What first this that comes to your mind when you hear the word "ICT"
Its communication,Technology or A simple subject in your School?
ICT (information and communications technology - or technologies) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications
information and communications technology (ICT) is often used as an extended synonym for information technology (IT), It is a more expansive term (i.e. more broad in scope) that stresses the role of unified communications[1] and the integration of telecommunications (telephone lines and wireless signals), computers as well as necessary enterprise software, middleware, storage, and audio-visual systems, which enable users to access, store, transmit, and manipulate information.[2]
The term ICT is also used to refer to the convergence of audio-visual and telephone networks with computer networks through a single cabling or link system. There are large economic incentives (huge cost savings due to elimination of the telephone network) to merge the telephone network with the computer network system using a single unified system of cabling, signal distribution and management.
However, ICT has no universal definition, as "the concepts, methods and applications involved in ICT are constantly evolving on an almost daily basis."[3] The broadness of ICT covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form, e.g. personal computers, digital television, email, robots;
to quickly grasp watch this video!
ICT in Education
- © UNESCO
Mobile Learning Week
Information
and Communication Technology (ICT) can contribute to universal access
to education, equity in education, the delivery of quality learning and
teaching, teachers’ professional development and more efficient
education management, governance and administration.
UNESCO takes a holistic and comprehensive approach
to promoting ICT in education. Access, inclusion and quality are among
the main challenges they can address. The Organization’s Intersectoral
Platform for ICT in education focuses on these issues through the joint
work of three of its sectors: Communication & Information, Education
and Science.
UNESCO’s global network of
offices, institutes and partners provide Member States with resources
for elaborating ICT in education policies, strategies and activities. In
particular, the UNESCO Institute for Information Technologies in
Education (IITE), based in Moscow, specializes in information exchange,
research and training on the integration of ICT in education while
UNESCO’s Bangkok office is strongly involved in ICT for Education in
Asia and the Pacific.
Definition - What does Information and Communications Technology (ICT) mean?
Information and communications
technology (ICT) refers to all the technology used to handle
telecommunications, broadcast media, intelligent building management
systems, audiovisual processing and transmission systems, and
network-based control and monitoring functions.
Although ICT is often considered an extended synonym for information technology (IT), its scope is more broad.
ICT has more recently been used to describe the convergence of several technologies and the use of common transmission lines carrying very diverse data and communication types and formats.
Although ICT is often considered an extended synonym for information technology (IT), its scope is more broad.
ICT has more recently been used to describe the convergence of several technologies and the use of common transmission lines carrying very diverse data and communication types and formats.
Techopedia explains Information and Communications Technology (ICT)
Converging technologies that exemplify ICT include the merging of audiovisual, telephone and computer networks through a common cabling system. Internet service providers (ISP) commonly provide Internet, phone and television services to homes and businesses through a single optical cable. The elimination of the telephone networks has provided huge economic incentives to implement this convergence, which eliminates many of the costs associated with cabling, signal distribution, user installation, servicing and maintenance costs.What Is ICT Education and Why Is It Important?
Information
and Communications Technologies (ICT) education is basically
our society’s efforts to teach its current and emerging
citizens valuable knowledge and skills around computing and
communications devices, software that operates them,
applications that run on them and systems that are built with
them. What are these things? How do they work? How do you use them productively? How are they deployed, assembled, managed and maintained to create productive systems? How they are used in specific business and industry settings? What are the underlying science and technologies behind them and how might those be developed to advance ICT fields?
ICT is complex and quickly changing, and it is confusing for many people. It is so pervasive in the modern world that everyone has some understanding of it, but those understandings are often wildly divergent.
There are many important dimensions to ICT education, including:
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ICT/Digital Literacy – Today, everyone needs a basic understanding of ICT and how to make productive use of it, just to be good students, workers and citizens. Teaching people how to be competent basic users of ICT technologies is an important role of ICT education, so they will be successful in their academic and work careers, and so they can efficiently participate in modern technical society. As part of its study validating U.S. Department of Labor IT Competency model content in California, MPICT determined with 99% confidence California employer agreement with the following statements regarding Digital Literacy:
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“Information and communication technologies (ICT) competencies are increasingly important for most of our employers, regardless of role. If there was an agreed-upon standard for "digital literacy", or ICT competencies expected of all workers, regardless of workplace role, my organization would value a credential based on that standard as a way of validating ICT skills for non-ICT workers.” (70.5% agree or very much agree)
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“In the 21st century, an ability to work with information and communication technologies is becoming as essential to education, life and workplace success as "reading, writing and arithmetic".” ICT Digital Literacy should be considered a basic skill by educational systems, something taught to and assessed for all students
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This study details 49 competencies for ICT User level knowledge and skills, as an actionable, teachable and assessable definition of what people need to know and be able to do to be “digitally literate.”
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ICT Infrastructure and Support Applied Technologists – Beyond a basic user competency, our society also needs more knowledgeable and capable technical people to deploy, manage and maintain ICT equipment, software and systems, so they work well for users. In all industries, these people manage computer and communications hardware, software and applications; networked systems; online information sharing, communication and commerce systems; business processes making use of these systems; and user support.
