According to the source form website, ICT ( information and marketing communications technology ) can be an umbrella term that includes any communication or application which encompassing radio, tv, cellular phones, dish systems, computer and network hardware or software and so on ( www. searchcio-midmarket. techtarget. com/sDefinition/ ). From the processing dictionary, ICT is the study of technology used to take care of information and aid communication ( www. dictionary. refrence. com ). Nowadays, ICT is quickly develop in many of countries which due to the globalization and technical change. Recently, ICT is extensively use in many areas or industries such as education, market, politics and social. Especially for education, many countries now consider understanding ICT as part of the central of education, alongside writing, reading and numeracy. The introduction of ICT has made an improvement on the education for every scholar as it brings a whole lot of advantages for each and every student. For most teacher, ICT also offers improve their performance on the coaching process which in turn may help the student to improve their educational performance. That runs without stating ICT has steadily be a part of the life for each students and teacher. Thus, how can we imagine that without the help of ICT on education? Lately, the computer systems and internet has show their effectiveness and efficiency in education. Besides, ICT has also improved the training environment of learner. For ICT, if we used properly, it could help to expand the access of education for students and raise the quality of educational by reinforce the relevance of education. E-learning, combined learning and distance learning are the various types of learning that happen from the ICT.
Thesis Statement
Information and communication technology has a great effect on the education industry and must lead to changes in the delivery mode of education and learning or coaching.
The Purpose of Using ICT in Education
ICT has play an essential role for every students in their education, the purposes of ICT for students are to permit them to obtain the abilities that needed for the future higher studies or the digital world, which in turn help them to easily get a job in future. Besides, the critical thinking and analytic skill are needed for students in their future. ICT with the purpose to promote those thinking and skills of students by self developing. Thus, student won't is determined by the teacher anymore as it would transform the class environment from teacher- centric to student-centric learning. Furthermore, the purpose of ICT is to offer an efficient learning environment for students which then increase their performance in academics. Lastly, ICT is to enhance the prevailing curriculum and pedagogy for coaching and learning.
The Benefits of Using ICT in Education
ICT brings a great deal of advantages in education. First of all, independent gain access to for the students with their education can be better by the computer. Second of all, ICT enable the scholar who requires a special educational to accomplish working process at their own pace. In addition, with the help of ICT, students can communicate more easily for those who with profound and multiple learning complications. Moreover, using the tone communication by students allow almost all of them to aid gain the self-confidence or trustworthiness of public and in the neighborhoods. Furthermore, students can be encouraged to make an online search at home for schoolwork. Alternatively, for those with communication problems or problems, ICT could unblock the concealed probable of students. Among the benefit that come up from the using of ICT is the students can show their achievements in ways which can not be possible with traditional methods. The advantages of using ICT in education also include the enabling of tasks to be customized to suit individual skills and ability. (http://pil. mscommunity. net/Default. aspx?tabid=1051)
Just like the training in Malaysia, the first time that ICT commenced to use in a sizable scale throughout the institution system as a teaching aid was at 2003 which is the changeover of educating technology and maths in English. This policy claims that the advantages of using in ICT in education. The slideshows which currently utilized by the institutions as teaching help are essential for entire lectures with some visuals included. Some of the information or data which are not included in the syllabus or not taught by the professor, ICT would provide the access of the information or data. Additionally, the presentation of those information or data could be in the means of convincing and interesting utilizing the ICT while educating. ( http://educationmalaysia. blogspot. com/2009/02/properly-using-ict-in-classroom. html )
Furthermore, ICT has the capacity to connect the things that discovered in the class room to contexts that familiar to the students. For example, through the videos and video clips observe the scientist working in environment which they cannot have admission. This method helps students to imagine the principles that had discovered to use in real situations. (http://www. knowledgeenterprise. org/pdfs/ICT4SC. pdf )
The Impact of ICT on Teaching and Learning
With the assistance of ICT, the procedure of coaching by the teachers to students and the training process of students will become more advanced and effective. The students can practice their hearing by watching the news headlines on CCTV or called up clips on YouTube. It had been more natural than duplicating sentences from textbooks to one another. While, the lecturer or tutor could using the graphing software on the teaching to the students because of the ICT lend itself readily to all types of interesting software in classroom. Besides, tutor or lecturer could employ the internet to find studies proving the theories that their teaching is actually apply to real world. The utilization of ICT also promotes educators or lecturers to exceed government-supplied tools, and to use the items like internet to boost on their coaching. ( http://educationmalaysia. blogspot. com/2009/02/properly-using-ict-in-classroom. html)
