...some 26 innovative projects around Scotland using ICT in adult literacies learning. The funding provided small grants of up to £6000 to support developments and has encouraged the use of ICT / e-learning in various different context and locations. In reviewing this programme in 2007, we decided to adopt a different approach for 2007/8 which would encourage and support local integration of e-learning into literacies learning. We engaging the services of Sheerface Ltd. to work with individual literacies partnerships across Scotland. Project Aims The contractor appointed worked with Learning Connections to develop and support local initiatives for integrating ICT / e-learning into adult literacies learning in their particular area. Funding was available to support local initiatives to try out ideas for using ICT which were new to their literacies partnership. The aims were • to raise awareness of the lessons learned from the ICT Innovations projects undertaken 2004 to 2007, and other work undertakes by Learning Connections during that period • to promote and encourage the use of e-learning in literacies provision. We were particularly keen to see if we could engage with areas and organisations in Scotland who had not previously had grant during the previous 3 years of innovations funding. We also wanted to see how far the ICT developments Learning Connections had promoted over that period, including the ICT workshops programme, had been...
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...Examples of ICT applications that can be used in physical education The following applications are considered below: Cameras Mobile phone cameras Motion analysis software Film editing Portable media players Interactive whiteboards Voice projections systems Developing FUNctional skills through physical education Games consoles Nintendo Wii Fit Dance mat systems Pedometers Pupil response systems Archos The use of iPods Podcasting The Virtual Learning Environment (VLE) Video conferencing Youtube Cameras There are a range of hardware applications that can be used with physical education departments. Video cameras can provide footage of experienced performers in action and can be used to inspire, to demonstrate correct techniques and to develop pupils’ understanding and knowledge of the subject. By reviewing their own actions, for example, pupils can evaluate and improve their own games strategies, gymnastics sequences, trampolining routines or dance compositions, particularly if they are able to look at their performances in slow motion or from a different viewing angle. Within practical situations the use of still and video cameras can highlight personal achievement within lessons. Video footage and photographic images can be cropped and edited and used either a slideshow or highlight DVD. Cameras can also be used as an assessment for learning tool and as a form of classroom management. Furthermore, they can help to create activity cards, worksheets,...
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...Examples of ICT applications that can be used in physical education The following applications are considered below: Cameras Mobile phone cameras Motion analysis software Film editing Portable media players Interactive whiteboards Voice projections systems Developing FUNctional skills through physical education Games consoles Nintendo Wii Fit Dance mat systems Pedometers Pupil response systems Archos The use of iPods Podcasting The Virtual Learning Environment (VLE) Video conferencing Youtube Cameras There are a range of hardware applications that can be used with physical education departments. Video cameras can provide footage of experienced performers in action and can be used to inspire, to demonstrate correct techniques and to develop pupils’ understanding and knowledge of the subject. By reviewing their own actions, for example, pupils can evaluate and improve their own games strategies, gymnastics sequences, trampolining routines or dance compositions, particularly if they are able to look at their performances in slow motion or from a different viewing angle. Within practical situations the use of still and video cameras can highlight personal achievement within lessons. Video footage and photographic images can be cropped and edited and used either a slideshow or highlight DVD. Cameras can also be used as an assessment for learning tool and as a form of classroom management. Furthermore, they can help to create activity cards, worksheets,...
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...introduced in the 70-ties, as a futuristic office work-style, when the first personal computers were introduced. Advances in information & communication technology has since then made the Paperless Office a feasible reality. The advantages of going paperless are many and undeniable. LEARN MORE ABOUT PAPERLESS The terms "paperless," "electronic," and "digital" are often used interchangeably to describe work which previously was done with paper, but which now has been adapted to information & communication technology (ICT) devices and software. The Information Technology Association of America (ITAA) has defined information technology (IT) in the electronic era as "the study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware." IT entails processes involving the use of computers and software to create, convert, store, process, transmit, and retrieve information securely. The term has recently been broadened to ICT (Information and Communications Technology), so as to include the idea of electronic communication. To be paperless means essentially that the traditional paper-based practices-such as writing, note taking, reading, editing, communicating, and even drawing-are instead performed electronically with ICT devices and software. Much has been said and written about the paperless office in recent years, and the rapid development of ICT is enabling an increasing number of paperless...
