2. What is ICT?
ICT is an acronym that stands for Information
Communications Technology.
The phrase, ICT was coined by Stevenson in his
1997 report to the UK government and promoted
by the new National Curriculum documents for
the UK in 2000.
3. I.C.T.
ICT covers all the technologies used for the handling
and communication of information and their use.
ICT covers any product that will store, retrieve,
manipulate, transmit or receive information electronically
in a digital form. For example, personal computers,
digital television, email, robots.
ICT is concerned with the storage, retrieval,
manipulation, transmission or receipt of digital data.
Importantly, it is also concerned with the way these
different uses can work with each other.
4. ICT’s include
Audio Visual
Computers E-Mail The Internet
Systems
Instructional
Print Media Voice Mail Cable Television
Software
Microcomputer-
Virtual Learning Educational Conventional And
Based
Centres Television Interactive Radio
Laboratories
Broadcast Local And Wide
Compact Discs Satellite Receiving And Area Networks
And Videodiscs Communication Telecommunicati (Wired And
on Systems Wireless)
5. National I.C.T. Policy of Trinidad
and Tobago
Trinidad and Tobago's National ICT Vision is
"Trinidad and Tobago is in a prominent position
in the global information society through real and
lasting improvements in social, economic and
cultural development caused by deployment and
usage of information and communication
technology.“
6. National I.C.T. Policy of Trinidad
and Tobago
The objective of the country's national
connectivity agenda is to:
Provide all citizens with affordable Internet access;
Focus on the development of children, and adult
skills to ensure a sustainable solution and a vibrant
future;
Promote citizen trust, access, and interaction through
good governance; and
Maximize the potential within all citizens, and
accelerate innovation, to develop a knowledge-based
society.
7. Ministry of Education’s Policy for
ICT in Education
“ICT in education would enhance human capacity,
dynamize the teaching/learning environment, and
in addition to providing equity and access, would
create an environment that encourages creativity,
critical thinking, and decision-making thus
developing an individual capable of finding his
place in a technologically driven skills-based
economy.”
8. Policy’s Objectives
Objectives include
Achieve continuous alignment with the Ministry’s general goals for
education and the National ICT policy;
Ensure all stakeholders possess the critical requisite skills and
competencies to use ICT in the education;
Ensure the establishment of an efficient ICT environment that
provides for collaboration, the sharing of education resources and
stakeholder participation and allows for open access to national
and international networks;
Encourage innovative models of ICT use such as:
- teacher education;
- teaching;
- learning; and
- curriculum materials development
Achieve administrative and management excellence in education
through the establishment of ICT as the major business
operations platform of the Ministry;
9. What are the Benefits of Incorporating ICT
in Teaching?
• Pupils are more in control of their learning, permitting independent
progress and development.
• If used effectively, ICTs can be an incredible tool for every single subject
of the curriculum
• Pupils are keen on ICTs and entering a lesson with such a positive
attitude, the learning potential is already increased
10. It is used to support existing teaching and learning practices with new
tools.
The introduction and use of ICTs in education can help promote and
enable educational reform.
It is a useful tool to both motivate learning and promote greater efficiencies
in educational systems and practices.
It can empower teachers and learners.
It can promote change and foster the development of the 21st century
skills.
11. • Both teachers and students feel ICT use greatly contributes to students
motivation for learning.
12. What Can Teachers Do To Get The Most Out of
ICT in The Classroom
Be trained in technological literacy and have confidence in using
technology.
Have pedagogical aims.
Carefully plan lessons to cater to the needs of learners
Improve the quality of subject teaching and learning
Tailor the lessons to suit students specific needs and interest – one
size does not fit all
13. Make ICT lessons interesting and enjoyable thus motivating
students to learn, this in turn raises the educational standards.
Integrate ICT literacy into other subject learning areas across the
curriculum.
14. What are the Challenges of Incorporating
ICT in Teaching?