In addition, the info and knowledge will be travel faster and further through using the ICT which in turn can help the student to become more effective in their learning. It is because the gain access to of information or knowledge is essential to development learning, time will not be squandered while there are on learning process. For people who have access to computer and internet can open up an abundance of information and learning resources or either by on-line searching or by using CD-ROMs or Dvd disks for self-paced learning. ( http://www. jointokyo. org/files/cms/news/pdf/s2_benefits_v7. pdf )
Moreover, by using the ICT, some various types of learning are exist which are e-learning, combined learning, and the available or distance learning. E-learning is the use of an information network that your internet, an intranet (LAN) or extranet (WAN) for course delivery, conversation and facilitation. It includes learning by any means levels, both formal and non-formal. E-learning most commonly associated with advanced schooling or collaborative training for every pupil. Online- learning is an alternative terms for E-learning. This will be more convenient for the students who are disabled, tired or don't have the transportation because of the teacher can coach the students who stay at home utilizing the ICT to carry out the E-learning with them jointly. A number of the students who are prefer to stay at home also suitable for this E-learning. While, blended learning is a type of learning model that identifies the combo of traditional classroom practice with e-learning alternatives. For example, both print-based and materials form online can be allocated by the students in a normal course and having online mentoring sessions with their tutor through chatting or discussion. There is still a type of learning affected by the used of ICT, which is the available and distance learning. It is a means of offering the learning opportunities for students with the characterized of parting between the educator and student in a time or place, or both time and place. Utilizing the ICT gizmos, such as variety of marketing, internet and computer systems, the learner and teacher will be permitted to communicate and connect to each other. For those students who are timid to question in the class, they can employ the ICT to help them while learning.
Furthermore, the professors or lectures can employ the energy of ICT to accomplish the uniqueness of chemicals and skills which related to the given curricular areas. This would help the students to enhance their attainments and capacity of learning. (http://www. hmie. gov. uk/documents/publication/hgiosict. pdf). On the other hand, ICT has the impact of learning based on the resources form internet or the access to real life information through web. (http://www. uoc. edu/rusc/5/1/dt/eng/benyoussef_dahmani. pdf)
Additionally, the instructors can prepare the lessons that boost the learning and knowledge of students by using the ICT gadgets. Educator would also incorporate technologies to their classroom lessons to ensure the students wouldn't normally feel any of boring when sign up for the classes. ( www. College_Connections_ ACER_PiL_Article. com ).
Lastly, with the impact of ICT, the coaching could be altered by the educator to student. In this approach, in all respects of the professional lives of instructor will be integrating by them to boost their own learning and the learning of students. They use ICT to help all students to evaluate their own learning in attaining specific personal tasks. The lively and creative of teachers who can promote and deal with the learning of students, conforming a variety of preferred learning styles and uses of ICT in achieving their targets. The cooperation between professors and students will increase the educational performance of students. (http://unesdoc. unesco. org/images/0012/001295/129538e. pdf )
The Impact of ICT on Students
ICT is very helpful for the every learner as it bring many of positive effect on their education. Firstly, students will be motivating to simply accept to learn also to join in learning activities. Second of all, with the impact of ICT, the quality of work of students can be improving and which then given them the self-esteem or self confidence to perform increased learning tasks. Finally, with the use of ICT, students are allow more flexible and more personal learning which enabled more work to be completed. Fourthly, ICT enable collaborative learning with little indication of the isolated student. Fifthly, ICT comes with an impact on heightening the learner drive through hands-on-activity, visible representations and increased modes of presentation. Utilizing the ICT, it also has an edit effect to change the grade of student's work and practical. For the learner who has poor handwriting and languages skills, the ICT has the impact on it to improve such as using the term control. Besides, the impact of ICT on student is to equalize specific dissimilarities and has especially dramatic effects for students with special needs. As a student can work at the pace and intensity suited to their requirements, ICT has an impact on enhancing self-pacing with an increase of abilities to deal with individual learning styles. The employ ICT in addition has allow student to create high quality media products. (http://www. uoc. edu/rusc/5/1/dt/eng/benyoussef_dahmani. pdf )
