This document discusses the use of information and communication technology (ICT) in education. It outlines four phases of ICT integration that teachers progress through, from an initial entry phase focused on basic computer operations to an inventive phase where teachers facilitate student knowledge construction. The document also identifies attributes of computer-based technologies like multi-sensory delivery and active learning. While ICT can improve and accelerate learning, challenges remain in training teachers to design ICT-enhanced curricula and adapt to new roles in student-centered learning environments.

1. Teaching Learning Situation and use of ICT
Presented by
Roshan Subedi

2. PROCESS OF LEARNING
• Learning is a process in which four components interact
• Components are:
1. Teacher
2. Student
3. Curriculum content and goals
4. Instructional material and infrastructure

3. TEACHER CENTRED PHILOSOPHY
• Students are burdened to learn
• Students responsible to acquire the knowledge for success
• The primary concern of teacher was to impart the knowledge
• Adequate materials required

4. LEARNER CENTRED PHYLOSOPHY
• Student learning is primary goal
• Teacher motivates student to learn, participate, critically think
and successfully perform.
Student-centered flexible learning
Less flexible More flexible
Lectures
Problem
-based
learning
Self-
directed
learning

5. MODERN PHYLOSOPHY OF EDUCATION
Student must be able to decide
• What he learns?
• When he learns?
• Where he learns?
• How he learns?

6. LEARNING MODES
• Learning by objectives
• Learning through experience
• Learning by examples
• Learning by discovery
• Learning to learn

7. INFORMATION AND COMMUNICATION TECHNOLOGY
(ICT)
• Information technology is defined as study or use of electronic
equipments, specially computers for storing, analyzing and
sending out information.
• Communication technology is the process of sending, receiving
and exchanging information.
• Thus, ICT is a generic term referring to technologies that are
being used for collecting, storing, editing and passing
information in various forms.

8. TECHNOLOGY
• Constantly changing- Dynamic
• Change is not always easy
• Change is inevitable
• Change leads to progress
Acceptance of change is major requirement for Technology
integration.

9. TECHNOLOGY INTEGRATION
WHY TECHNOLOGY INTEGRATION?
On-behalf of teachers
• Technology is revolutionizing the way we think, work and play.
• Technology enables teachers to provide multiple representation
and multiple options for expression.
• Technology changes traditional classroom instruction
techniques.
On-behalf of students
• To achieve 21st century skills in students
– Personal and social responsibility
– Planning, Critical thinking, Reasoning and Creativity
– Stronger communication skills
– Choosing appropriate tool for the task

10. PARADIGM SHIFT
Factory model of education Broadcast model of education
Teacher-centered learning Learner-centered learning
ICT CHARACTERISTICS
EFFECTIVENESS
More interactive
•Fewer errors
•Customized
•Personalized
•Transparent
•Searchable
EFFICIENCY
•Faster
•Cheaper
•Fewer steps
•Less people
•Less paper work
INNOVATION
•New products
•New techniques

11. ICT LITERACY LEVEL- I
• Initial: This level indicates that the educator has a level of
awareness of the potential use of ICT
• Teacher first begins to experiment ICT in the classroom at a
basic level for discrete lessons.
ICT LITERACY LEVEL- II
• Developing: This level indicates that the educator is
increasingly aware of using ICT to improve student learning
• Teacher now incorporate ICT into classroom at daily basis

12. ICT LITERACY LEVEL- III
• Proficient: This level indicates that the educator is leader in the
use of ICT

13. PHASE I: ENTRY PHASE
• Teachers use traditional print-based media
• Learning activities center around seat-based work
• Teachers are most concerned about the basic operation of
computers
• “I just don’t have time!”

14. PHASE II: ADOPTION PHASE
• Classroom instruction still depends heavily on boards and
textbooks.
• Teachers use word processor for writing activities
• Teachers use educational software, to develop low-level skills

15. PHASE III: ADAPTATION PHASE
• Students use word processor, databases, some graphics
application and many computer assisted instruction packages
• With support of technology, the student productivity increases
• Students’ basic computer skills improve
• Students are allowed to progress at their own pace

16. PHASE IV: APPROPRIATION PHASE
• Teachers and students demonstrate highly developed skills with
technology
• Teachers are comfortable with technology
• Teachers develop new instructional strategies
• Emphasis shift to collaborative learning
• Students move towards collaborative work pattern

17. PHASE V: INVENTIVE PHASE
• Teachers facilitate the construction of student knowledge
• Classroom promote social interaction, encouraging students to
share their own knowledge and experiences
• Teachers implement a curriculum integrated with technology
• Teachers employ a variety of student assessment activities

18. ATTRIBUTES OF COMPUTER BASED TECHNOLOGY
1. Multi-sensory delivery: Text, graphics, animation, sound and
audio
2. Active learning: Enhanced learner interest
3. Co-operative learning: Positive group/social interaction
4. Communication skills: One-to-one, One-to-many, Many-to-
many
5. Multicultural education: Linking students outside
6. Motivation: Greater learner engagement

19. TOOLS USED
• Representation tools (MS-office package)
• Presentation tools (Power-point, Blogs)
• Search tools (Search engines, Web pages)
• Communication tools (E-mail, Social networks, Lectures, Video
conferencing)
• Educational sources (Digital Library, E-books and electronic
publications)

20. ICT IN EDUCATION
• ICT doesn’t automatically add quality to teaching and learning
• ICT application can accelerate and improve learning (basic
skills, problem solving, information management, concept
development)
• ICT provides means of gathering, connecting and analyzing
data about teaching and learning

21. ICT CHALLENGES
• Teacher has to learn how to use a variety of ICT application
• Teacher has to use, adapt and design ICT enhanced curricula
• Teacher has to expand the content area of knowledge
• Teacher has to take new roles
• Teacher has to respond to individual students

22. Thank-you for your patience
ANY QUERIES???????