Swot analysis on ICT Croatia
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This document analyzes the strengths, weaknesses, opportunities, and threats (SWOT) of using information and communication technology (ICT) in education. The strengths include ICT helping students learn using various sources and preparing them for the future. However, weaknesses exist such as ICT only being used for some subjects and not enough resources. Opportunities also exist to integrate ICT across all subjects and encourage cooperation between schools and businesses. Threats to the use of ICT include costs, training needs, potential damage, distractions, and safety issues.
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ICT can be defined as using hardware and software to efficiently manage information and transmit or share data. ICT has become integral to modern life and has improved communication speeds. ICT helps in education by allowing students more responsibility for learning, helping teachers monitor curriculum and student performance, and enabling multi-sensory and entertaining learning. However, ICT in education also has disadvantages like high costs and the potential for students and teachers to focus more on the technology than the course content. Overall, ICT impacts education positively by connecting students, teachers and parents; making learning available anywhere and anytime; and helping achieve curriculum goals efficiently.
ICT
Teacher training and ongoing professional development are essential to maximize the benefits of investments in information and communications technology (ICT). While ICT can enhance teaching practices, traditional teaching skills like lesson planning are still important. ICT can both reinforce and change how teachers and students interact by supporting existing practices and enabling new approaches. However, using ICT solely as a presentation tool has mixed effectiveness, as it can reinforce traditional practices over content. Preparing teachers to effectively integrate ICT is about developing pedagogical skills beyond just technical proficiency, as few teachers have expertise across the full range of ICT tools. While teachers commonly use ICT for administrative tasks, more knowledgeable teachers rely less on computer-assisted instruction and utilize a broader range of
Using ICT integration in education
The document discusses the Organization for Economic Co-operation and Development's (OECD) efforts to promote ICT integration in education. The OECD aims to improve economic and social well-being worldwide. Their research found ICTs in education are used to support traditional pedagogy and enable more learner-centric models. The OECD asked educators questions about the teacher's role with ICTs, enabling factors for ICT integration, importance of teacher subject knowledge and technical abilities, and how teachers use ICTs.
Capacity building for 21st century learning in secondary schools in Africa
Capacity building for 21st century learning in secondary schools in AfricaVrije Universiteit Brussel
1. A study investigated factors that determine if teachers continue using technology in teaching after participating in professional development in Tanzania.
2. The study found that most teachers continued using technology regularly after the program, with higher rates for pre-service teachers and teachers at two schools.
3. Regression analysis identified key factors predicting continued use: for professional development, the value teachers placed on the program and opportunities for continuous learning; for personal factors, knowledge and skills and engagement; for institutional support, access to technology and school support; and for technology, ease of use.Capacity building for 21st century learning in secondary schools in Africa
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
Ict for education
ICTs, or information and communication technologies, are a diverse set of tools used to communicate and disseminate information, including computers, the internet, and broadcasting technologies. Research shows that ICTs can improve student learning and teaching methods, with significant positive impacts on student achievement across subjects like math, science, and geography. However, teachers may be confused about how to incorporate ICTs into their lesson plans effectively. The advantages of ICTs in education include using images to improve memory retention, explaining complex ideas clearly, and creating interactive lessons to boost attendance and focus. Disadvantages include difficulties setting up devices, high costs, and challenges for inexperienced teachers to use the tools.
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...
Although the Ghanaian polytechnics have had computers and varied levels of ICT development for almost two decades now, ways
to create effective IT-enabled teaching and learning methodologies have evolved slowly and patchily. This situation is gradually making the
polytechnic trainees incompatible in the digital-enabled job markets. Coupled with this development is the fact that the internet has become
the single and largest library and knowledge reservoir thus making it indispensable in the teaching and learning ambit. It has therefore become
imperative and collective responsibility to identify the factors that inhibit the adoption of the technology by the tertiary teachers especially
the Polytechnic Teachers Association of Ghana (POTAG) fraternity to bridge the digital gab to add more value to the polytechnic teachers
and graduates and to raise their relevance in the industry. This research therefore comes in, with the case of the Tamale Polytechnic, to
explore the challenges and recommend strategies to stakeholders. Descriptive survey methodology, which is capable of collecting background
information and hard to find data without the researcher motivating or influencing respondents' responses, was used to arrive at our findings.
ICT and teachers
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and ongoing professional development and technical support. While ICT skills are important, the document emphasizes that technology alone does not transform teaching - teachers must use ICTs to support new learner-centric methods and strategic goals.