In addition, students would be encouraged to collaborate with each other and take responsibility of their home learning through using the ICT. An ICT provides an impact the creativity and creativeness of learner will be urged to use it. ICT also evolves the communication or enquiry skills of student and the correct contexts for critical thinking, decision making and problem handling activities can be created. ( http://www. hmie. gov. uk/documents/publication/hgiosict. pdf)
Moreover, the ICT has the effect on students which permitting them to any place learning. Usage of the new technology of ICT, the off-campus delivery was a choice for the students who unable to enroll in the classes. Nowadays, more students are accepted with this technology- facilitated learning settings. There exists one of the example that show the impact of ICT for the pupil. Traditional classroom learning has provide to learning in work-based options which enable them to the access of programs and programs from other study places. This strategy not just have the impact of convenience for students but help save the expenses associated with the travel and time from university and also situation and program of the training activities within meaningful and useful contexts. Thus, enough time for students to study will never be wasted. ICT also has the effect on students as it allow pupil to undertake education anytime. This flexibility that cause by the utilization of ICT has enhanced the option of student's just-in-time learning. By the web technologies, students are absolve to take part in learning activities when time enables and many of the students could be a part of formal programs as these liberty have greatly increase. By way of a review of the MLC's students in 1991, there are 95% of the student preferred with the appearance of work completed on a computer, while 85% of the students preferred their work with newspaper and pen. (http://elrond. scam. ecu. edu. au/oliver/2002/he21. pdf)
Furthermore, distance education is one of the impacts of ICT on students. New systems of ICT help university student to student relationship. Scholar can cooperate with other students and discuss the content of class as well as the activities with peers. The results of the ICT component of the 2003 PISA review show that most the students acquired access to the computers at both home and classes and almost all of them used the pcs for wide selection of functions on their education and not only to play game titles. One- 50 % of the students also reported them with the frequently use of the internet as a research tool.
(http://cunningham. acer. edu. au/dbtw-wpd/textbase/NSWIT/NSW_Digest_1_09. html#Literacy )
The Impact of ICT in School
In modern times, many of university no matter it is at local country or overseas country, ICT has been introduce to school as it gradually are more advanced and also brings the fantastic positive impact for colleges. The usage of ICT can support several of pedagogic practice in school. These pedagogic procedures will have positive impact to the training environment of college which can raise the learning of students. First of all, ICT can investigate truth and build knowledge. Through the example of helping research by Bereiter in 1998, it implies that ICT had been used by the students to investigate, organize and creatively represent real information in making the data. It allows learner to investigate more thoroughly real life and can more quickly access information source, and also make use of the tools to analyze or interpret such information. The information is mostly gain access to through online-system. The ICT permit them to get the reviews, refine their understanding, build new knowledge and transfer from institution to non-school configurations. In the past, it is impossible to offer in school anticipated to logistical constraints and the quantity of material to be covered which can now be dealt with with ICT support. Second of all, ICT pedagogic practice has the impact of enhancing dynamic learning and genuine assessment in institution. In many school room situation, it is challenging to allow student to be sufficiently active as members. Typically, students are always passive, tranquil and spend the majority of time on the hearing and reading. As we know that, student who'll achieve a wider range of learning results or good academic performance are more likely to be effective and thinking about school or classroom. Thus, college student utilizes ICT to maintain their works and produce their own knowledge representations and in doing so engage with powerful learning experiences. Thirdly, the output of student can be heighten as the ICT is a providing a tools to allow them to solve the challenge in school. A number of the unnecessary repetition of low-level duties is inefficient, non-motivational and might obscure the real purpose of the learning activity. The use of ICT in college, will help the students in quickly to concluding those low-level jobs which then makes it possible for them to concentrate on the main purpose of learning or studying activity. This will increase their efficiency on the learning process and their capability to accomplish the tasks works distributed by the tutor. As the example from the promoting research, students utilize an integrated learning system to assist the development skills in literacy which far better than other major initiatives. Fourthly, ICT has offered a scaffolding to support higher-level of thinking skills. In college, there are a few of the teachings or tests are tough to carry out by real, therefore, ICT has a great effect on this area for school as video tutorial or computer animation can promote learning when the concepts or skills to be discovered involve motion or action. (http://www. det. wa. edu. au/education/cmis/eval/downloads/pd/impactframe. pdf)
