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1. Introduction to ICT
Summer Trainings 2017

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Introduction to ICT in Education
P.Nirmala Raju, COE, May 2017, Madhurawada

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ICT in education
Information and Communication Technology (ICT) can contribute to universal access to education, equity
in education, the delivery of quality learning and teaching, teachers’ professional development and more
efficient education management, governance and administration .
Nirmala Raju

4. UNESCO EDUCATION SECTOR 4Nirmala Raju
Ram: hi!
Wabber: hey,hi….
Ram: Well, What’s this ICT? Is it spelt right?
Wabber: Sounds strange
Ram. Thought your country is already familiar with this. Anyways, ICT
stands for Information and Communication technology…

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to
ICT Introduction class
Nirmala Raju
P.Nirmalu Raju,COE,Vsp

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Wabber: It is a technology that supports activities include gathering,
processing, storing, presenting data. These involve communication.
Hence IT has become ICT.
Ram: Wabby, What’s the most useful
concept in this ICT?
Wabber: It depends on the local culture and the way it is being
managed
• Collection of tools and devices for publishing course delivery etc.
• Components in a comprehensive system of people, information and devices that
enable learning,problem solving and high order thinking.
ICT is more like a workspace….

7. Vision
The ICT Policy in School Education aims at preparing youth to participate creatively in
the establishment, sustenance and growth of a knowledge society leading to all round
socioeconomic development of the nation and global competitiveness.
Mission
To devise, catalyze, support and sustain ICT and ICT enabled activities and processes in
order to improve access, quality and efficiency in the school system

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Agenda
• What is ICT in education?
• Ecosystem of ICT in education
• Where it is all going?
• Final evolution chart(History!)
Nirmala Raju

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Technology
‘Technology’, as the computer
scientist Bran Ferren
memorably defined it, is ‘stuff
that doesn’t work yet.’
Nirmala Raju

10. What does it include?

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Mobile learning
Mobile learning involves the use of mobile
technology, either alone or in combination with
other information and communication
technology (ICT), to enable learning anytime and
anywhere. Learning can unfold in a variety
of ways: people can use mobile devices to access
educational resources, connect with others, or
create content, both inside and outside
classrooms. Mobile learning also encompasses
efforts to support broad educational goals such
as the effective administration of school systems
and improved communication between schools
and families.
Nirmala Raju

12. Where do we see the changes?
ICT for Students ICT for Teachers ICT in the school
- Digitized textbooks
- Use of social media in
the classroom
- Use of internet as a
tool for research
- Use of collaborative
software to work
together as a class
- Respecting the
freedom of information
that you have been
given
- Using that freedom for
strictly academic
enhancement
- Following your own
pace of learning
- FOSS – Free and Open
source software – Free
tools that you can use
to explain concepts in
an easier way
- Knowledge of basic
programs such as word,
excel and power point
- Ability to direct
children to correct
resources on the
internet
- Building a mindset of
independent research
and thought amongst
faculty
- HM’s to use IT to
schedule meetings
- All academic
information amongst
teachers to be
disseminated through
the use of collaborative
software
- School
announcements/Bulleti
ns to be digitized
- Communication to
parents via digital
mediums

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14. Comparison of AP and Karnataka
Andhra Pradesh Karnataka
- Data driven education and initiatives
- Technology enabled Systematic
Reforms in Assessment.
- Feedback loop within the State with
data driven decision making to alter
/introduce initiatives to improve
learning
- Heavily centered around training
Focusses on holistic development of
school, collegiate and professional
education - inter-linked with skill-
based education, research and
innovation, integrating analytical
and technical skills for research and
innovation.

15. Stages of ICT Literacy and
Competency
STAGE 1
• Basics of computers
• use a computer to achieve basic word and data
processing tasks;
• Connect to the internet, use e-mail and web surfing,
use search engines
STAGE 2
• Create and manage content using a
variety of software applications and
digital devices
• using web sites and search engines to
locate, retrieve and manage content,
tools and resources
STAGE 3
• Graphical and audio-visual
communication
• Undertake research and carry out
projects using web resources
• Use ICT for documentation and
presentation

16. ICT ENABLED TEACHING – LEARNING
PROCESSES
• A great pedagogical and educational -
psychological craftsmanship
• The teaching should identify the learning
styles by and large of the class. The pedagogy
applied should be relevant to the class in
entirety.
• A large knowledge of (the application
possibilities of) modern educational tools.
• Skilled at cutting knowledge down to size

17. Adapting to Change

18. Free and Open Source Software
• Fully free and open to all
• Easy to use – very little instruction required
• Can be used as
1) Reference
2) Research
3) Reflection

19. Digital resources
work alongside all other
classroom materials
Increased
Collaboration and
development
Of 21st Century
skills
Revision and practice
including mobile apps outside the classroom
Front-of-class teaching
is enhanced by interactive assets
Time-saving
assessment
tools
enable the teacher
to adapt their lessons
to ensure successful
outcomes
Core
curriculum
content delivered
via eBooks on a
variety of devices
Individual diagnostic
assessments
identify personalised learning needs

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Digital learning ecosystem
Has many parts, stakeholders, principles. What ISTE calls “essential conditions” to
effectively leverage technology for learning.
Nirmala Raju