15. Challenges
Teacher attitude towards ICT
The problem of System managers
Limited Teaching Aids
ICT is a time consuming element
Using ICT in teaching is expensive
Losing control of learning
Inadequate building capacity
Fast growth of technology
16. How does ICT Factor in to Education?
access to variety of learning resources
immediacy to information
anytime learning
anywhere learning
collaborative learning
multimedia approach to education
authentic and up to date information
access to online libraries
17. Teacher’s Role
Changes in Teachers Role
Shift from: To:
Knowledge transmitter; Learning facilitator,
collaborator, coach
Primary source of Knowledge navigator
information and co learner
Teacher controlling and Teacher giving students
directing all aspects of more options and
learning responsibilities for their
own learning
18. Student’s Role
Change in Student’s Role
Shift from: To:
Passive recipient of Active participant in the
information learning process
Reproducing knowledge Producing knowledge
Learning as a solitary Learning Collaboratively
activity with others
19. How Practical is it to Incorporate ICT in
Education?
Digital Divide
ICT curriculum based on constructivism
Financial Cost
Vision 2020
20. CONCLUSION
ICT, Information and Communications Technology, has become the
buzz word of the 21st Century.
Information and Communications Technology is now the driver of
knowledge societies.
Governments worldwide have recognized the need to advantage
their citizenry by investing heavily in the development of knowledge
based societies, recognizing the decided advantage that the
integration and use of ICT provides in the social and economic
development of their populations.
IT infrastructure that would facilitate decision-making and strategic
management processes. Trinidad and Tobago is no exception.
21. The Ministry of Education recognizes that the use of Information and
Communications Technology is critical to the transformation of the
society to ultimately meet the universal requirements of an ever
changing global environment. It considers ICT as a means not an
end in itself.
This ICT in education policy therefore is underpinned by the
Ministry’s vision “to be the premier institution leading and
transforming education through Information and Communications
Technology” and is intended to provide the framework for the
integration of ICT throughout the Ministry of Education.
This policy is one step in charting our path towards developed
nation status by 2020
22. References
Cadwallad, B. (2006, November 30). Effective ICT across the curriculum. Suitable
activities-What can be done? Retrieved October 27,2011 from
http://www.effectiveict.co.uk/ictac/
Trucano, M. (2005). ICT Components in World Bank Education Projects. Washington
DC: infoDev/ WorldBank.
Roblyer, M.D.,Doering A.H. Integrating Educational Technology into Teaching. (Fifth
Edition)
Anderson, J. (2010). ICT Transforming Education – A Regional Guide. UNESCO,
Bangkok. Retrieved on October 27th from
http://unesdoc.unesco.org/images/0018/001892/189216e.pdf
Ministry of Education of Trinidad and Tobago. Policy for Information and
Communication Technology- Pol. No. 01. Issue Date: 30/09/05
Editor's Notes
For the purpose of this presentation ICT covers all the technologies used for the handling and communication of information and their use specifically in education.
Ministry of Education of Trinidad and Tobago - Policy for Information and Communication Technology – Pol. No. 01 Issue Date: 30/09/05
Audio visual system is any equipment which allows for audio and visual presentations: eg. Television , DVD player Laptop E- mail is short for electronic mail. It allows for the transfer of information from one computer to another, provided that they are all hooked up via some sort of network. Conventional and Interactive radio: these are radio programs in which interactivity is characterized by a conversation between the radio teacher and the students. This conversation includes a simulated dialogue between the radio teacher and students in which the students respond in chorus, to questions posed by the teacher. Two examples of this are the Schools Broadcasting Unit and the IBG Phonic Programme. The Internet is the world wide network of computers. There I only one internet, and thus it is typically capitalized. Voice mail is a computerized telephone answering system that digitizes incoming voice messages and stores on a disk or flash memory.
Trinidad and Tobago's National ICT Strategy - 2003 Ministry of Public Administration & Information
The Ministry of Education of Trinidad and Tobago advocates that basic education should evolve in an ICT framework designed to enhance, broaden, strengthen and transform learning to develop the learner to be fully prepared to participate fully in the global economy of the 21 st century. The Government of Trinidad and Tobago together with its stake holders focused on increasing ICT accessibility to the nations students with the firm understanding that education is the fundamental factor to national development. Trinidad and Tobago's National ICT Strategy - 2003 Ministry of Public Administration & Information
Ministry of Education of Trinidad and Tobago - Policy for Information and Communication Technology – Pol. No. 01 Issue Date: 30/09/05
This policy applies to 1. All students of Form One entering secondary school in September of every academic year, as a result of SEA placement. 2. Those who use and support this initiative such as parents, teachers, principals, school administrators and officials of the Ministry of Education. 3. Training and professional development of MOE personnel. 4. The use of hardware and software ; operation, repair and maintenance, upgrades and replacement thereof.