Besides, ICT comes with an impact on making a collaborative environment in college. But for This collaborative environment of college, it experienced shown deeply contrasts with the modus of traditional class room organization in institution before. For the environment of university with traditional class organization, students will generally have a competition mentality rather than a mentality of cooperation. This is caused by the environment of traditional classroom always created an isolation situation where students have a tendency to work in singularly or in isolation, the majority of them will not share the ideas or works mutually. For instance, the students who are in technology stream, the technological works always need to be based upon communication and assistance between your group mates, they have to discuss with the various perspectives over a common subject. (http://www. knowledgeenterprise. org/pdfs/ICT4SC. pdf )
The Promise of ICT on Education
For those of the producing countries, ICT gets the potential for elevating the access to education and also could ameliorate the quality and relevance of education. Therefore, it symbolizes a possibly equalizing strategy for producing countries. The absorption and acquisition of knowledge has provided for developing countries a unusual of chance to promote educational systems. One of the biggest hardships keep by the indegent, and by numerous others, who reside in the poorest or remote area, is their sense of isolation and the education of these distant areas majority are deteriorate or not give consideration by individuals, thus, most them are lack with knowledge. The introduction of ICT will guarantee to reduce that sense of isolation also to open access to knowledge. However, the gap between those who have control of ICT and usage of ICT with those who do not present and combine of ICT at different levels and in various types of education is a most challenging executing. Failure to meet the challenge means an additional broadening of the knowledge gap.
How can ICT widen access to education?
Some of the rustic and disperse inhabitants or groups customarily are preclude from the opportunity to have the education due to the exterior factors. These exterior factors are generally related to the ethnic and public. Cultural factor has included the minority of ethnic, young girls and women. The cultural minorities are excluded from education is because of the majority of them live in remote areas and cause them absence with the realization on the value of education for themselves, even for his or her next generations, in addition they get less attention from others people. While, the factor of cultural encompasses the status of young ladies and women and the person with disabilities, as well as others who for the reason why of cost or because of time constraints cannot sign up on campus. Girls and women usually regard by others with a low status or identification in the social who are not necessarily have the training. As the offer of ICT on education state that the access of education could whenever and anywhere. ICT allow asynchronous learning or the training on a time lag between your convey of teaching and its reception by the learners becomes possible. The info from the source of online can be utilized to 24 hours per day even for a long period of period. If ICT is followed in education, it might dispense with the required for the learners and trainers to maintain one physical location. Teleconferencing technology such a kind of ICT, allow the teaching or information to be accepted together through multiple, geographically spread learners. ICT also has guarantee with the usage of remote learning resources. Sometimes, the printed literature or the catalogs in library will has limited in quantities, through ICT, teachers and students are no more to depend on those literature with the limited amounts anymore. They are able to usage of looking for the information and learning in anytime or everywhere with the exist of internet, an abundance of learning materials in nearly every subject and in a number of media that may be access through. For many schools in developing countries and also in the developed countries, it's very relevance.
How can the utilization of ICT help improve the quality of education?
ICT always been used to increase the quality of tutor training as to ensure the instructors could predominate the skills of ICT which in turn can teach the students to help them increasing their academic performance. ICT also help the professors to make easy for coaching process become effectively. Besides, ICT will promote to get the basic skills by drill and practice. The essential skills and concepts are the basis for higher thinking skills and creativity. ICT can also encourage to learn. ICT technology such as networked computer with internet connectivity can increase learner drive as it incorporate multimedia richness and interactivity of other ICT technology with the chance to hook up with real people also to participate in real world occurrences. Interactive radio likewise employs sound files and other performance conventions to compel the students to pay attention and become involved in the lessons being sent.
How can the ICT help transform the learning environment into one which is learned-centered?
If the ICT has been used correctly, it can change this content and pedagogy of educational system. While using ICT-supported educational system, the acquisition of knowledge and skill can be boosted because of it, which then can enable the students for lifelong learning. If the ICT can be used properly, a few of the ICT technology, such as internet and computer, has generated new ways for the training and teaching process. These new way of learning and teaching has shifted from a teacher-centered pedagogy to learner-centered. Teacher-centered pedagogy is an traditional pedagogy that your whole process of learning is rely on the memorization or has the feature of rote learning.