ICT and teachers
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and strategies to meaningfully integrate ICT as a learning tool across subjects. Ongoing professional development, technical support, access to ICT, and enabling factors like infrastructure are also important for teachers to confidently and effectively utilize educational technologies.
ICT in secondary schools in africa: An Exploratory Case Study
PROPOSAL ISATT 2013
Sub division: 21st century learning
Capacity building for ICT integration in secondary schools in Kenya:
An exploratory case study
Jo Tondeur, Don Krug, Mike Bill, Maaike Smulders & Zhu Chang
Introduction and objectives
The demands of the 21st century dictate that learners should be equipped with requisite skills to competently engage and perform in the new information age. These skills commonly referred to as 21st century skills include inter-alia; critical thinking, problem solving, collaboration, creativity and communication (Voogt & Pareja, 2012). When the learning opportunities presented by Information Communication Technology (ICT) are well utilized, they have a great potential to develop 21st century skills (Selwyn, 2007). In view of the above, the Kenyan Ministry of Education expects ICT to be widely deployed for teaching and learning in primary and secondary schools across Kenya (see Quality Education and Training for Vision 2030). However, a simple placement of hardware and/or software will not make ICT integration naturally follow (Earle, 2002). One of the key failures of many past programs in Africa – and the rest of the world - was that schools were provided with equipment but with little or no support for teachers’ professional development, national and local ICT policies, and/or community involvement (Agyei & Voogt, 2011).
Clearly, the primary factor that influences the effectiveness of learning is not the availability of ICT, but the capacity to integrate of ICT in the different subject areas, the scope of the current study. This study investigates a professional development program that provides not only support to equip secondary schools in Kenya with ICT. The VVOB program was designed from a school improvement point of view to support the process of capacity building for ICT integration in the curriculum. It built upon teachers’ existing practices and facilities their reflection of an inquiry into these practices (see Lim, Tondeur, Nastiti, & Paragan, 2010). The school would be a collaborative community to create engaging content that would be shared and assessed (cf. Arntzen & Krug, 2011). We aim to gain insight into whether and how this program affects secondary school teachers and practices regarding the educational use of ICT.
Method
A case study was conducted in four pilot schools - with no previous ICT investments - to examine the process of capacity building for ICT-integration in the context of secondary education in Kenya. Based on a mixed method research approach, this study aims to critically evaluate the prospects and challenges through the lens of stakeholders at the different aggregation levels: policy makers (macro level), district managers, principals, and ICT coordinators (school level), and teachers and pupils at the micro level.
Module 5_VispoJannaDanna.pdf
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IsaNet Digital Strategy 09 09
The document discusses strategies for integrating digital technologies into independent schools. It identifies defining the role of the ICT coordinator as an important starting point. Several factors that can help or hinder ICT development are discussed, including teacher skills and support from senior leadership. Case studies of schools that have successfully and unsuccessfully implemented ICT strategies are presented. Budgeting challenges and creating an asset register are also covered.
ICT Competencies among School Teachers: A Review of Literature
ICT Competencies among School Teachers: A Review of LiteratureJournal of Education and Learning (EduLearn)
A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety. The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. The Abstract should be 100 to 200 words in length. The abstract should be written in the past tense. Standard nomenclature should be used and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords, used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our articleApplying information and communication technology in teacher education
This document discusses applying information and communication technology (ICT) in teacher education. It notes that in the modern era, technology has rapidly spread to all aspects of life, including education, so teachers need to learn and practice using ICT. Teacher education institutions must provide training to help pre-service and in-service teachers learn how to best use new technologies and computer-assisted instruction in the classroom. The document focuses on exploring new ideas for using ICT in teacher training to improve teacher quality.
Teaching using information and communication technology : Do trainee teachers...
This study assessed the confidence levels of 675 trainee teachers at Universiti Putra Malaysia in integrating information and communication technology (ICT) into their teaching. The study found that the trainee teachers were generally quite confident in their ability to integrate ICT. However, some groups showed higher levels of confidence than others. Male trainee teachers, those with teaching experience, and those studying vocational subjects reported higher confidence levels than their counterparts. The study suggests that confidence in using ICT is an important factor in realizing Malaysia's goal of developing technology-integrated smart schools.
