importance of technology in education

1. 8:30-9:30 M-F

2.  Technology is important of one of us because
with out technology we cannot know the
happening of our society and it is useful of
the students and teachers we can create of
our own strategies how to use technology.

4.  The Center for Technology in Education (CTE) strives to improve
the quality of life of all children and youth through teaching,
research and leadership in the uses of technology. Whether it is
by creating leading-edge online tools, managing data or
developing high quality professional development, CTE works in
innovative ways to promote high quality teaching and learning.
CTE represents a unique partnership that combines the research,
teaching and technology resources of the Johns Hopkins
University and the leadership and policy support of the Maryland
State Department of Education.
 Over the years, CTE has honed its expertise in six critical areas:
data-informed decision-making for leaders; evidence-based
instruction; assistive technology; leadership development; online
learning and communities of practice; and emerging technologies
and tool development. Today CTE applies its knowledge and skills
in these areas in a wide array of programs, projects and research
activities that increase the capabilities of teachers, parents,
schools and school administrators, with the end result the
improvement of education for all children.

5.  In a globalised economy with a high degree of
competition among countries, the success of a nation
depends on the educational level of its workforce.
 This is true not only for those just entering or already
integrated into the labour market but also for the
unemployed, who may lack the qualifications
required by the growing demands of a knowledge
economy.
 Governments should work to ensure that all citizens
receive the technological training and experience
necessary to participate in the global economy.
 Traditional school curricula tend to prioritise the
accumulation of knowledge over the application of
knowledge, and many school systems fail to
adequately train students in digital citizenship and
literacy.

6.  Education reform is essential to provide learners with
what are commonly called 21st century skills — those
competencies and values needed to become
responsible citizens in a learning society and sustain
employability throughout life in a knowledge
economy.
 At the administrative level, technology can make
education systems more efficient by helping teachers
and administrators streamline routine tasks and
improve assessment and data collection. In the
classroom, technology can be a powerful catalyst for
pedagogical change, as students use technology to
take a more active role in personalising their own
education, and teachers take on new roles as
facilitators of knowledge rather than knowledge
transmitters.

7.  Technology also has the potential to
transform education by extending the
learning space beyond the four walls of a
classroom. Although brick-and-mortar schools
will continue to play a leading role in
education over the coming decades,
technology offers a variety of learning
opportunities beyond the physical limits of
school. With the current accelerated growth
in mobile devices, we are already witnessing
the emergence of flexible, open learning
environments that enable contextual, real-
time, interactive and personalised learning.

8.  Nevertheless, it is clear that most developed
and middle-income countries have made
significant investments in ICT in education in
recent years. In contrast, the level of ICT in
education investment in low-income
countries typically remains small. The
challenges to be addressed in order to bridge
this gap include:

9.  Most developing countries are struggling to
equip schools with basic ICT devices and
digital resources. However mobile phones
offer a more affordable solution that makes
use of existing devices to connect teachers,
students, parents and administrators, as well
as to promote literacy.

10.  National policy-makers sometimes lack the
capacity to formulate ICT in education
policies. In developing countries, both the
technical and pedagogical capacities of
ministries of education for managing and
implementing ICT in education programmes
are often low.

11.  Poor people, people living in rural areas,
disabled people and other disadvantaged
groups typically receive low-quality
education, even though they have special
educational needs. The challenge is to
ensure that the introduction of ICT favours
inclusive education and reduces inequalities.

12.  ICT integration enriches the process of
educational content development and
dissemination by making far more content
and teaching models available to learners
and educators. Open educational resources
(OERs) hold significant potential to
accelerate free access to knowledge and
facilitate the adaptation of content to local
needs and languages.

13.  ICT can help foster knowledge deepening and
creation, problem-solving and other 21st
century skills, but the curriculum systems of
most developing countries have not been
duly reformed to embrace those new
learning outcomes. As reforms take place,
issues such as the quality of ICT-based
learning and the safety of children online
need to be addressed.