Active learning. ICT-enhanced learning mobilizes tools for evaluation, calculation and analysis of information, thus providing a system for pupil inquiry, research and structure of new information. Learners therefore learn as they do and, whenever appropriate, work on real-life problems in-depth, making learning less abstract and much more highly relevant to the learner's life situation. In this way, and as opposed to memorization-based or rote learning, ICT-enhanced learning promotes increased learner engagement. ICT-enhanced learning is also "just-in-time" learning in which learners can make what things to learn when they need to learn it.
Collaborative learning. ICT-supported learning allow assistance and
interaction between students, teachers as it can offer the learners using a chance
to use the folks from different places and different cultures, thereby
assisting to enhance the communicative skill and cultivate the team nature of
learners.
Evaluate Learning. ICT-supported learning are unlike with print-based educational technologies, with the help of ICT, it can improve the recognize of different learning pathways and also directed at learners an chance to explore more knowledge rather than merely hear and memorise.
Integrative learning. Learning that supported by the ICT can encourage the mixture of strategy in learning and teaching process which benefits for the students and professors to be more effective in education. This approach has removed the artificial separation between your theory and practice that perform in the original classroom.
(http://www. apdip. net/publications/iespprimers/ICTinEducation. pdf)
ICT Development at the School Level
There are four methods to ICT development at the school level. Emerging methodology is the beginning levels of development. The procedure of applying is the next stage of ICT development at the institution level. Following the applying approach, it is then accompanied by the infusing strategy and the methodology of transforming which are the third level and fourth stage of development ICT at the school level.
Emerging approach
The emerging strategy is linked with schools at the start stages of ICT development. such classes begin to buy computer equipment and software or simply experienced some donated. Within this initial phase, administrators and teachers are beginning to explore the options and implications of adding ICT for institution management and the curriculum. The school is still strongly grounded in traditional, teacher-centred practice. For instance, teachers have a tendency to lecture and offer content while students listen closely, take down notes, and are evaluated on the prescribed content. School firm provides discrete time periods for each subject. Learners' usage of technology is through specific educators. A curriculum that targets basic skills and an awareness of the uses of ICT assists movement to the next approach.
Applying approach
The applying procedure is associated with schools in which a new knowledge of the contribution of ICT to learning is rolling out. In this stage, administrators and educators use ICT for duties already completed in institution management and in the curriculum. Professors still mainly dominate the learning environment. For example, instructing may be supplemented with ICT such as electronic slip presentations and word-processed handouts. Students receive education and add notes to teacher well prepared handouts. They use ICT tools
to complete required lessons and are assessed on prescribed content. School business provides discrete time periods for each subject with some overall flexibility to combine things and time periods. Learner access to technology is through one or two classroom computers and computer labs. As yet, ICT has been taught as another subject area. To move to the next phase, the institution chooses to implement an ICT-based curriculum that improves ICT across various subject areas by using specific tools and software.
Infusing approach
The infusing procedure is linked with schools that now have a range of computer-based technologies in laboratories, classrooms, and administrative areas. Instructors explore new ways that ICT changes their personal productivity and professional practice. The curriculum commences to merge subject matter to indicate real-world applications. For instance, content is provided from multiple options, including community and global resources through the internet. Students' usage of technology enables these to choose assignments and ICT tools that stimulate learning and illustrate their knowledge across subject matter. School organization provides the flexibility to combine subjects and time periods. Learners have significantly more choices with regard to learning styles and pathways. They take more responsibility because of their own learning and examination. ICT is trained to picked students as a subject area at the professional level. To progress to the next phase, universities choose an ICT curriculum that allows a project-based, ICT-enhanced procedure. These schools commence to involve the city more in the training environment as source providers.
Transforming approach
The transforming procedure is associated with schools that have used ICT creatively to rethink and renew university firm. ICT becomes an integral though invisible part of the daily personal productivity and professional practice. The emphasis of the curriculum is now a lot more learner-centred and combines subject matter in real-world applications. For example, students may work with community leaders to solve local problems by being able to access,
analyzing, reporting, and presenting information with ICT tools. Learners' access to technology is extensive and unrestricted. They take even more responsibility for their own learning and evaluation. ICT is educated as a subject area at an applied level and is also incorporated into all vocational areas. The school has become a centre of learning for the city.
(http://unesdoc. unesco. org/images/0012/001295/129538e. pdf)
Issues in the Use of ICT in Education
Does ICT-enhanced learning actually work?
The educational success of ICTs is determined by how they are being used and for what
purpose. And like any other educational tool or function of educational delivery, ICTs do
not work for everybody, everywhere in the same way.