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Digital learning is a journey
Uneven landscape at the school/college and district level: technology,
infrastructure, ICT literacy, buy-in, etc. Not all are at the same point of digital
readiness.
Therefore we need to create multiple entry points into digital learning.
Not all institutions will adopt and grow at the same pace. Therefor offer a suite of
solutions.
A roadmap approach is appropriate, that allows for institutions to begin the digital
journey at a level of innovation that they can absorb, but with a clear roadmap of
where they need to get to. We need to cater to everyone, but provide clear
direction and support.
Long-term view is necessary.
Nirmala Raju

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Shared vision
Where is the institution/district going? How will it get there?
Shared vision for digital learning among all education stakeholders, including
teachers and support staff, school administrators, teacher educators, learners,
parents and the community. And curriculum advisors, departmental officials,
Depts of Education.
All stakeholders should be able to give input, and be kept informed.
This is about change management. About buy-in.
Nirmala Raju

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Implementation planning
Guides the manifestation of the shared vision.
Covers every aspect of the move to digital learning, e.g. infrastructure to
professional development, monitoring, content.
A detailed roadmap: short term and long term goals.
Must be agile and adaptable.
Nirmala Raju

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Content and learning products and services
Digital content
• Full range of ebooks: flat ePDFs to interactive ePubs
• OERs
• Digital assets (online and/or offline)
Online assessment
Learning and revision apps
Learner Management Systems
MOOCs
Because many schools don’t allow learners to take tablets home, a blended
approach -- print textbooks AND ebooks -- is needed.
Nirmala Raju

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Equitable access
Connectivity: can it be provided? At what quality? Is a local offline solution
adequate (for now)?
Devices: Do all learners have equal access to devices? And what devices to buy?
Not just about access, but about being empowered to use the technology to its
fullest capacity.
Nirmala Raju

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Teacher training and ongoing professional
development
ISTE: “All the technology in the world won’t make a difference if educators don’t
know how to leverage it for deeper learning.”
Solid teacher training, ranging from basic ICT literacy to teaching with technology.
If we don’t change the pedagogy, we are “pouring new wine into old skins”.
Continuous professional development. “Focusing on both learning to use
technology and using technology to learn”
Range of modalities: face to face, online, blended, linking teachers into virtual
peer-to-peer support networks (use the technology!)
Need incentives to encourage participation.
Nirmala Raju

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Teacher training and ongoing professional
development
Nirmala Raju

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Support
Technical support, provided just-in-time so that the teaching and learning process
is not disrupted.
Support needs to be on-site, ongoing and phased, e.g. first 3 months very
intensive and mainly about access, then focus moves to ICT integration into
teaching, etc.
For sustainability, skills and support must be embedded into the organisation, e.g.
through a Schools eLearning Management Programme.
Variety of roles: facilitators, technology specialists, e-Champions.
Everyone must know whom to turn to for assistance.
Nirmala Raju

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Security
Personal/physical
Infrastructural (at the school)
Community buy-in very important
Nirmala Raju

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Funding: Adequate and ongoing
About more than buying the ebooks and tablets.
Includes: devices, connectivity costs, ongoing technology maintenance and
support, hardware and software updates, professional development, etc.
Strategic budgeting mitigates against buying the “latest and greatest” and should
prompt leaders to select the most cost-effective tool for achieving the program’s
goals.
Nirmala Raju

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Monitoring of effectiveness
It is essential to measure the effectives of the programme and, after the massive
financial and human investment, the return.
Are there better learner outcomes? Is there more efficient assessment that
informs teaching practices? Is there more effective administration? Has the move
to digital been worth it? Etc.
Nirmala Raju

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Criteria area Rating Rationale summary
• Action plan
• Governance
• Monitoring and reporting
• Pearson capacity and culture
• Customer capacity and culture
• Stakeholder relationships
Outcomes
• Intended outcomes
• Overall design
• Value for money
• Comprehensiveness of evidence
• Quality of evidence
• Application of evidence
Evidence
Planning and implementation
Capacity to deliver
Efficacy
Key
Green: Requires small number of minor actions.
Amber/green: Requires some actions (some urgent and some-non urgent).
Amber/red: Requires large number of urgent actions.
Red: Highly problematic requiring substantial number of urgent actions.
Efficacy Framework: Likelihood of impact
Nirmala Raju

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UNESCO’s work in ICT in Education
• Policy
• Teacher Education
• Mobile Learning
• Open Educational Resources
• Lifelong Learning
• E-Learning
• Education Management
Information System
• ICT in Education Prize
Nirmala Raju

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Where is it going? Something like this …?
Nirmala Raju

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Connecting formal and informal learning
settings – including the Internet of Things
Nirmala Raju

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Virtual mentors and chatbots
Nirmala Raju

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ICT in education at scale
better management
real-time data for policy
development
privacy, security
Nirmala Raju

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1989 2015
“Since the introduction of e-
Learning at my school learner
participation in class has
increased. As at teacher I find it
easier to explain concepts using
the models, activities and
videos…”
------------Smart Teacher
Nirmala Raju

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If we teach today
as we taught yesterday
we rob our children’s tomorrow

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Thank you
Nirmala Raju
Resource links:
• http://125.20.160.197:8080/
• http://www.unesco.org/new/en/unesco/themes/icts/