Hear Me EXERCISES  Hear Me

Hear Me

 Hear Me

Because now a days learners are now prone to just doing what they have heard without proper comprehension that usually leads to confusion or conflict more with improper use of ICT in Education, they hear they copy without knowing if it’s right or wrong. Just like with the copy paste method. With this exercise I hope that learners will be enlighten by it.

1. 
   To imply the relevance of ICT in Education.
   
2. 
   Enumerate the founding principles in using ICT in Education.
   
3. 
   Appreciate the importance of using ICT as a tool in teaching.
   

The current generation of students was born into a highly technological world. They inhabit, navigate and communicate within a society which is both technologically- rich and information-rich.

Families increasingly use ICT for learning, recreation, management and communication. Technologies are cheaper, more mobile and able to be used by learners of all ages.

Our students’ worlds are increasingly being shaped by their abilities to acquire, communicate, access and manipulate information using ICT and to respond creatively to emerging technologies.

Education systems have responded to these needs and aspirations, acknowledging that ICT capabilities are essential for participation in today’s society and economy.

The productive engagement by teachers and schools with ICT is becoming part of the everyday practices of all schools. This engagement is supported by:

• Curriculum frameworks grounded in student-centered learning

• High levels of interest and ICT skills among students

• increasing levels of connectivity, reliable hardware, software, quality content, services and technical support in schools

• Smaller, functional, handheld, user-friendly technologies

• Professional learning and quality leadership.

Making technologies available does not of itself result in changed teaching methods or in the level of learning outcomes. Effective use of ICT in education requires appropriate pedagogies. The considered use of ICT can transform the teacher role, creating new learning environments. Teacher pedagogies will determine the extent to which the possibilities offered by technology are realized in education settings.

Pedagogies used by most teachers in reflect a long tradition of student-centered theories of education. These theories require learning to be:

• Individualized and collaborative

• Experiential, building on prior learning

• Self-managed and cumulative

• Authentic

• directed to higher-order problem solving.

The use of information and communication technologies builds on, and extends these pedagogical approaches.

Pedagogies integrating ICT can do more than enhance learning – they have the potential to transform learning. ICT provide tools and environments that support interactive conceptual learning, focused on constructing and creating knowledge.

Teachers integrate ICT to engage students in new dimensions in:

• Exploring and experimenting

• Thinking and working creatively

• Reflecting and planning

• Using feedback and self-assessment

• creating new knowledge

• communicating with others

• working interactively with local and global learning communities.

Teachers play a crucial professional role in ensuring that the integration of ICT into pedagogies is educationally sound. They evaluate the appropriateness and effectiveness of available technologies, deciding when and how to use them with their students.

Teachers integrating ICT into their pedagogies select appropriate learning activities, tools and resources to:

• motivate and engage

• personalize learning

• engage with diversity to support inclusiveness

• develop ICT literacies

• establish communities of learning

• assess progress and evaluate teaching.

The effectiveness of integrating ICT pedagogies depends on high levels of interactivity amongst and between students and teachers, and between students and the technologies they use.

1. 
   In teaching for conceptual development, teachers use ICT to:
   

• gather and make electronic resources available to students for ‘anytime’ access

• use information from online sources

• select and use learning objects to create learning activities and sequences

• provide processing and presentation tools

• engage students in simulations, modeling and creative activities

• encourage the use of games and programs that contextualize concepts

• provide problem-solving challenges

• engage students with virtual objects and worlds.

2. 
   In building learning communities, teachers use ICT to:
   

• provide opportunities for students to be part of broader communities• support student participation in online collaborative projects

• make learning activities, information, courses and feedback available online anywhere – anytime.

• support students using online resources to share with other students and experts

• increase parent access to student work.

3. 
   In planning, programming, assessing and reporting teachers use ICT to:
   

• store, retrieve and adapt teaching materials and approaches

• facilitate informal and formal assessment

• provide students with more immediate feedback from teachers and their peers

• track progress and record completion and achievement.

Learner-centered theories stress the importance of the relationship between the family, the school, and the community. Communication enabled by the use of ICT facilitates this relationship. It provides new opportunities for parents to engage with teachers, learning programs, and their children’s progress.

Effective integration of ICT can transform pedagogies by empowering teachers to:

• focus on student-centered, active and interactive learning

• connect with learner expectations, experiences and needs

• provide opportunities for students to create, construct and communicate knowledge

• develop critical and ethical understandings of the value of the use of ICT.