Enhancing access. It really is difficult to quantify the amount to which ICTs have helped expand usage of basic education since the majority of the interventions for this function have been small-scale and under-reported. One exception is the television-based project Telesecundaria (talked about in a previous section), which in 1997-98 was serving over 750, 000 junior supplementary students in 12, 000 centres in Mexico. In Asia and Africa, assessments of distance education jobs at the junior supplementary level using a combination of print, taped, and transmit technologies have been less conclusive, while at the principal level there is
little evidence that ICT-based models have thrived. In advanced schooling and adult training, there exists some evidence that educational opportunities are being opened to individuals and categories who are constrained from going to traditional universities. Each one of the 11 so-called mega-universities, the largest & most well-established open and distance corporations on the globe (such as the Open University of the United Kingdom, the Indira Gandhi Country wide Open University of India, the China Tv set College or university System, the Universitas Terbuka of Indonesia, and the University or college of South Africa, amongst others) comes with an annual enrollment greater than 100, 000, and collectively they serve about 2. 8 million. Compare that with the 14 million put together enrollment of the 3, 500 colleges and universities in the United States.
Raising quality. The impact of educational radio and tv broadcasts on the quality of basic education remains an under-researched area, but what little research there exists shows that these interventions are as effective as traditional classroom training. Of the numerous educational broadcast projects, the Interactive Radio Instructions project has been the most comprehensively examined. Studies provide strong proof the project's performance in raising the grade of education as exhibited by increased ratings on standardized assessments as well as advanced attendance. On the other hand, assessments of the use of computers, the Internet and related systems for distance education have been equivocal. Russell, in his comprehensive review of research, claims that there is "no significant difference" between your test results of learners taking ICT-based distance education courses and those receiving face-to-face education. However, others claim that such generalizations are inconclusive, pointing out that the large number of articles on ICT-based distance learning does not
include original experimental research or circumstance studies. Other critics argue that dropout rates are much higher when instruction is delivered far away via ICTs. There have also been many studies that seem to support the claim that the use of computers enhances and amplifies existing curricula, as measured through standardized evaluation. Specifically, research
shows that the utilization of pcs as tutors, for drill and practice, and then for instructional delivery, combined with traditional instruction, results in raises in learning in the traditional curriculum and basic skills areas, as well as higher test scores in some content in comparison to traditional instruction together. Students also find out more quickly, demonstrate higher retention, and are better encouraged to learn when they work with computers. But there are those who claim that these represent modest gains and, regardless, much of the research which these promises are based mostly are methodologically flawed. Research likewise suggests that the use of computers, the Internet, and related solutions, given adequate professor training and support, can indeed help the change of the learning environment into a learner-centered one. But these studies are criticized for being usually exploratory and descriptive in characteristics and without empirical rigor. There is really as yet no strong facts that this new learning environment fosters upgraded learning outcomes. Exactly what does are present are qualitative data
based on observations and examination of university student and teacher perceptions that suggest a positive
impact on learning. Perhaps one of the most critical problems in endeavoring to assess the effectiveness of computers and the Internet as transformational tools is that standardized checks cannot take the types of benefits that are anticipated to be gained in a learner-centered environment. Moreover, since technology use is totally integrated into the larger learning system, it is very difficult to isolate the technology changing and determine whether any observed gains are anticipated to technology use or even to some other factor or combo of factors.
Is there equity of usage of ICTs in education?
