 and July 2008 | |in 177 maintained schools in England, as well as other visits to schools where good practice was identified. | |Part A describes the quality of ICT education in primary and secondary schools over this period. Part B considers how tackling | |assessment, vocational qualifications, value for money and resources might improve ICT provision. | | | Age group: 4–19 Published: March 2009 Reference no: 070035 Contents Executive summary 4 Key findings 5 Recommendations 7 Part A. The quality of ICT education 8 Primary schools 8 Secondary schools 17 Quality of provision 19 Leadership and management 24 Part B. Issues in ICT 29 Assessment as a driver for improving ICT capability 29 Re-thinking ICT qualifications and progression routes 31 Is it worth it? Value for money judgements on ICT 33 Getting ICT to the learning 35 Notes 38 Further information 38 Publications 38 Organisations 39 Executive summary This report draws on evidence from the inspection of information and communication...
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...Extremadura; it may be stated that this School Year Teaching Planning will always take into consideration the different learning styles and learners individual needs existing within the classroom and, likewise, it will provide learners with as much help as possible by means of offering them different sorts of adapted works or even, making use of ICTs as a useful didactic resource. Moreover, although all materials in this Teaching Planning have been prepared taking into account those students with special educational needs...
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...This 6 week-long unit of work, entitled “Wondrous Words: George’s Marvellous Medicine”, utilises the context provided by Year 2 – Australian Curriculum: English (ACARA, 2017a). This particular unit centres on Roald Dahl’s (1989) literary text George's Marvellous Medicine. This unit encompasses the use of Information and Communication Technology (ACARA, 2017b), in order to construct and transform student knowledge in regards to the concepts surrounding procedural writing. As ICTs are recognised as a general capability (ACARA, 2017c), students will develop their ICT abilities by generating solutions to challenging task, understanding ICTs by utilising the appropriate technologies, and collaborating and sharing their creations with peers. Throughout...
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...CHAPTER I The Problem and Its Background INTRODUCTION Many countries around the world are investing in Information and Communication Technology (ICT) to improve and update the education they give to the younger generations. The Department of Education envisions an ICT-Supported system of quality basic education for all. It is stated on the National Framework Plan for ICT’s in Basic Education (2005-2010). It is committed to the appropriate, effective, and sustainable use of ICT’s to broaden access to and improve the quality and efficiency of basic education service delivery. The poor performance of students across the country in national and international tests, and the consistent high school dropout rates in both elementary and secondary school levels, underscore the deterioration of the quality of the Philippine schools system. Computer education offers potential for human betterment, at the same time, it is taught with great dangers that neither the potential can be truly realized, nor the danger avoided, without careful far-teaching critical questions being asked about computers in education. It is clear and evident that whatever this eventual outcome, the debate about computers in education is just beginning and is going to be with us for some time. The mathematician, computer scientist, and psychologist, Seymour Papert conducted renowned projects in the 1970’s at the Massachusetts Institute of Technology with the goal of making children the “builders” of their open...
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...through the DepEd Computerization Program (DCP). 2. DCP aims to provide public schools with appropriate technologies that would enhance the teaching-learning process and meet the challenges of the 21st century. This program shall respond to the computer backlog of public schools by providing them hardware and software, and training on simple trouble shooting. 3. Through this program and the combined efforts of other government agencies and the private sector, 5,409 public secondary schools have been provided with at least one computer laboratory each. This ranges from 10-20 computer units including other peripherals depending on the agencies providing the computer units. The objectives of the DepEd Computerization Program are as follows: 1. Provide computer laboratory packages to secondary schools; 2. Provide e-classroom to elementary schools; 3. Provide laptop units to mobile teachers; 4. Integrate ICT in the school system; 5. Raise the ICT literacy of learners, pupils, students, teachers and school heads; and 6. Reduce the computer backlog in public schools. 4. The following are the Program Components: A. Infrastructure Provision The Technical Service-Information and Communication Technology Unit (TS-ICTU) together with the different Bureaus has come up with the configuration of the packages to be given to the public schools. The...