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Specialized Business and Industry Uses of ICT – As enabling technologies, ICT is used strategically in almost all businesses and industries. Many have developed specialized systems and uses of ICT, and many have specialized legal and regulatory requirements; quality control systems; integrations with production and research equipment and systems; security requirements; and software applications. For example:
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Bioscience industries rely on specialized ICT systems and applications to conduct research, analyze organic materials, produce biotech products and do required reporting;
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Financial services industries rely on ICT to maintain customer records, do business, conduct trades, do financial reporting, secure proprietary information and comply with regulations;
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Manufacturing industries use specialized computer controlled systems and robotics to design, produce and test products.
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Property management operations use ICT to network and control heating and cooling, lighting and building access systems.
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Electric utilities use ICT to monitor and manage electricity distribution, customer billing and smart metering systems.
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Telecommunications, cable TV and other entertainment industries use ICT to store content, manage customers and deliver their services.
We need to develop a competent workforce that understands not only relevant technologies, but also specialized business and industry environments and operations, to meet these specialized needs. -
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ICT Research and Development Scientists – ICT fields themselves are under constant pressure to evolve and improve. We need people who deeply understand the science and technologies underlying ICT and who can work to advance the fields.
In virtually all modern businesses and industries, and in
modern society in general, ICT has key strategic roles. It is
strategically important to develop citizens and workers who
can competently and efficiently operate and add value in these
systems and environments.
Worldwide research has shown that ICT can lead to
improved student learning and better teaching methods. A report made by
the National Institute of Multimedia Education in Japan, proved that
an increase in student exposure to educational ICT through curriculum
integration has a significant and positive impact on student
achievement, especially in terms of "Knowledge・Comprehension" · "Practical skill" and "Presentation skill" in subject areas such as mathematics, science, and social study.
However, you can see that there are many education
technology solutions provided in the world which may cause confusion
among educators about how to choose the right ICT solution. Let's have a
look at the advantages and disadvantages of ICT tools for education and
discover what kind of education ICT solution is suitable for your
school needs.
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The acronym ICT is often used in many different contexts. For
example, people refer to the ICT industry, ICT sector, ICT companies, ICT law (laws like the POPI Act, the ECT Act, and the Cybercrimes and Cybersecurity Bill), the ICT BEE Charter, ICT governance and ICT legislation. But what is the acronym ICT actually short for? With the acronym you lose the “and” and commas – this creates ambiguity.
There are two options of what the acronym ICT could stand for:
Wikipedia defines ICT as “information and communication technology“. They also say that their explanation may require clean-up to meet their quality standards – I might give it a go.
The latest text book on ICT law says that is a shortening for and the book is entitled “Information and Communications Technology Law“. In the book itself the authors do not go into details as to why they believe ICT is a shortening of information and communications technology. I don’t agree with their shortening because their book deals with information law and communications law – and not just information technology law or communications technology law. The title is narrower than the content. For example, data protection is not just about information technology.
There are various relevant sections in the black economic empowerment charter for the ICT sector, which I have quoted below for ease of reference. The ICT BEE Charter is unfortunately poorly drafted and contradicts itself. Have a look at the sections below.
For example, the drafters have defined ICT in different ways. Initially, ICT is a shortening for “Information, Communication and Technology”, but then in the definition of ICT it is defined as “Information and Communication Technology”. As illustrated above, there is a difference in meaning between these two and therefore the ICT BEE Charter contradicts itself. In my view, they got it right initially.
An example of poor drafting is the definition of “Information & Communications Technologies Sector”. It is not clear what it means – I’m not even going to try to interpret.
There are two options of what the acronym ICT could stand for:
- information and communication technology
- information, communication and technology
These might appear to be subtle distinctions, but there is a significant difference in meaning – the second is much broader than the first.“[M]en’s lives may depend upon a comma” Johnson, J
Option 1
Most people will tell you that ICT is a shortening for “information and communications technology” – option number one above. Let’s unpack that phrase. So it is “information technology” or “communications technology”. It is not “information” or “communication” standing on its own. “Information” or “communication” has to go with technology – they cannot exist independently. You could shorten information and communications technology to just technology.Option 2
In my view, it should be “information, communication and technology” – option number two above. Each aspect of the acronym can stand on its own. So it includes “information” or “communication”. It also includes technology or “information and communications technology”. This interpretation is wider. Another way of looking at it is that ICT stands for:- Information – (or data) in paper or electronic format
- Communication – in person or electronically (electronic communications), in writing or voice, telecommunications, and broadcasting
- Information technology (IT) – including software, hardware and electronics
- Communications technology – including protocols, software and hardware
A plumbing analogy
A plumbing system is made up of storage tanks and pipes. Water is stored in the storage tanks and flows through the pipes. ICT is made up of information technology (storage tanks) and communications technology (pipes). Information (stored water) is stored using information technology (storage tanks) and a communication (flowing water) reaches the recipient through communications technology (pipes).Summary
In my view, ICT should be a shortening for “information, communication and technology” so that it is broad enough to include all the different aspects of what the acronym stands for. Some people focus on the “technology” whilst others focus on the “information” or “communication”. For example, ICT governance is not only about the governance of “technology” (the storage tanks and pipes), but also about the governance of “information” (the water).
Recent uses of acronym ICT
Let us look at some recent uses of the acronym ICT.Wikipedia defines ICT as “information and communication technology“. They also say that their explanation may require clean-up to meet their quality standards – I might give it a go.