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...introductory course targeting to create awareness on various popular computer applications which are being used in organizations. Application such as accounting management, communications, and project management will be covered in this course. In addition, students will also be exposed to proper method of report writing, data gathering and compilation, as well as database management. The students will also be exposed to the methods in converting data to charts and graphs, preparing presentations, and presenting data. Besides using Internet applications, the students are required to build and maintain simple web pages. 2.0 OBJECTIVES Upon completion of this course, students are expected to 2.1. acquire basic knowledge on current ICT technology. 2.2. develop competency in using several management-related applications, which are popular among the professionals and entrepreneurs. 3.0 LEARNING OUTCOME Upon completion of this course, students will be able to 4.1 apply basic knowledge on computer technology in order to make a good decision when acquiring a computer . 4.2 use Internet technology to find required information 4.3 identify the use of different software applications for different management situation . 4.4 produce different type of document for different management purpose. 4.0 REFERENCE Beekman, G and Beekmen, B., (2009) Tommorow Technology and You. 9th Edition, Upper Saddle River, New Jersey: Pearson. Evans...
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...production is a real creative process”. In your own experience, how did post production enable you to explore media practices in your coursework? The brief for the task in the preliminary task was to create a short extract in which there are two lines of dialogue, an opening of a door at some point, all the while keeping to the 180’ rule and ensuring continuity is constructed. In the final piece the brief was slightly different as it was to construct an opening to a horror production, establishing both character and genre. We did this through camerawork, editing, mise-en-scene, and sound. We decided to make our piece within the supernatural sub-genre, in which two teenage boys search an abandoned house to test the tales of hauntings that have taken place over the years. Normal conventions have been reversed as we have male victims (protagonists) with a female antagonist. Post production was an important aspect of this as editing enabled us to construct continuity and add certain effects in order to make our piece look as professional as possible. To create a professional feel we added a camera overlay with reduced opacity to the handicam shots in order to create a more realistic look as if someone were using a hand held camera. We did this both in our preliminary task along with our final piece as we like the effect it created. A specific example of when it was used is within our final piece in the handicam shot of Alex and Fin walking through the dark hallway. The inclusion...
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...Hardware and software ICT system in the head office Hardware -‘There is at least one networked laser printer in each department’ ‘There is also an A3 colour laser printer attached to the marketing manager’s workstation as a local printer’ Software -‘All the standard office software is stored on the server, as is the photo editing software’ ICT system in the warehouse and distribution centre Hardware -‘The warehouse manager, the operation director and the distribution manger each has a workstation on their desk and a net worked laser printer’ Software- ‘The warehouse stock database is stored on the server, along with specialist stock management software and scheduling software used by the distribution manager.’ ‘Standard office software is also stored on the server.’ ICT system in the supermarket Hardware- ‘Each checkout has an EFTPOS terminal with a touch screen, barcode reader, customer display screen, and chip and pin card reader.’ ‘The store manager has a net workstation and a networked and laser printer.’ Software- ‘A router provides broadband access to the internet, including a secure link to the banking system for electronic funds transfer.’ ‘The supermarket’s stock database is stored on the server, along with word processing and spreadsheet software. Input, processing and output Checkout procedures Input- ‘The checkout operator scans the barcode of each item’ Processing- ‘The product code is used to look up the description...
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...chiragpatel@gmail.com Submitted to: National Conference “Business Strategies and India’s Economic Growth” R.B.Institute of Management Studies. Ahmedabad Abstract. This research paper is based on the different role of ICT in providing education to the distance learner and different types of ICTs being used in ODL and their specific applications to the various facets of the mode of delivery .Researcher is interested to find out the level of awareness of ICTs and it is utilization by the distance learner of the Ahmadabad region. Researcher also identify whether quality of education is ensured in a technology-driven system of teaching and learning. Based on the data collected through secondary sources and a primary survey, the researcher in this paper makes an assessment of the extent of usage, awareness, quality of education prevalent, among distance learner of Ahmadabad region. KEY WORDS : - Information Communication Technology (ICT), Open Distance Learning (ODL), role, utilization, awareness and quality of education through ICT. Table of Content Particulars | Page no | Objectives | 4 | Introduction | 4 | Role of the ICT in Open Distance Learning. | 4 | Type of ICT used in Open Distance learning in India | 5 | Specific Use of ICT in Open Distance Learning. | 5 | Ensuring Quality Education in a Technology-Driven Mode of Learning | 6 | Research Methodology | 7 | Data Analysis | 8-18 | Findings | 18 | Recommendation | 19 | Conclusion | 19 | Web-Links...