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...Survey of Information & Communication Technology Utilization in Philippine Public High Schools Preliminary Findings Victoria L. Tinio Director for e-Learning Foundation for Information Technology Education and Development Commissioned by the Center of International Cooperation for Computerization Government of Japan March 2002 1 Table of Contents I. Introduction II. Context and Significance III. Methodology IV. Scope and Limitations V. Findings A. Profile of the schools General information Electrification and telephony B. History and goals of ICT use C. ICT resources and use Student-to-computer and teacher-to-computer ratios Processor types and operating systems Multimedia computers Software Peripherals Local area networks Instructional use of computers Internet access and use Non-instructional use of computers D. Staff development E. Technical support and needs F. Major obstacles to ICT use VI. Conclusions and Recommendations References 3 4 6 8 9 9 9 10 11 12 12 12 14 14 14 15 18 19 21 24 26 30 2 I. Introduction The world we live in today is very different from what it was a century, even a few decades ago. This transformation has been driven in part by rapid technological innovation. While the 19th century saw the rise of the Industrial Revolution, with steampowered machines intensifying and expanding human productive power, the 20th century was characterized by the birth of machine-powered flight and the emergence of broadcasting and computer technologies...
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...scenario. Of the 68 students who gave their informed consent to participate in the study, 34% reported being fully comfortable with applying the ACS Code of Ethics, while 63% were somewhat comfortable. In justifying multiple-choice options for dealing with a new case study scenario, 37% provided a good justification for their choice, 48% provided a poor justification, and 15% provided no justification. A further qualitative analysis of the responses suggests the need for formal assessment of ethics in computing education, and highlights the importance of improving the perceived relevance of ethics to students and the need for in-depth treatment of ethical issues. Keywords: Ethics, Teaching and Learning, Engagement 1 Introduction Information and Communication Technology (ICT) professionals are faced with ethical challenges as society adopts new and increasingly complex tools and technologies. These ethical challenges have the potential to dramatically impact consumers of software products and services, the wider community, and colleagues in the workplace. Recognizing the importance...
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...Unit 301 Teaching and Learning Roles and Responsibilities of a Teacher In this assignment I will explain the teaching roles and responsibilities in education and training. “An effective teacher understands that teaching involves wearing multiple hats to ensure that the school day runs smoothly and all students receive a quality education.” (Woodward N, 2008) As a Teacher you have a wide range of roles and responsibilities the first I will discuss is Inclusive practice. To ensure you are respected and doing your job correctly you need to ensure you are including everyone equally and fairly in every lesson and practice you do, there are many reasons in teaching why you have to include inclusive practice your lessons, these include: “Inclusion is not bringing people into what already exists, it is making a new space, a better space for everybody” ( Olivero R, 2003) * Legal Requirement ( Equalities Act 2010) This act was brought into force in 2010 and ensures everyone is given the same rights when in education and training, a Teacher needs to ensure they are adhering to this at all times. * Every Child Matters 2003, This is another act that a teacher has to ensure they use as a teacher, This was introduced to help promote the well-being of children and young people. * Promotes a positive Learning Environment- This is crucial as you have a right to ensure every student you are teaching has the right to a positive learning experience free from exclusion. ...
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...September/December 2012 Understanding the Importance, Impacts and Barriers of ICT on Teaching and Learning in East African Countries Berhane Aradom Tedla Northeast Normal University Abstract This paper based on synthesis of the research literature, observation and focused group discussion with East African Scholars on the use of Information and Computer Technology (ICT) in primary and secondary schools in East African Countries with a particular focus to understand the importance, impacts and barriers of ICT into classroom Instruction. The study explored internal and external factors that surround ICT issues, policies of ICT integration and factors that facilitate or impede the use of ICT, with the focus of improving the quality of teaching-learning process. The study reveals that the inhibiting factors are unrealistic policies of ICT, poor infrastructure, lack of teacher competence, confidence, incentive, perception and beliefs, imposed curriculum, lack of proper network, political instability, brain drain, sporadic electricity, poor transportation, lack of public awareness and participation, poor school leadership, technological illiteracy and lack of pedagogical skills. The study further revealed that ICT integration is far behind in East African Schools as a consequence of ICT deficiency, absence of pre-service and in-service teacher training and poor teachers’ welfare and morale. Eventually, the study concluded that ICT is crucial for anytime and anyplace learning to ensure economic...
