Challanges in integrating ict in school education
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The document outlines several key challenges facing education systems in implementing information and communication technologies (ICT), including challenges at the policy, planning, and infrastructural levels. Additional challenges include issues related to content and language, capacity building, financing, changing teacher roles, and attitudes towards ICT.
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Types of computer
The document classifies computers into three main categories:
1. Based on operating principles - analog computers represent data as continuous signals while digital computers store and process data digitally.
2. Based on applications - general purpose computers can work in all environments while special purpose computers can only perform specific tasks.
3. Based on size and capability - microcomputers are designed for individual use, mini computers can handle more data/input/output than microcomputers, and mainframe/super computers are very large and fast for complex operations.
Present computer
I'm a programmable machine that receives input, stores and manipulates data, and provides output. I work by receiving input from users, processing the data in my CPU using stored programs and data in memory, and providing output information to users. My unique characteristics include speed, accuracy, storage capacity, versatility, and diligence. My limitations are that I have no intelligence, cannot make decisions or correct wrong instructions, and cannot generate information on my own. I consist of hardware like keyboards, screens, disks and processing units, and software programs that enable my use, like operating systems and applications. Input devices feed data into my memory and include mice, keyboards and scanners, while output devices provide information to users via monitors,
Origin and development of ict
The development of ICT can be described in four phases:
1) The audio-visual phase emerged before 1920 through the use of paintings, charts, educational films and other tools.
2) The cybernetic phase from 1920-1950 saw the emergence of feedback concepts to direct and control classrooms.
3) The psychological and sociological phase of the 1940s-1960s focused on learning theories from those disciplines.
4) After 1980, the computer and telecommunication phase established ICT as the blending of hardware and software technologies to make teaching and learning more effective.
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The document discusses challenges in integrating ICT in teaching and learning in Malaysian schools. It identifies issues like lack of access to technology for rural students, the need for continuous teacher training, and high costs of maintenance. Potential solutions proposed include providing technology access in rural areas, online teacher development programs, encouraging students' interest in ICT, and ensuring adequate infrastructure and technical support in schools.
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The document classifies computers into three main categories:
1. Based on operating principles - analog computers represent data as continuous signals while digital computers store and process data digitally.
2. Based on applications - general purpose computers can work in all environments while special purpose computers can only perform specific tasks.
3. Based on size and capability - microcomputers are designed for individual use, mini computers can handle more data/input/output than microcomputers, and mainframe/super computers are very large and fast for complex operations.
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I'm a programmable machine that receives input, stores and manipulates data, and provides output. I work by receiving input from users, processing the data in my CPU using stored programs and data in memory, and providing output information to users. My unique characteristics include speed, accuracy, storage capacity, versatility, and diligence. My limitations are that I have no intelligence, cannot make decisions or correct wrong instructions, and cannot generate information on my own. I consist of hardware like keyboards, screens, disks and processing units, and software programs that enable my use, like operating systems and applications. Input devices feed data into my memory and include mice, keyboards and scanners, while output devices provide information to users via monitors,
Origin and development of ict
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1) The audio-visual phase emerged before 1920 through the use of paintings, charts, educational films and other tools.
2) The cybernetic phase from 1920-1950 saw the emergence of feedback concepts to direct and control classrooms.
3) The psychological and sociological phase of the 1940s-1960s focused on learning theories from those disciplines.
4) After 1980, the computer and telecommunication phase established ICT as the blending of hardware and software technologies to make teaching and learning more effective.
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Computer software 2
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Interview
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The document discusses the concept, meaning and importance of Information and Communication Technology (ICT). It defines ICT as the technology used to transmit and process information effectively between parties. ICT incorporates telecommunications, computers, software, storage and audiovisual systems. The document outlines how ICT is important in education by making the teaching-learning process simpler, more interactive and delivering content at lower costs. ICT allows for individualized learning and wide reach of education regardless of distance or climate.
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This document provides an introduction to networking, including definitions, types, and components. It defines a network as consisting of two or more connected entities that can share resources and communicate. Networks are used to share information and hardware/software, enhance communication, and enable centralized administration. There are several ways to classify networks, including by transmission media (wired vs wireless), size (LAN, MAN, WAN), management structure (peer-to-peer, client-server), and topology (bus, star, ring). The document discusses these classifications in detail and provides examples of each type of network.
Instructional goals and objectives
The document discusses writing instructional goals and objectives for courses. It states that goals and objectives should be listed in the syllabus to clearly communicate expectations to students. Goals are broad statements about what will be learned while objectives are more specific statements of observable student behaviors. Well-written goals and objectives inform students of what and how they will be assessed. The document provides examples of goals and objectives written for cognitive, affective, and psychomotor domains and tips for writing instructional objectives that specify the audience, behavior, condition, and degree.
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Humanware refers to the individual using computer hardware and software. The design of humanware considers the needs and limitations of end users by developing products that are useful. The user interacts with and gives directives to hardware using software to produce needed outputs like typing letters, recording music, and communicating, demonstrating how humanware complements both hardware and software to create a fully functional computer system.
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First generation computers (1940-1956) were room-sized machines that used vacuum tubes, generated large amounts of heat, and had slow speeds. They relied on machine language and magnetic drums for memory storage. Second generation computers (1956-1963) replaced vacuum tubes with transistors, reducing size and improving reliability and speed. They introduced high-level programming languages and magnetic core memory. Third generation computers (1964-1971) used integrated circuits, making the devices smaller and faster with more storage capacity. Input/output devices became more advanced.
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The document discusses e-learning and its evolution with the rise of internet technologies. It defines e-learning as using internet technologies to enhance knowledge and performance through various online solutions. It then lists some common e-learning tools like email, chat, websites, teleconferencing and video conferencing. It also outlines the basic needs for e-learning like computers, internet access, software and sufficient skills to make use of online learning facilities. Finally, it discusses some key characteristics of e-learning like its convenience, cost-effectiveness, consistency and ability to be media-rich and repeatable.
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The document outlines several assumptions about teacher education and development, including that it is a process of personal and social transformation, that practice generates theory, that good teachers are reflective practitioners who develop autonomous learners. It also notes other assumptions such as the idea that knowing a subject means one can teach it, and that one learns to teach by doing. The document emphasizes that reflection is a key part of professionalization and being a teacher.
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This document discusses different types of software. It defines software as computer instructions or data that can be stored electronically. It describes two main types: system software and application software. System software includes operating systems, compilers, loaders, linkers and interpreters which enable the computer hardware to function. Application software performs tasks for users like word processing, spreadsheets, presentations and database management. Examples of each type of software are provided.
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Challanges in integrating ict in school education
- 1. KEY CHALLENGES: Policy Level Planning Level Infrastructural Level
- 2. KEY CHALLENGES: Content and Language Level Capacity Building Level Financing Level Changing role of Teachers Attitude towards ICT
- 3. Thanks !