The latest text book on ICT law says that is a shortening for and the book is entitled “Information and Communications Technology Law“. In the book itself the authors do not go into details as to why they believe ICT is a shortening of information and communications technology. I don’t agree with their shortening because their book deals with information law and communications law – and not just information technology law or communications technology law. The title is narrower than the content. For example, data protection is not just about information technology.
There are various relevant sections in the black economic empowerment charter for the ICT sector, which I have quoted below for ease of reference. The ICT BEE Charter is unfortunately poorly drafted and contradicts itself. Have a look at the sections below.
For example, the drafters have defined ICT in different ways. Initially, ICT is a shortening for “Information, Communication and Technology”, but then in the definition of ICT it is defined as “Information and Communication Technology”. As illustrated above, there is a difference in meaning between these two and therefore the ICT BEE Charter contradicts itself. In my view, they got it right initially.
An example of poor drafting is the definition of “Information & Communications Technologies Sector”. It is not clear what it means – I’m not even going to try to interpret.
Recognising the cross
cutting nature of Information, Communication and Technology (ICT), and
its role in the social and economic development of our country.
“ICT” means Information
and Communication Technology and refers to the combination of
manufacturing and services industries that capture, transmit and display
data and information electronically (OECD 2002: 18; SAITIS 2000: 3)”
The “Information & Communications Technologies Sector”
shall without in any way limiting the ordinary meaning of the terms,
mean the sector in which employers and employees are associated for the
carrying on of any one or more of the following activities:
marketing, manufacturing, assembling,
servicing, installing, maintaining and/or repairing systems, software,
equipment, machines, devices and apparatus, whether utilising manual,
photographic, optical mechanical, electrical, electrostatic or
electronic principles or any combination of such principles, that are
primarily intended for the recording and/or processing and/or monitoring
and/or transmission of voice and /or data and/or image and/or text or
any combination thereof for use in any one or more of the following
activities:
accounting, calculating, data processing,
data transmission, duplicating, text processing, document reproduction,
document transmission, record keeping and record retrieval,
broadcasting or transmission for entertainment or information purposes
of voice and/or image and/or text or any combination thereof and/or; the
provision of services relating to the above.
“ICT Enterprise” means an enterprise that conducts business at any stage of the value chain of the ICT sector.
sessment > ICT
ICT (Information and Communications Technology)
Overview
ICT has become an integral and accepted part of everyday life for many people. ICT is increasing in importance in people’s lives and it is expected that this trend will continue, to the extent that ICT literacy will become a functional requirement for people’s work, social, and personal lives.ICT includes the range of hardware and software devices and programmes such as personal computers, assistive technology, scanners, digital cameras, multimedia programmes, image editing software, database and spreadsheet programmes. It also includes the communications equipment through which people seek and access information including the Internet, email and video conferencing.
The use of ICT in appropriate contexts in education can add value in teaching and learning, by enhancing the effectiveness of learning, or by adding a dimension to learning that was not previously available. ICT may also be a significant motivational factor in students’ learning, and can support students’ engagement with collaborative learning.
ICT: the 'invisible' plan; Article from info@ncca (January 2008)
NCCA vision for ICT in Curriculum and Assessment
Our
young people are capable independent learners, able to use ICT
confidently, creatively and productively, able to communicate
effectively, able to work collaboratively, and to critically evaluate,
manage and use information.Curriculum, Assessment and ICT in the Irish Context: A Discussion Paper sets forth the NCCA vision for Information and Communication Technology (ICT) in curriculum and assessment in Irish primary and post-primary schools. This document was developed to stimulate discussion and deliberation regarding the potential of ICT to support and extend the curriculum development and assessment work of the NCCA. It also sets out the direction and scope of the future work of the NCCA in ICT in Curriculum and Assessment.
To access the document Curriculum, Assessment and ICT in the Irish Context: A Discussion Paper (Draft, December 2004) in pdf format, please click the link below.
Curriculum, Assessment and ICT in the Irish Context: A Discussion Paper draft (2004)
Framework for ICT in Curriculum and Assessment
The
NCCA has developed a Framework for ICT in Curriculum and Assessment
which outlines the kinds of learning experiences with ICT (knowledge,
skills, and attitudes) a student should be afforded through their
primary and post-primary education. The Framework will be realised
through the integration of ICT across the curriculum and is illustrated
through a range of exemplars appropriate to different class levels and
year groups on the ACTION section of our website.Please click the links below:
ICT Framework: A structured approach to ICT in Curriculum and Assessment (2007)
ICT Framework: Report on the school based development initiative (2007)
ICT in Curriculum and Assessment: Primary
To further support teachers in using ICT in the curriculum, the NCCA developed the Information and Communications Technology (ICT) in the Primary School Curriculum: Guidelines for Teachers
as a supporting document to the Primary School Curriculum 1999. The
guidelines were launched by the Department of Education and Science
(DES) in 2004. These guidelines provide teachers with supports on
planning for ICT in the school and in the classroom, and include a range
of exemplars based on classroom practice showing how to use ICT to add
value to teaching and learning in the Primary School Curriculum.These include
- project work in history using multimedia authoring and the digital camera
- collaborative email projects with children in other schools
- control technology to design and make in science
- exploring and researching on the Internet and many more.
