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.
Group 4: ICTBy: Deva Dass-Jagdeo; Shinelle James; Seeta Ali
What is ICT?ICT is an acronym that stands for InformationCommunications Technology.The phrase, ICT was coined by Stevenson in his1997 report to the UK government and promotedby the new National Curriculum documents forthe UK in 2000.
I.C.T.ICT covers all the technologies used for the handlingand communication of information and their use.ICT covers any product that will store, retrieve,manipulate, transmit or receive information electronicallyin 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 thesedifferent uses can work with each other.
ICT’s include Audio VisualComputers 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)
National I.C.T. Policy of Trinidad and TobagoTrinidad and Tobagos National ICT Vision is"Trinidad and Tobago is in a prominent positionin the global information society through real andlasting improvements in social, economic andcultural development caused by deployment andusage of information and communicationtechnology.“
National I.C.T. Policy of Trinidad and TobagoThe objective of the countrys nationalconnectivity 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.
Ministry of Education’s Policy for ICT in Education“ICT in education would enhance human capacity,dynamize the teaching/learning environment, andin addition to providing equity and access, wouldcreate an environment that encourages creativity,critical thinking, and decision-making thusdeveloping an individual capable of finding hisplace in a technologically driven skills-basedeconomy.”
Policy’s ObjectivesObjectives 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;
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
It is used to support existing teaching and learning practices with newtools.The introduction and use of ICTs in education can help promote andenable educational reform.It is a useful tool to both motivate learning and promote greater efficienciesin educational systems and practices.It can empower teachers and learners.It can promote change and foster the development of the 21st centuryskills.
• Both teachers and students feel ICT use greatly contributes to students motivation for learning.
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
Make ICT lessons interesting and enjoyable thus motivatingstudents to learn, this in turn raises the educational standards.Integrate ICT literacy into other subject learning areas across thecurriculum.
What are the Challenges of Incorporating ICT in Teaching?
ChallengesTeacher attitude towards ICTThe problem of System managersLimited Teaching AidsICT is a time consuming elementUsing ICT in teaching is expensiveLosing control of learningInadequate building capacityFast growth of technology
How does ICT Factor in to Education?access to variety of learning resourcesimmediacy to informationanytime learninganywhere learningcollaborative learningmultimedia approach to educationauthentic and up to date informationaccess to online libraries
Teacher’s Role Changes in Teachers Role Shift from: To:Knowledge transmitter; Learning facilitator, collaborator, coachPrimary source of Knowledge navigatorinformation and co learnerTeacher controlling and Teacher giving studentsdirecting all aspects of more options andlearning responsibilities for their own learning
Student’s Role Change in Student’s Role Shift from: To:Passive recipient of Active participant in theinformation learning processReproducing knowledge Producing knowledgeLearning as a solitary Learning Collaborativelyactivity with others
How Practical is it to Incorporate ICT in Education?Digital DivideICT curriculum based on constructivismFinancial CostVision 2020
CONCLUSIONICT, Information and Communications Technology, has become thebuzz word of the 21st Century.Information and Communications Technology is now the driver ofknowledge societies.Governments worldwide have recognized the need to advantagetheir citizenry by investing heavily in the development of knowledgebased societies, recognizing the decided advantage that theintegration and use of ICT provides in the social and economicdevelopment of their populations.IT infrastructure that would facilitate decision-making and strategicmanagement processes. Trinidad and Tobago is no exception.
The Ministry of Education recognizes that the use of Information andCommunications Technology is critical to the transformation of thesociety to ultimately meet the universal requirements of an everchanging global environment. It considers ICT as a means not anend in itself.This ICT in education policy therefore is underpinned by theMinistry’s vision “to be the premier institution leading andtransforming education through Information and CommunicationsTechnology” and is intended to provide the framework for theintegration of ICT throughout the Ministry of Education.This policy is one step in charting our path towards developednation status by 2020
ReferencesCadwallad, B. (2006, November 30). Effective ICT across the curriculum. Suitableactivities-What can be done? Retrieved October 27,2011 fromhttp://www.effectiveict.co.uk/ictac/Trucano, M. (2005). ICT Components in World Bank Education Projects. WashingtonDC: infoDev/ WorldBank.Roblyer, M.D.,Doering A.H. Integrating Educational Technology into Teaching. (FifthEdition)Anderson, J. (2010). ICT Transforming Education – A Regional Guide. UNESCO,Bangkok. Retrieved on October 27th fromhttp://unesdoc.unesco.org/images/0018/001892/189216e.pdfMinistry of Education of Trinidad and Tobago. Policy for Information andCommunication Technology- Pol. No. 01. Issue Date: 30/09/05