ICT
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The document is a presentation submitted by Samseena, a teacher trainee at J.S.S. Institute of Education in Sakleshpur, for their ICT course in the second semester of 2017-2018. It defines ICT as technologies used to communicate and create, disseminate, store, and manage information. The presentation discusses the characteristics of ICT in supporting teaching and learning, enhancing teacher training, catering to individual differences, minimizing psychological barriers, and using effective audiovisual effects. It also covers the scope of ICT in enabling anytime, anywhere learning, providing authentic and up-to-date information, accessing a variety of learning resources, e-learning, and distance learning. Finally, it lists
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The document is a presentation submitted by Pradeep C, a teacher trainee at J.S.S. Institute of Education in Sakleshpur, for the second semester of 2017-2018. It defines ICT as a set of technological tools used to communicate, create, disseminate, store, and manage information. Some key characteristics of ICT are that it supports teaching and learning, enhances teacher training, caters to individual differences, minimizes psychological barriers, and provides effective audio visual effects. The scope of ICT includes anywhere, anytime learning, access to authentic and up-to-date information, a variety of learning resources, e-learning, and distance learning. ICT is needed in education to address
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The document discusses the roles of educational technology in learning from a constructivist perspective. It identifies technology as tools that can support knowledge construction by representing learners' understandings. Additionally, technology can serve as an information vehicle for exploring knowledge to support learning by constructing, a context for learning by doing, a social medium for learning by conversing, and an intellectual partner for learning by reflecting. The roles aim to support learners in accessing information, collaborating with others, and reflecting on what they have learned.
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The document discusses the roles of educational technology in learning from a constructivist perspective. It identifies technology as tools that can support knowledge construction by representing learners' understandings. Additionally, technology can serve as an information vehicle for exploring knowledge to support learning by constructing, a context for learning by doing, a social medium for learning by conversing, and an intellectual partner for learning by reflecting. The roles aim to support learners in accessing information, collaborating with others, and reflecting on what they have learned.
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Technology can play either a traditional role by delivering instructional lessons, or a constructivist role as a learning partner. In the constructivist way, technology helps learners build personal interpretations by gathering, thinking about, analyzing, and synthesizing information to construct their own meaning. Proper implementation of technology in the classroom gives students more control over their learning and moves from teacher-dominated to more learner-centered environments.
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Educational technology is the use of technological tools and resources to facilitate learning. It engages learners through active, constructive, and collaborative learning experiences. Educational technology can serve as a source of knowledge, a learning tool, and an intellectual partner that supports knowledge construction, learning by doing, exploring information, conversing with others, and reflecting on the learning process. When used effectively, educational technology helps students learn in ways that are more engaging and relevant to 21st century learners.
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1) ICT plays an important role in modernizing education and improving its quality by developing new ways of teaching and learning, and extending access to more students.
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