To download the Information and Communications Technology (ICT) in the Primary School Curriculum: Guidelines for Teachers in pdf format please click the link below.
Information and Communications Technology (ICT) in the Primary School Curriculum: Guidelines for Teachers (2004)
ICT in Curriculum and Assessment: Post Primary
At
post-primary level, the role of ICT in curriculum and assessment is a
key focus of the ongoing review and implementation of junior and senior
cycle education. In revising subjects at both junior and senior cycle,
syllabuses and associated guidance continue to be ‘ICT proofed’
establishing the role of ICT as a teaching and learning tool (e.g.
dynamic geometry packages in Mathematics); as an integral part of the
curriculum (GIS in Geography), or as an integral part of curriculum and
assessment (e.g. CAD in Design and Communications Graphics, Music
Technology in Music).In the review of senior cycle education, there is a particular focus on the role of ICT in the review of subjects and the development of short courses and transition units. It is proposed that some of the short courses developed will have a significant ICT focus, for example Media Communications Technology. As transition units will be developed around current good practice in schools, it is envisaged that there will be many models of excellent ICT based transition units. The review of subjects will continue to be conducted within an ICT proofing framework to ensure that opportunities for integrating ICT into subjects are developed, where appropriate. The role of ICT in the recording of key skills encountered through subjects, short courses and transition units and in the assessment of subjects and short courses will be investigated in 2005.
The role of ICT in the preparation and presentation of coursework for assessment purposes (second assessment components) is being investigated.
The question of how student achievement in ICT would be recognised and rewarded is currently under discussion. One possibility is that of students developing a cross-curricular portfolio of work, prepared and presented using ICT in a range of subject areas for both day-to-day curricular activities and for work being presented for state examinations purposes (that is, second assessment components). The possibility of students re-using these items of work in the context of assessment of ICT is currently under discussion. The development of the Framework for ICT in Curriculum and Assessment provides opportunities for the assessment of ICT at post-primary level.
PROVIDE FIVE DEFINITIONS OF ICT/IT (INDICATE THE AUTHOR AND YEAR). WHAT ARE THE SIMILARITIES AND DIFFERENCES IN THESE DEFINITIONS? PROVIDE YOUR OWN DEFINITION OF ICT/IT.
ICT is the digital processing and utilisation of information by the use of electronic computers. It comprises the storage, retrieval, conversion and transmission of information. (Ifueko Omoigui Okauru, 2011)
ICT (information and communications technology – or technologies) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning. ICTs are often spoken of in a particular context, such as ICTs in education, health care, or libraries. The term is somewhat more common outside of the United States. (Margaret Rouse 2005)
The study, design, development, application, implementation, support or management of computer-based information systems. The term is commonly used as a synonym for computers and computer networks, but it also encompasses other information distribution technologies such as television and telephones. (Chandler, Daniel; Munday, Rod, iaugust 2012)
A branch of engineering dealing with the use of computers and telecommunications equipment to store, retrieve, transmit and manipulate data. (Daintith, John, ed. (2009))
ICT covers all forms of computer and communications equipment and software used to create, design, store, transmit, interpret and manipulate information in its various formats. Personal computers, laptops, tablets, mobile phones, transport systems, televisions, and network technologies are just some examples of the diverse array of ICT tools. (http://www.uq.edu.au/ICT/what-is-ICT 2012)
All the definitions share a similar notion that, information has to be generated and shared. They also assert that, such information must be digital or electronic. The definitions generally do not restrict ICT and IT to only computers, they mention telecommunications equipment (mobile phoens, printers, scanners etc) as well.
There isn’t much difference in the definitions above. However, Margaret Rouse goes further to explain ICT as applying to software, and not only hardware as seems to be the case in the other definitions. This difference isn’t so obvious, as one can argue that, in order for the equipment mentioned in the other definitions to serve their purpose, software (or an engine) is needed to run them.
Conclusively, ICT /IT is a general term, that describes the process of creating, modifying, storage, transmission of information, in varied formats, between humans and machines alike globally, using several different electronic technologies, to achieve an outcome (be it recreational, or otherwise.)
Information Communication Technology
Welcome to the UK Information Communication Technology Program.
The first of its kind at the University of Kentucky, the ICT program is part of the School of Information Science in the College of Communication and Information, the official iSchool at UK.
People all over the world are reaching out to share information through new and developing channels. The ICT program focuses on the intersection of technology, people who use that technology, policies and regulations that govern the use of that technology and communities or environments in which that technology is used. Undergraduate students may pursue a Bachelor of Arts or Bachelor of Science option for their degree. There is also a Master's of Science in Information Communication Technology with tracks in health, technology and analytics, and policy and regulation.
What is ICT?
Information Communication Technology (ICT)
is an umbrella term used to encompass all rapidly emerging, evolving
and converging computer, software, networking, telecommunications,
Internet, programming and information systems technologies.
Historically, many of these fields developed separately, in different
companies, departments and R&D groups, and at different times. With
rapid improvements in computer processing power, networking technology
advances, programming interface improvements, widespread adoption of
Internet Protocols, integration into organizational strategic
operations, and improved workforce and user competencies, however, these
fields are rapidly converging.Once a term used widely used outside the United States, ICT is becoming more recognized in the U.S. as this convergence takes place more frequently across the globe, and the demand for professionals who have the knowledge and skills to manage the growing number of intersections is increasing. A degree in ICT is the first step toward a career that will continue to evolve as technology continues to expand the way we create, store, and share data.