Given the wide disparities in usage of ICTs between abundant and poor countries and between different categories within countries, there are serious concerns that the use of ICTs in education will broaden existing divisions attracted along economic, cultural, ethnical, geographic, and gender lines. Essentially, one hopes for equal chance to participate. But access for different actors-both as users and producers-is weighted by their resources. Hence, original differences are often reproduced, strengthened, and even magnified. A formidable challenge, therefore, continues to face planners of international education: how to define the problem and provide assistance for development. The benefits of ICTs in education, when done without careful deliberation, can lead to the further marginalization of these who are already underserved and/or disadvantaged. For example, women have less access to ICTs and fewer opportunities for ICT-related training compared to men because of illiteracy and insufficient education, lack of time, insufficient mobility, and poverty. Males are more likely than women to have access to computers in university with home. Not surprisingly, boys have a tendency to enjoy dealing with computers more than girls. As the American Association of University or college Women
reports, "Young girls have narrowed some significant gender gaps, but technology is now the new 'guys' team' inside our nation's public colleges. While males programme and problem solve with computers, girls use personal computers for word processing" In an evaluation of its program in four African countries, Worldlinks, a business that stimulates project-based, international telecollaboration activities among secondary school educators and advocating for reducing the after-school obligations of girls to give them additional time to use the computer laboratory. Girls also have to have female role models to encourage them to participate in technology-related activities. Providing usage of ICTs is merely one facet of efforts to handle equity issues. Identical attention must be paid to ensuring that the technology is really being utilized by the mark learners and in ways that truly serve their needs. An ICT-supported educational programme that illustrates this wholistic methodology is the Enlace Quich: Bilingual Education in Guatemala Through Teacher Training program. The programme seeks to establish and keep maintaining bilingual education technology centres for educators, students, professors, parents, and community participants in Quich and neighboring areas. The specialized teams for every centre are composed of three students, two teachers, and the centre administrator, with at least one feminine college student and one female teacher. Another purpose of Enlance Quiche is the creation of multi-media bilingual educational materials that are anchored on the Mayan culture and that reflect
a constructivist method of learning. As the job website records, this "demonstrate[s] that the technology may be used to know, to save, to disclose and to value local knowledge. "The project thus illustrates a model for bridging the digital separate arising from the monopoly in Internet content provision by European and English-speaking groupings and from uneven capacities to make purposeful, relevant and critical use of digital resources (see section on terms and content below). Another exemplory case of a wholistic approach to ICT integration in education is a radio education job in Mongolia called the Gobi Women's Job. It looks for to provide literacy and numeracy training built around lessons of interest to around 15, 000 nomadic women, and also to create income opportunities to them. Among the program matters are livestock rearing techniques; family treatment (family planning, health, diet and hygiene); income generation using locally available raw materials; and basic
business skills for a new market market.
(http://www. apdip. net/publications/iespprimers/ICTinEducation. pdf )
The Uses of ICT in Education
Education policymakers and planners must to begin with be clear about what educational results (as talked about above) are being targeted. These broad goals should guide the decision of solutions to be utilized and their modalities of use. The potential of every technology varies matching to how it is used. Haddad and Draxler identify at least five levels of technology used in education: presentation, demo, drill and practice, interaction,
and cooperation. Each of the various ICTs-print, audio/video recording cassettes, radio and Television broadcasts, computers or the Internet-may be used for demonstration and demonstration, the most basic of the five levels. Except for video technology, drill and practice may also be performed using the complete range of technology. Alternatively, networked computer systems and the web will be the ICTs that allow interactive and collaborative learning best; their full probable as educational tools will stay unrealized if indeed they are used only for presentation or demo.
How have radio and TV broadcasting been found in education?
Radio and tv set have been used widely as educational tools because the 1920s and the 1950s, respectively.
There are three basic approaches to the utilization of radio and Television set broadcasting in education:21
1) direct course coaching, where broadcast encoding substitutes for instructors on a non permanent basis;
2) college broadcasting, where broadcast development provides complementary coaching and learning resources not often available; and
3) general educational coding over community, countrywide and international stations which provide general and casual educational opportunities.
What is telecollaboration?
Online learning including students logging directly into formal courses online is perhaps the mostly thought of application of the web in education. However, it is by no means the only application. Web-based cooperation tools, such as email, listservs, community forums, real-time talk, and Web-based conferencing, hook up learners to other learners, educators, educators, scholars and researchers, scientists and artists, industry leaders and politicians-in short, to any individual with access to the Internet who is able to enrich the training process.
The planned use of Web resources and collaboration tools for curriculum appropriate purposes is named telecollaboration. Judi Harris defines telecollaboration as "an educational endeavor which involves people in various locations using Internet tools and resources to interact. Much educational telecollaboration is curriculum-based, teacher-designed, and teacher-coordinated. Most use e-mail to help individuals communicate with one another. Many telecollaborative activities and tasks have Sites to aid them. "41 The best telecollaborative jobs are the ones that are fully integrated into the curriculum and not just extra-curricular activities, those in which technology use permits activities that could not need been possible without it, and the ones that empower students to become productive, collaborative, creative, integrative, and evaluative learners. There are a huge selection of telecollaborative projects being carried out worldwide and so many more that have either been completed or are in development.
(http://www. apdip. net/publications/iespprimers/ICTinEducation. pdf )
