This describes the Importance of technology in education

1. IMPORTANCE OF TECHNOLOGY IN
EDUCATION
B Y M N YAT H I

2. What makes technology
important in our education
• Children can learn at their own pace.
• With technology, there are no limitations.
• Easy access to assessments with online assessments
• Endless resources
• It keeps students engaged

3. TECHNOLOGY
USE IN
EDUCATION
What is the difference between:
• Digitised education
• Digitalised education

4. Digitized
Education
• Digitization is the process of converting
information or content from a physical
format (also called an analogue format)
into a digital format. The teacher who
used to write worksheets by hand,
photocopy them and distribute the
copies to learners, now uses a word
processor to type the worksheet, and
then distributes the word processing file
to learners. She merely digitized the
information.

5. Digitalized
Education
• Digitalization of education is not only
about converting materials to a digital
format, but also capitalizing on the
strengths or benefits of digital tools to
improve education.

6. WHY SHOULD
TECHNOLOGY BE USED
FOR TEACHING AND
LEARNING [BENEFITS]
• Digital Learning makes learners smarter.
• • Digital Learning improves learners' self-motivation
and makes them more
• accountable.
• • Digital Learning Tools allows for deeper
Involvement of teachers and parents.
• • Digital Learning Tools and Technology facilitate
cooperative and collaborative
• learning.
• • Being digitally capable increases learners'
employability.

7. 21ST CENTURY SKILLS DERIVE
THROUGH THE INTEGRATION OF
TECHNOLOGY IN THE CLASSROOM
THE INTEGRATION OF TECHNOLOGY IN TEACHING AND LEARNING ENABLE LEARNERS TO
ACQUIRE 21ST CENTURY SKILLS SUCH AS:
• COLLABORATION
• COMMUNICATION
• CRITICAL THINKING
• CREATIVITY

8. Affordances of
technology use
in education
• The word “affordance” refers to the proposed
use a person can derive from the tool.

9. AFFORDANCES OF DIGITAL TOOLS
[ICT] FOR T & L
• Affordance 1: Ubiquitous Learning
• Affordance 2: Active Knowledge-making
• Affordance 3: Multimodal Meaning
• Affordance 4: Recursive Feedback
• Affordance 5: Collaborative Intelligence
• Affordance 6: Metacognition
• Affordance 7: Differentiated Learning

10. Ubiquitous
learning
Ubiquitous learning can be defined as an everyday
learning environment that is supported by mobile and
embedded computers and wireless networks in our
everyday life (Ogata et al. 2009).
Ubiquitous Learning:
• Takes place any time
• Takes place at the right time
• That uses digital mobile devices
• Can learn about anything from anywhere

11. Active
Knowledge-
making
Providing learners the opportunity to build their
understanding of the topic being taught rather than
just telling them what it is and is underpinned by
emphases on innovation, creativity and problem
solving.
Active Knowledge-making:
• Build understanding of topic
• Strengthen skills
• Provide evidence
• Engage in research
• Hypothesis testing

12. Multimodal
Meaning
Providing learners the opportunity to be
able to use digital media to juxtapose
and link text, diagram, table, dataset,
video documentation, audio recording
and other media.
Multimodal Meaning:
• Teach according to learner strengths
• Various media formats

13. Recursive
Feedback
New assessment systems that includes continuous
machine-mediated human assessment from
multiple perspectives (peers, self, teacher, parents,
invited experts etc.), and machine feedback
(selected and supply response assessments,
natural language processing).
Recursive Feedback:
• Real-time feedback
• Formative assessment
• Improve learning

14. Collaborativ
e
Intelligence
Offers structured feedback to peers, knowledge
resources are diverse and open, and the
contributions of peers and sources to knowledge
formation are documented and transparent. It
focuses on learning as social activity rather
than learning as individual memory.
Collaborative Intelligence:
• Knowledge construction
• Resilient product
• Diverse engagement

15. Metacognitio
n
When placing learners as self- and peer-
assessors and thus get them to give and
receive feedback, and in so doing put them in a
position of having to think metacognitively
about the nature of the task, and the cognitive
processes of the discipline.
Metacognition:
• Critical thinking
• Develop process of evaluation
• Reflection and development

16. Differentiate
d Learning
A framework or philosophy for effective teaching
that involves providing all students within a diverse
classroom of learners a range of different avenues
for understanding new information and developing
teaching materials and assessment measures so
that all students regardless of differences in their
ability benefit
Differentiated Learning:
• Group work
• Accommodation
• Confidence and respect