ICT students gain knowledge and skills needed to effectively apply, use and manage technology when solving problems specifically related to information and communication. Classes provide a human and organizational focus on technology–teaching students how to be effective users of technology. Students who major in ICT can expect to work in positions where they are the communication link between people, organizations and the technologies used to support those organizations’ information
What is Integrative Cancer Treatment (ICT)?
What is Integrative Cancer Treatment (ICT)?
Integrative Cancer Treatment is a unique therapy for treating individuals with cancer. This therapy utilizes multiple modalities, including but not limited to, off-label pharmaceuticals, neutraceuticals,vaccines and other types of immunotherapy, novel drugs/substances not yet approved in the U.S., dietary treatments, mind-body techniques, hyperthermia, homeopathy, in addition to traditional therapy.Why should Cancer patients seek ICT vs. Traditional Cancer Treatment?
Traditional cancer treatment is efficacious for early stage cancer. Unfortunately, in the U.S., we have made little progress in the treatment of advanced stage cancers in the past twenty years. A study was published in the British journal, "Clinical Oncology," in December, 2004, entitled, "The Contribution of Cytotoxic Chemotherapy to 5-Year Survival in Adult Malignancies." The authors, one medical oncologist and two radiation oncologists, analyzed the results of all randomized clinical trials performed in the U.S. and Australia, that reported a statistically significant increase in 5-year survival due to the use of chemotherapy in adult malignancies. The trials that were analyzed were performed between 1990 and 2004. The authors' conclusions were the following:- Contribution to 5-year survival in Australia was 2.3%
- Contribution to 5-year survival in US was 2.1%
- Median survival in lung cancer has increased by 2 months in the past 20 years
What is ICT integration in Education?
What is ICT integration in Education?
This
basically refers to use of technology in communication, data processing
and data storage to impact the knowledge on learners.
ICTs
help to achieve the goals of educational programs for several reasons.
The benefits of ICT seem suitable for coping with the issue of basic
literacy and technological literacy, even among the poorest population
sectors.
Computer
Based Learning(CBL) and teaching makes learning more efficient and more
interesting to learners thus improving the quality of education. The
knowledge deepening approach has a greater impact on learning. Its
policy goal is to increase the ability of learners, to add value to
education.
ICT
offers increased possibilities for codification of knowledge about
teaching and for innovation in teaching activities through being able to
deliver learning and cognitive activities anytime and any where
Careers in ICT
ICT professionals use Information Technology to build connections toward success.
The Information Communication Technology (ICT) program strives to educate students to assume leadership roles where the application of information technology is concerned with the ultimate goal of connecting people, organizations, and communities to enhance their ability to succeed. The broad cluster of occupations that fall within the ICT arena includes:
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Database Analyst Privacy Coordinator UX Designer Online Community Coordinator Web Marketing Manager |
Information Security Analyst
Digital Strategist Staff Technologist IT Developer Information Analyst |
Online Director Mobilization Specialist Government Technologist Information Assurance Analyst ...and many more. |
Students in UK's program have the advantage of being able to choose the degree concentration that best fits their career plans from two options, ICT Commercialization and Technology Management.
ICT Has a Growing Job Market
The
U.S. Department of Labor (USDL) projected growth rates for employment
in the ICT sector trends favorably for the ten-year forecast period.
Employment projections in all but one of the identified ICT job
categories reflect double-digit percentage increases over that term. The
projected average annual growth rate, relative to the base year, is
positive (approximately 2%) across all the major job categories (such as
but not limited to those related to Computer and Mathematics1, Media and Communications2, and Education, Training, and Library Occupations3).
These optimistic projections suggest that the Federal Government
anticipates a stable, expanding ICT job market over the forecast
horizon. Information Security Analysts, for instance, have a 37% job growth outlook for 2012-22. Other ICT sector jobs such as Web Developers are expected to have a 20% increase, Network and Computer Systems Administrators have an expected 12% increase and Medical Records and Health Information Technicians have a projected 22% increase.This expansion in the ICT sector-job market can be attributed to a variety of robust initiatives being undertaken in the public and private sectors. Retailers are aggressively shifting more of their business online to circumvent high operating costs (e.g., facilities costs, staffing) and to expand customer reach. The accelerated pace at which the Government is introducing regulatory mandates is serving as a catalyst for increased IT spending by organizations to ensure compliance. The financial and banking industry serves as an example of a sector that has come under heightened government scrutiny since its collapse, resulting in increased government mandates and regulations. And finally, social media continues to exert extensive influence in the public and private sector. Trained professionals are constantly in demand to integrate evolving social media tools into the organization’s IT ecosystem, and to leverage and optimize social media presence online.
ICT Skills are Sought-After
Hart Research Associates4
conducted an online survey of employers on behalf of the Association of
American Colleges and Universities (AAC&U). The study found that
93% of employers agreed "a candidate’s demonstrated capacity to think
critically, communicate clearly, and solve complex problems is more
important than their undergraduate major." ICT graduates can be
confident they have these skills and are prepared to apply them in the
workplace as these skills build the foundation of ICT.A 2014 survey5 by Infoworld's Computerworld of 501 managers hiring IT professionals found the most sought-after IT skills include such ICT-related areas as IT support (44%), Database analysis & development (29%), security (26%), web design/development (18%), data management (17%), among others.