Nontokozo's Powerpoint presentation UJ
This PowerPoint presentation discusses ICT (information and communication technology) in South African education. It defines ICT as technologies that provide access to information through telecommunications and communication of information through technology. The presentation explores how ICT relates to education in South Africa by introducing new ways of teaching using tools like computers, the internet, and multimedia. Some benefits of ICT in education discussed are that it makes learning more interesting and engaging for students, provides global access to knowledge, and helps develop 21st century skills. However, challenges to integrating ICT include lack of infrastructure like electricity in rural schools, lack of teacher training, and lack of funds. Solutions proposed are providing computer training and fundraising.
Use of Traditional Teaching Methods and Multimedia Techniques in Classroom Te...
This document discusses using traditional teaching methods versus multimedia techniques in the classroom. It begins by outlining the need to engage students while delivering necessary knowledge to improve learning. Technology offers tools like computers, the internet, and videos that can be used. The study aims to determine how learners' performance is affected by multimedia-supported education compared to traditional teaching methods. It hypothesizes that there will be no significant difference in academic achievement in biology for underachieving students between the two approaches. The methodology will involve an experiment to test this.
E-Content- MSC-05-Challenges of ICT Integration-Copy.pdf
The document discusses the challenges of integrating information and communication technologies (ICT) into school education. It identifies several key challenges, including lack of trained teachers, insufficient funds, issues with equipment maintenance and reliability, and lack of technical support. Successful ICT integration requires overcoming barriers like these as well as lack of teacher ICT skills, unfavorable attitudes, and shortages of time and infrastructure. The document advocates developing strategies and models to guide the flexible implementation of ICT in a way that maximizes its benefits for improving and transforming the learning process.
Supportive and hindering factors to a sustainable implementation
This document summarizes a case study of ICT implementation in six German schools. It identifies supporting and hindering factors for sustainable ICT integration at both the school and classroom levels. At the school level, supportive factors included strong leadership promoting ICT use, cooperation with external partners for funding, and intra-school cooperation to improve teacher skills. Hindering factors were a lack of long-term strategies and over-reliance on individuals. In classrooms, clearly communicating ICT's learning benefits and integrating it into curricula supported implementation, while a focus on teaching ICT skills rather than its pedagogical uses presented challenges. The article concludes that addressing both supporting opportunities and hindering obstacles is necessary for successful, long-
Similar to Swot analysis on ICT Croatia (20)
Capacity building for 21st century learning in secondary schools in Africa
Capacity building for 21st century learning in secondary schools in Africa
Capacity building for 21st century learning in secondary schools in Africa
Capacity building for 21st century learning in secondary schools in Africa
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...
Factors inhibiting the adoption of ICT by Tamale Polytechnic lecturers for th...
ICT in secondary schools in africa: An Exploratory Case Study
ICT in secondary schools in africa: An Exploratory Case Study
ICT Competencies among School Teachers: A Review of Literature
ICT Competencies among School Teachers: A Review of Literature
Applying information and communication technology in teacher education
Applying information and communication technology in teacher education
Teaching using information and communication technology : Do trainee teachers...
Teaching using information and communication technology : Do trainee teachers...
Use of Traditional Teaching Methods and Multimedia Techniques in Classroom Te...
Use of Traditional Teaching Methods and Multimedia Techniques in Classroom Te...
E-Content- MSC-05-Challenges of ICT Integration-Copy.pdf
E-Content- MSC-05-Challenges of ICT Integration-Copy.pdf
Supportive and hindering factors to a sustainable implementation
Supportive and hindering factors to a sustainable implementation
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- 1. SWOT Analysison the Use of ICT MijoMirkovićSchool of Economics, Trade and Administration
- 2. STRENGTHS ICT helps students study subjects using a wide range of sources most students are ready to learn new skills ICT prepares students for the world of work the development of students’ skills to use ICT for their lifelong learning activities
- 3. STRENGTHS most teachers have ICT skills the teachers have the chance to plan short, timed, tightly focused activities the teachers see the main difference between a traditional and computer based lesson (saving time, motivating students) ICT helps students with disabilities ICT helps both students and teachers realize that teaching and learning are interactive processes
- 4. WEAKNESSES ICT is used for teaching only some subjects (Informatics, Mathematics, Biology, Statistics, Bookkeeping, Typing) some teachers hesitate to use ICT
- 6. OPPORTUNITIES students have a chance to present their work in a way that suits them integrate ICT with all subjects, so this could replace or be combined with traditional teaching methods
- 7. OPPORTUNITIES encourage active cooperation of school and businesses, public and private sectors, as well as the local community and Government bodies, in computerization
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