Kentaro Toyama There are no technology shortcuts to good education. For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations. Information technology, if used at all, should be targeted for certain, specific uses or limited to well-funded schools whose fundamentals are not in question.
Its aim was to build an Internet site that would give information about school life. It's an open web space where teachers, parents and students can express and share their ideals and activities.
This project is still in progress and is being developed in three interconnected phases: The most important issue to relate is that the technical or instrumental learning is dependent on the ideas and purposes of teachers, students and parents. We believe that when we talk about ICT in schools and also in teacher education we shouldn't only be concerned with the 'means', that is to say, how to introduce computers or how to use a word processor and Internet resources, but also with the 'ends'.
Only when we question the ends do we begin to pay attention to what we do, that is, to construct a story that is worth telling " We are world's makers and world's weavers" Postman, Introduction Not very long ago, about fifteen years or so ago, just talking about the use of computers and information and communication technology ICT in education would make many teachers feel uncomfortable.
Many feared these machines would replace them, and others believed they would mechanise human thought and relationships. Today, the situation is somewhat different and, some teachers are more enthusiastic than others.
The current problem isn't the introduction of ICT in schools but how and for what purpose. We all know that a great number of teacher training schools, and also some primary and secondary schools, still don't use information and communication technology.
There is no need to mention some causes because we all can think of some. The main problem is not to find answers to the 'hows' but to find reasons to justify the use of ICT. Reasons that provide a good purpose for our efforts to learn as well as to use them in our daily personal and professional lives.
As we all have surely noticed, new technology, as any other technology, bring new problems while little contributing to solving the old problems. As they have appeared in answer to new economical and social needs, they demand new infrastructures, along with new ways of thinking and organising school as well as learning and training.
Research has shown that ICT as an adds-on to existing practices is not an effective strategy De Corte,; Jonassen, ; Mendelsohn,a; Papert,; amongst others. New technology must be placed in stimulating learning environments. There is also the need for experts, and this lead to new possibilities of representing, dealing and communicating different kinds of information.
However, a truly technological education also requires the analysis of the social contexts they spring from, what the problems were that they were answering, what problems they produced and the effects on social and economical life, and in what way they influenced psychology and human relationships.
This is why ICT represents a new challenge to schools and the teachers. We intend to analyse some of these aspects, but first we are going to mention ICT's role in schools and in teacher training, namely Internet as a structure to complement classroom teaching and projects development.
We will then describe a teacher in-training experience.
Finally we will mention the problem of technology in schools, with relation to the impact of some ideas in youth education. To be precise, we have the same understanding of technological education as Joseph Weizenbaum, Marshall McLuhan, Neil Postman, Sherry Turkle and even Seymour Papert, and avoid confusing the use of technology with the concept of technological education.
It is a branch of humanities" Postman, The growing use of technical tools, namely computers, is felt to be a threat to their knowledge, discipline and procedure control.The paper argues that the central role of ICT is to provide additional strategies that can be used to address major educational challenges being faced by teachers and students of History in .
States the role of information and communications technology (ICTs) in education is not homogeneous, only some are designed to support learning.
Considers the role of ICT in two models of a British science curriculum: (1) based on empirical science; and (2) based on a model of scientific reasoning. The Role of ICT in Education!.
By RTM TECHNOLOGIES PVT LTD. ICT in Schools. Introduction It is generally agreed that ICT is a crucial resource in education. ICT has become part of everyday life and all sectors from banking to tourism now depend heavily on ICT for carrying out their transactions.
The National curriculum framework (NCF ) has highlighted the importance of ICT in school education. The Role of ICT in Higher Education for the 21st Century: ICT as A Change Agent for Education 1Kusum Sharma* ABSTRACT Information And Communication Technologies (ICT) has become common place entities in all aspects of life.
Role of ICT in Higher Education: 1. To increase variety of educational services & medium. 2.
To promote equal opportunities to obtain education & information. 3. To develop a system of collecting & disseminating educational information.
4. To promote technology literacy. ROLE OF INFORMATION COMMUNICATION TECHNOLOGIES IN EDUCATION.