The job market for graduates who understand the technical and human sides of information management is steadily growing. Your skills as an ICT major make you an attractive candidate across the board.
Importance of ICT |
 Because
ICT is not yet a widely used term in the U.S., and because the
U.S. does not account for economic or industry activity under
that category, it is difficult to accurately quantify the
value of ICT in the U.S. economy. Even so, direct ICT spending
is clearly a very important part of the U.S. and world
economies.
Direct spending on ICT products and services is a large and
important part of U.S. and global economies. Even these
impressive quotes and figures do not come close to measuring
the total impact of ICT on the economy, however. They do not
include very significant spending on ICT within organizations
(on internal ICT staff and services).
Additionally, in the global information and knowledge
economies of the 21st centuries, most businesses, industries
and individuals depend on ICT for communications and
productivity. ICT contributes very significantly to the
productivity of individuals and organizations of all kinds.
What is the difference in total economic output with ICT
versus without ICT?
ICT enables productivity for all kinds of efforts. It is enabling technology and infrastructure. How do you measure the impact of transportation on trade? ICT is fundamentally strategic.
In the information and knowledge
economies of the 21st century, we all
increasingly depend on information and
communications technologies - and the
increased connectivity and productivity
they enable. Strategically, we need
modern ICT infrastructure and a large,
highly skilled ICT workforce in modern
economies.
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The importance of ICT
Information
and communication technology (ICT) is such an integral part of our
lives that it is embedded right across the curriculum. Crispin Andrews
looks at its importance.
What is ICT?
Growing up in an ICT-rich environment means that children need to have opportunities to experience and develop skills in its use that will help them make the most of adult life. Contrary to what we often think, ICT isn't simply about computers but includes anything that requires the input of instructions to produce specific outcomes. That's your answering machine, mobile phone, DVD player, washing machine, traffic lights and even speed cameras.ICT in schools
Computing capability is an essential skill for life and enables learners to participate more readily in a rapidly changing world. Using the internet and email, for example, gives them rapid access to ideas and experiences from a wide range of people, communities and cultures.Learning about control systems and robots increases children's awareness of many of the operating systems we use to manage our everyday lives. You could say that it develops essential life skills they will need in adult life, such as operating a washing machine and other devices.
ICT is incorporated into practically every lesson your child participates in at school, with the exception of physical education. In secondary school, children will typically have ICT classes that are lessons in their own right.
Whatever stage of learning your child is at, ICT can help motivate stimulate or if necessary, re-engage them. Challenging tasks become more manageable and mundane activities more accessible. Some schools also find that children reach higher levels when technology is made a part of lessons.
Using software at home
Since ICT can be so beneficial children ideally need access to high quality technology when they want it, not just for a few hours a week in the classroom. If possible, using software at home is ideal and can help parents become more aware of and involved in what their children are learning at school.- Speak to your child's school in order to find out how the software can support and extend their learning. Certain
aspects may be more useful than others at particular times and teachers
will be able to give you an accurate indication of what your child's
learning needs are and also what aspects of the curriculum are being
studied when in school.
- Find out what your child hopes to achieve through using ICT. You
don't want to control what they are doing and exploring its potential is
always useful. But for them to benefit fully it is important to
maintain a specific learning focus.
- Use common sense to gauge what your child is enjoying and finding beneficial. Help them decide what is good for them and to work out when they need to move on to something different.
- Role of ICT in learning
-
We are living in a constantly evolving digital world. ICT has an impact on nearly every aspect of our lives - from working to socialising, learning to playing. The digital age has transformed the way young people communicate, network, seek help, access information and learn. We must recognise that young people are now an online population and access is through a variety of means such as computers, TV and mobile phones.
As technology becomes more and more embedded in our culture, we must provide our learners with relevant and contemporary experiences that allow them to successfully engage with technology and prepare them for life after school.
It is widely recognised that learners are motivated and purposefully engaged in the learning process when concepts and skills are underpinned with technology and sound pedagogy. Education Scotland provides advice on resources for practitioners, parents and pupils to engage with these technologies in order to inform and enhance the learning experience.
These resources include, but are not limited to:
Saturday, February 19, 2011
Introduction to ICT
ICTs
stand for information and communication technologies and are defined,
for the purposes, as a “diverse set of technological tools and resources
used to communicate, and to create, disseminate, store, and manage
information.” These technologies include computers, the Internet, broad
casting technologies (radio and television), and telephony.
The Effectiveness of ICTs in Education
ICTs
are a potentially powerful tool for extending educational
opportunities, both formal and non-for mal, to previously underserved
constituencies—scattered and rural populations, groups traditionally
excluded from education due to cultural or social reasons such as ethnic
minorities, girls and women, persons with disabilities, and the
elderly, as well as all others who for reasons of cost or because of
time constraints are unable to enroll on campus.
• Anytime, anywhere. One
defining feature of ICTs is their ability to transcend time and space.