Effective integration of ICT can transform pedagogies by empowering teachers to:

• ensure that the use of ICT adds value to the intended learning

• design learning programs that ensure the integrity of the learning area and the inclusion of all students

• scaffold learning using appropriate technologies, content, services and environments

• appraise the effectiveness, efficiencies and ethics of the use of ICT in the design of learning programs.

Effective integration of ICT can transform pedagogies by empowering teachers to:

• connect with and learn from colleagues and students and participating in professional learning programs

• explore, understand and utilize the potential of ICT in teaching, management and administration

• appraise pedagogies made possible by new technologies

• evaluate, create and share online learning resources with colleagues and shape the development of resources and products.

Effective integration of ICT can transform pedagogies by empowering teachers to:

• make connections with learning goals and prior knowledge

• provide culturally diverse perspectives

• motivate and support students whose learning is at risk

• provide a range of learning experiences, at varying levels of complexity, including real and hypothetical problems, simulations, modelling, dialogue and games.

Effective integration of ICT can transform pedagogies by empowering teachers to:

• use planning tools to connect learning programs with curriculum assessment and reporting frameworks

• communicate in ways that cater for the diverse needs of students and their families

• share information, practices and understandings across schools and education systems

• incorporate learning practices used in the world beyond schooling.

Effective integration of ICT can transform pedagogies by empowering teachers to:

• work with students and utilize their expertise to incorporate new technologies to support their learning

• support and develop collaborative projects

• provide opportunities for students to access and interact with community, industry and educational specialists

• develop partnerships with local and global communities.

Since we are living in the 21^st Century era where products of technology have been widely available, it is only reasonable for teachers to utilize ICT in the education process. ICT in education does not simply means integrating ICT in education. Using the information and communications technology in education requires a set of processes, procedures and founding principles. As an educator, it is important to know what ICT tools to use on a given situation. I have learned that using these as an instructional aid affects greatly on the learning process it does not simply makes learning faster but in fact it makes education a worthwhile experience. With the ICT tools students can have fun while learning, utilize all information that they need in wherever they are and whenever they need. Teacher with the help of ICT makes lesson planning easier and time efficient. They made the lessons and class discussion interactive with the use of television, multimedia and other ICT tools. Parents also benefits from the integration of ICT in education can utilize information from their children’s school such as grades and calendar schedules and can monitor the learning of their children.

Based on the stated facts and principles above, we can truly say that the ICT or the Information and Communication Technology are very helpful tool in developing the Educational Systems. Living in the era where products of Technology such as mobile phones, laptops, computers, tablets, iPhones, radio, and television etc. Provided you the necessary tools that are available at disposal to serve you with all the information that is needed therefore making the transfer of information and knowledge available any time.

As a form of reformation on the pedagogical concept of today’s educational system. It is generally identified the four fundamental skills that a 21^st century learner must possess, one of those is the competency of information technology and media. This is where the role of ICT comes. The responsibility on the proper usage of the indicated new innovations and many other stated above.

With the help of the ICT, the educational system of the country is slowly being changed to adapt to the needs and available resources. ICT serves as a tool for teachers and other educational institutions to aid them in teaching students. As the generation adapts to the development of the technology, students no longer become very interested in reading books and in studying. So the role of the ICT is to gain the attention of the students whose interest is in the different gadgets and technology. Being a product of technology itself, ICT tools becomes popular to the students especially to the younger ones because it is more interactive and eye catching rather than the conventional methodologies used by the teachers.

Above all the changes, in order to successfully integrate these to education. It is the responsibility of the teachers and other educational institutions on how to implement the ICT tool and base them on the set standards on the usage of each tool. Guiding principles and theories always take part in each and every decisions and process involved in the emergence of new idea. This serves as the rudiments where the birth of ICT based education has aroused.

As a 21^st century learner of today it is therefore our sole responsibility with the proper utilization of ICT based instruction in education. What is the use of this new innovation? When the ones who have the ability of such don’t have the initiative of taking care with the treasure of today’s fast changing of today.

• 
  Denby­_free in Science and Technology, History of ICT
  

• 
  Igor Ivashkin (2012) Pedagogy of ICT
  

• 
  Rashmi Ranjan Mohanty, 2011, ICT Advantages and Disadvantages
  

• 
  Unknown Author, 2014 Naace, The Sir Colin Campbell Building University of Nottingham Innovation Park website: http://www.naace.co.uk/1068
  

• 
  ICT in Education (2011) website: http://wikieducator.org/ICT_in_Education
  

• 
  Rashmi Ranjan Mohanty, 2011, ICT Advantages and Disadvantages
  

• 
  MCETEEYA (2005). Pedagogy Strategy: Learning in an Online World