By doing ICT in education, pupils become exicited about their learning and as a result, fosters independent progress and development, simply because pupils keep wanting to learn more of ICT. They find out and learn extra stuff, or they may learn it through trial and error. This exicitment over ICTs is a positive one and so extra effort to retain its knowledge is exercised. The different programs of ICTs can be used across the curriculum. For example, spreadsheets can be used in Mathematics, Geography and Science. Word Processor in English. Database in Humanities and Science. Presentational software such as power point in displaying research ideas or conclusions. Desktop Publishing applications allows students to develop, draft and display their work.
ICT is not taught in a vacuum, or by itself. It incorporates different subject matters across the cirriculum It is a new tool that is being used to support and enhance existing teaching and learning practices. Education Policy Holders can now include ICTs in their education policy documents. Education is no longer dull and boring but is exiciting because of the introduction of ICT. The different programs that are available in ICT, motivates learning because much can be done with it. It makes teaching for the teachers and learning for the learners easy. The different programs in ICT makes the education system a lot more efficient and stored information can be retrieved by the click of a mouse. The 21 st century is the technological age, and ICT helps make the transition into the 21 st century for it develops the technological skills. Developing skills that bare necessary for the 21 st century workplace. ---technological literacy ---information literacy ---communications skills ---problem solving skills ---interactive --- the ability to handle dynamic situations ---the ability to work collaboratively with others
In order to teach ICT effectively, the teacher/s must be trained in it and use the technology with confidence, They must plan their lessons to cater for multiple intelligences and administer the correct instructive strategies in teaching the lesson/s. The internet is now available. Teachers can now use the internet to improve the quality of subject teaching and learning. They must plan lessons for multiple intelligences.
Interesting lesson motivates students and as a result educational standards are raised. ICT literacy can be used across the curriculum. For example. Microsoft word can be used in English, Spreadsheets in mathematics, geography and science. Powerpoint in presenting research paper. Database in humanities and science etc
In the era of technology. IT aids plenty of resources to enhance the teaching skills and learning ability. With the help of IT now it is easy to provide audio visual education. The learning resources are being widen. IT has provided immediacy to education. Now in the year of computers and web networks the pace of imparting knowledge is very fast and one can be educated anywhere at any time. Students are starting to appreciate the capability to undertake education anywhere, anytime and place. This flexibility has heightened the availability of just-in-time learning and provided learning opportunities for many more learners who previously were constrained by other commitments Now IT has made it easy to study as well as teach in groups or in clusters. With online we can be unite together to do the desired task. Efficient postal systems, the telephone (fixed and mobile), and various recording and playback systems based on computer technology all have a part to play in educational broadcasting in the new millennium Audio-Visual Education, planning, preparation, and use of devices and materials that involve sight, sound, or both, for educational purposes. Among the devices used are still and motion pictures, filmstrips, television, transparencies, audiotapes, records, teaching machines, computers, and videodiscs. Internets support thousands of different kinds of operational and experimental services one of which is online library. As part of the IT curriculum, learners are encouraged to regard computers as tools to be used in all aspects of their studies. In particular, they need to make use of the new multimedia technologies to communicate ideas, describe projects, and order information in their work
The changing role of teachers is aptly summed up in the quip that teachers have moved from being “sages on the stage” to becoming “guides on the side”. The teacher is no longer the all-knowing authority. The new role can perhaps be likened to that of a team coach.
Students in classrooms where ICT are regularly found are likely to participate in virtual excursions and be active researchers, searching the web for information to complete individual or group projects, communicating via email, blogs and social networking with students and teachers in other schools, and reaching conclusions on the basis of evidence gathered.
The term digital divide refers to the gap between the “haves” and the “have nots” in society: between those who have access to ICT and those whose access is limited or non-existent. Constructivism approach According to the social constructivist approach, instructors have to adapt to the role of facilitators and not teachers (Bauersfeld, 1995). Whereas a teacher gives a didactic lecture that covers the subject matter, a facilitator helps the learner to get to his or her own understanding of the content. With constructivism, the learner plays an active role in the learning process. I believe majority of school are based on the behaviorist approach, use of conditioning.