ICTs make possible asynchronous learning, or learning characterized by a
time lag between the delivery of instruction and its reception by
learners. Online course materials, for example, may be accessed 24 hours
a day, 7 days a week. ICT-based educational delivery (e.g., educational
programming broadcast over radio or television) also dispenses with the
need for all learners and the instructor to be in one physical
location. Additionally, certain types of ICTs, such as teleconferencing
technologies, enable instruction to be received simultaneously by
multiple, geographically dispersed learners (i.e., synchronous
learning).
• Access to remote learning resources. Teachers
and learners no longer have to rely solely on printed books and other
materials in physical media housed in libraries (and available in
limited quantities) for their educational needs. With the Internet and
the World Wide Web, a wealth of learning materials in almost every
subject and in a variety of media can now be accessed from anywhere at
anytime of the day and by an unlimited number of people. This is
particularly significant for many schools in developing countries, and
even some in developed countries, that have limited and outdated library
resources. ICTs also facilitate access to resource persons, mentors,
experts, researchers, professionals, business leaders, and peers—all
over the world.
· ICTs help prepare individuals for the workplace.
One
of the most commonly cited reasons for using ICTs in the classroom has
been to better prepare the current generation of students for a
workplace where ICTs, particularly computers, the Internet and related
technologies, are becoming more and more ubiquitous. Technological
literacy, or the ability to use ICTs effectively and efficiently, is
thus seen as representing a competitive edge in an increasingly
globalizing job market.
Benefits/Advantages of ICT in Education
Here are some of the benefits which ICT brings to education according to recent research findings.
General benefits
· Greater efficiency throughout the school.
· Communication channels are increased through email, discussion groups and chat rooms
· Regular use of ICT across different curriculum subjects can have a beneficial motivational influence on students’ learning.
Benefits for teachers
· ICT facilitates sharing of resources, expertise and advice
· Greater flexibility in when and where tasks are carried out
· Gains in ICT literacy skills, confidence and enthusiasm.
· Easier planning and preparation of lessons and designing materials
· Access to up-to-date pupil and school data, any time and anywhere.
· Enhancement of professional image projected to colleagues.
· Students
are generally more ‘on task’ and express more positive feelings when
they use computers than when they are given other tasks to do.
· Computer use during lessons motivated students to continue using learning outside school hours.
Benefits for students
· Higher quality lessons through greater collaboration between teachers in planning and preparing resources .
· More focused teaching, tailored to students’ strengths and weaknesses, through better analysis of attainment data
· Improved pastoral care and behaviour management through better tracking of students
· Gains in understanding and analytical skills, including improvements in reading
· Comprehension.
· Development
of writing skills (including spelling, grammar, punctuation, editing
and re-drafting), also fluency, originality and elaboration.
· Encouragement of independent and active learning, and self-responsibility for learning.
· Flexibility of ‘anytime, anywhere’ access (Jacobsen and Kremer, 2000)
· Development of higher level learning styles.
· Students
who used educational technology in school felt more successful in
school, were more motivated to learn and have increased self-confidence
and self-esteem
· Students found learning in a technology-enhanced setting more stimulating and student-centred than in a traditional classroom
· Broadband technology supports the reliable and uninterrupted downloading of web-hosted educational multimedia resources
· Opportunities to address their work to an external audience
· Opportunities to collaborate on assignments with people outside or inside school
Benefits for parents
· Easier communication with teachers
· Higher quality student reports – more legible, more detailed, better presented
· Greater access to more accurate attendance and attainment information
· Increased involvement in education for parents and, in some cases, improved self-esteem
· Increased knowledge of children’s learning and capabilities, owing to increase in learning activity being situated in the home
· Parents are more likely to be engaged in the school community
· You will see that ICT can have a positive impact across a very wide range of aspects of school life.
ICT and Raising Standards
Recent research also points to ICT as a significant contributory factor in the raising of standards of achievement in schools.
- Schools judged by the school inspectors to have very good ICT resources achieved better results than schools with poor ICT.
- Schools that made good use of ICT within a subject tended to have better achievement in that subject than other schools.
- Socio-economic circumstances and prior performance of pupils were not found to be critical.
- Secondary schools with very good ICT resources achieved, on average, better results in English, Mathematics and Science than those with poor ICT resources.
A range of research indicates the potential of ICT to support improvements in aspects of
literacy, numeracy and science.
- Improved writing skills: grammar, presentation, spelling, word recognition and volume of work .
- Age-gains in mental calculations and enhanced number skills, for example the use of decimals .
- Better data handling skills and increased ability to read, interpret and sketch graphs Improvements in conceptual understanding of Mathematics (particularly problem solving) and Science (particularly through use of simulations)
The use of ICTs help improve the quality of education
ICTs
can enhance the quality of education in several ways: by increasing
learner motivation and engagement by facilitating the acquisition of
basic skills, and by enhancing teacher training. ICTs are also
transformational tools which, when used appropriately, can promote the
shift to a learner-centered environment.
Motivating to learn.
ICTs such as videos, television and multimedia computer software that
combine text, sound, and colorful, moving images can be used to provide
challenging and authentic content that will engage the student in the
learning process. Interactive radio likewise makes use of sound effects,
songs, dramatizations, comic skits, and other performance conventions
to compel the students to listen and become involved in the lessons
being delivered. More so than any other type of ICT, networked computers
with Internet connectivity can increase learner motivation as it
combines the media richness and interactivity of other ICTs with the
opportunity to connect with real people and to participate in real world
events.