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...Version 1.0 General Certificate of Education (A-level) June 2011 ICT (Specification 2520) INFO1 Unit 1: Practical Problem Solving in the Digital World Final Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all examiners participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for standardisation each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, examiners encounter unusual answers which have not been raised they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from: aqa.org.uk Copyright...
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...APPLICATION OF ICT IN EDUCATION We are living in a constantly evolving digital world. ICT has an impact on nearly every aspect of our lives - from working to socialising, learning to playing. The digital age has transformed the way young people communicate, network, seek help, access information and learn. We must recognise that young people are now an online population and access is through a variety of means such as computers, TV and mobile phones. The developments in the use of the electronic media have influenced all walks of life. Education is no exception to this. The use of computers and the internet for enhancing the quality of education by making learning more relevant to life has been seen as an ideal by educational institutions. The citizens of tomorrow who are our students now are going to live in the age of the electronic media. How are we preparing them for the same? Are we giving them technology based Education? Are we giving them exposure to the use of computers and the itnernet? Have we integrated the ICT into classroom processes? What are the efforts made by the department in this direction? What does policy say about ICT in Education? There are several such questions which we need to probe into. An understanding of these issues will enable us to use the ICT more meaningfully in Education. Information and Communication Technologies have recently gained groundswell of interest. It is a significant research area for many scholars around the globe...
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...CHAPTER ONE: INTRODUCTION The role ICT play in the educational and learning environment cannot be over emphasized. The use of ICT in modern learning environment ranges from slice use of computers in practical aspects to an online learning experience which enhances and improves students’ intellectual and learning behavior. With the introduction of computers, the precursor of our modern-day ICT, and the promising potentials of computer-based instruction and learning, many researchers and funding agencies were led to invest much of their resources to investigate the possibility of computers replacing teachers in key instructional roles. Moreover, many people believe that computers should be brought into the education arena simply because “they are there” and the resultant perpetuation of the myth those students would benefit quantitatively from computers by simply providing them with the software and hardware for an effective learning process. We are living in a constantly evolving digital world. ICT has an impact on nearly every aspect of our lives – from working to socializing, learning to playing. The digital age has transformed the way young people communicate, network, seek help, access information and learn. We must recognize that young people are now an online population and access is through variety of means, such as computers, TV and mobile phones. As technology becomes more and more embedded in our culture, we must provide our learners with relevant and contemporary...
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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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... 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 that extended the reach of human creativity even more and made possible new ways by which humans could live and work together. In the past fifty years, especially, technology has made information, once a scarce resource, abundant. With computers and Internet technologies in particular, more people can now have access to more information...
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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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...UNITED STATES INTERNATIONAL UNIVERSITY CHANDARIA SCHOOL OF BUSINESS SEMESTER: SUMMER 2014 COURSE: BUS1010: INTRODUCTION TO BUSINESS ORGANISATIONS INSTRUCTOR: MR. PHILLIP GACHAGO NAME: DESAI PRIYAL SANJIVKUMAR I.D NUMBER: 640066 TABLE OF CONTENTS Executive summary……………………………………………………………………………………………………………………….. 3 Introduction…………………………………………………………………………………………………………………………………… 4 Strengths of USIU…………………………………………………………………………………………………………………………… 5 - 9 Weaknesses of USIU……………………………………………………………………………………………………………………... 10 - 11 Conclusion………………………………………………………………………………………………………………………………………. 12 EXECUTIVE SUMMARY This document illustrates the strengths and weaknesses of United States International University giving a keen elaboration on each of the points mentioned in the paper. It goes ahead and also talks about how the university has adapted different ways to survive in an educational country based on a competitive level where not one or two but a great number of universities exist, making it very competitive. Though there is a great number of university in Nairobi, there is something about United States International University that tends to attract students from every different part of the world. However it also goes further to talk about its drawbacks compared to other universities and as this may affect its education, it may also deprive the university from getting students to study from all the different parts of the world...
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