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...INTRODUCTION Background to the study ICT (information and communication technologies) in education lives a life at the crossroads between evidence based policymaking, learning and the fast-changing world of technology. Key stakeholders (politicians, parents, teachers, school leaders) demand evidence of the impact of ICT derived from research, monitoring and evaluation (Friedrich and Francesc, 2009). The challenge for policymakers is (in collaboration with the research community and the educational community) to develop a sustainable knowledge base for ICT in education, in which key indicators and other sources of information are identified, which enables better insight into the use and effects of ICT for learning. Technology has been said to have impacted many different types of people in different types of environments as a dynamic communication tool. For instance, Ali and Richardson (2012) explained that technology has pervaded all aspects of society and the field of education is no exception, the learning and teaching environment has also changed drastically. Technology has impacted on teaching and learning activities, and it is now seen increasingly as an enabler of learning. Morgan (2008) added that technology is no longer the wave of the future, the future is now. This generation has been classified by Prensky (2001) as “Digital Natives” and students who have been born into and are totally immersed in an environment that is surrounded by technology. Technology provides...
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...Dilapidated, overcrowded public schools in the Philippines By Dante Pastrana 20 June 2014 Public schools across the Philippines began a new school year this month. An estimated 21 million children are enrolled in a public school system that, after decades of deliberate starving of funds by successive governments, is nothing less than atrocious. Newspapers reported that in Metro Manila 82 percent of the 764 public schools in the metropolis were congested, and were conducting classes in two shifts. The first shift starts as early as 6 a.m. and the second ends as late as six in the evening. There were reported to be as many as 80 students in each classroom. School authorities resorted to cutting classes in half and cramming the excess students into “science labs, libraries, corridors and even the principal’s office.” In Tacloban city, devastated last November by Typhoon Haiyan, a local newspaper reported that in one school, hundreds of children endured the searing heat, reaching 30 degrees Celsius, in three temporary classrooms with walls of corrugated iron sheets. “It is pitiful to see them packed like sardines,” the Sun Daily quoted Gina Villamor, who was waiting for her two children, aged 6 and 10. Typhoon Haiyan damaged 3,100 schools, with 20,000 classrooms needing to be either rebuilt or repaired. An estimated 1.4 million children are affected. Seven months after the typhoon, however, only 35 percent of classrooms, that were totally damaged, and 53 percent of those that were...
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...and Adopting ICT Tools Rose Anthony & Kadvekar Shravan (Affiliation: Rose Anthony is Dean Academic, Bharati Vidyapeeth University, Pune India while Shravan Kadvekar is Consulting Professor at the university as well as Head Products at Harbinger Knowledge Products India.) Contact: shravan75@yahoo.com, anthonyrose8@yahoo.co.in, adopting ICT. Based on literature available Abstract in the forms of – research projects, MHRD Use of Information and Communication and UNESCO’s reports on ICT adoption, Technologies (ICT) in academia is well- Technology known for its importance and effectiveness. Change Management theory in technology At the same time, it is also one of aspects of adoption – researcher identified broad any education system, which needs a categories of challenges as hurdles faced by consistent reality check for its adoption by the educators. A set of technical education educators. A research has been undertaken institutions by the authors in developing ICT Adoption feedback from respondents on their take on Model for Indian Higher Education Sector. challenges in ICT adoption. Outcome of the The real pilot study was a list of major challenges challenges faced by the academia in ICT faced by educators in ICT adoption. The adoption, paper research aims measures to to identify overcome the Adoption were talks Model targeted about ICT to theories...
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...In the second case study, the Information Communications Technologies (ICT) teacher wanted to provide opportunities for students to collaborate and discover links with other subjects. The teacher linked the ICT lesson to English by having the students sequence video clips to create a narrative of the film. Additionally, the teacher in case study three linked English to music, drama, and film. The cross-curricular links in this lesson were purposely planned. Finally, the fourth and final case study consisted of a drama teacher who incorporated cross-curricular links to English. This teacher used cross-curricular links to increase understanding and allow for engagement. These four case studies suggested that the teachers being analyzed were all creative in a cross-curricular approach, but at various levels (Savage,...
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