Facilitating the acquisition of basic skills.
The transmission of basic skills and concepts that are the foundation
of higher order thinking skills and creativity can be facilitated by
ICTs through drill and practice. Educational television programs such as
Sesame Street use repetition and reinforcement to teach the alphabet,
numbers, colors, shapes and other basic concepts. Most of the early uses
of computers were for computer-based learning (also called
computer-assisted instruction) that focused on mastery of skills and
content through repetition and reinforcement.
Enhancing teacher training.
ICTs have also been used to improve access to and the quality of
teacher training. For example, At Indira Gandhi National Open
University, satellite-based one-way video- and two-way
audio-conferencing was held in 1996, supplemented by print-materials and
recorded video, to train 910 primaryschool teachers and facilitators
from 20 district training institutes in Karnataka State. The teachers
interacted with remote lecturers by telephone and fax
Examples of ICT-based activities
What
kind of classroom activities are suited to the use of ICT? The
following is a brief guide to some of the most common uses of ICT in
teaching and learning.
Finding out
Students
can use ICT to find out information and to gain new knowledge in
several ways. They may find information on the Internet or by using an
ICT-based encyclopedia such as Microsoft Encarta. They may find
information by extracting it from a document prepared by the teacher and
made available to them via ICT, such as document created using
Microsoft Word or a Microsoft PowerPoint slideshow. They may find out
information by communicating with people elsewhere using email, such as
students in a different school or even in a different country.
Processing knowledge
Students
can use ICT as part of a creative process where they have to consider
more carefully the information which they have about a given subject.
They may need to carry out calculations (eg. by using Microsoft Excel),
or to check grammar and spelling in a piece of writing (perhaps using
Microsoft Word), or they may need to re-sequence a series of events (for
example by re-ordering a series of Microsoft PowerPoint slides).
Sharing knowledge
Students
can use ICT to present their work in a highly professional format. They
can create documents and slideshows to demonstrate what they have
learned, and then share this with other students, with their teacher,
and even via email with people all around the world.
Computers and the Internet use for teaching and learning
There are three general approaches to the instructional use of computers and the Internet, namely:
1) Learning about computers and the Internet, in which technological literacy is the end goal;
2) Learning with computers and the Internet, in which the technology facilitates learning across the curriculum; and
3) Learning through computers and the Internet, integrating technological skills development with curriculum applications.
Learn about computers and the Internet
Learning about computers and the Internet focuses on developing technological literacy. It typically includes:
• Fundamentals: basic terms, concepts and operations
• Use of the keyboard and mouse
• Use of productivity tools such as word processing, spreadsheets, data base and graphics programs
• Use of research and collaboration tools such as search engines and email
• Basic skills in using programming and authoring applications such as Logo or HyperStudio
• Developing an awareness of the social impact of technological change.
Learning with computers and the Internet
Learning
with the technology means focusing on how the technology can be the
means to learning ends across the curriculum. It includes:
•Presentation, demonstration, and the manipulation of data using productivity tools
•Use
of curriculum-specific applications types such as educational games,
drill and practice, simulations, tutorials, virtual laboratories,
visualizations and graphical representations of abstract concepts,
musical composition, and expert systems
•Use
of information and resources on CD-ROM or online such as encyclopedia,
interactive mapsand atlases, electronic journals and other references.
Technological
literacy is required for learning with technologies to be possible,
implying a two-step process in which students learn about the
technologies before they can actually use them to learn.
Learning through computers and the Internet mean
Learning
through computers and the Internet combines learning about them with
learning with them. It involves learning the technological skills
“just-in-time” or when the learner needs to learn them as he or she
engages in a curriculum-related activity.
Computers and the Internet used in distance education
Many
higher educational institutions offering distance education courses
have started to leverage the Internet to improve their programme’s reach
and quality.
Disadvantages of ICT
One
of the major barriers for the cause of ICT not reaching its full
potential in the foundation stage is teacher’s attitude. According to
Hara (2004), within the early years education attitudes towards ICT can
vary considerably. Some see it as a potential tool to aid learning
whereas others seem to disagree with the use of technology in early year
settings. Blatchford and Whitebread (2003:16), suggests that the use of
ICT in the foundation stage is “unhealthy and hinders learning”. Other
early years educators who are opposed to offering ICT experiences within
the educational settings take a less extreme view than this and suggest
that ICT is fine, but there are other more vital experiences that young
children will benefit from, (Blatchford and Whitebread, 2003). In
theory some people may have the
opinion
that the teachers who had not experienced ICT throughout their learning
tend to have a negative attitude towards it, as they may lack the
training in that area of the curriculum.
Another important drawback to using ICT in schools is the fact that computers are expensive. According to the IT learning exchange (2001), in most schools ICT will be the single largest curriculum budget cost. This may be seen as a good thing but on the other hand there will be little money left over for other significant costs.
Advantages & Disadvantages of Information & Communication Technology
by Andy Walton, Demand Media
ICT encompasses phone and mobile technology as well as computers.
Information and
communication technology is a vast field encompassing virtually all
technologies that can store, receive or transmit signals electronically.
With electronic devices so tightly wound into the fabric of modern
society, the advantages and disadvantages of ICT use may not be
immediately apparent. Taking a fresh look at these pros and cons helps
to give perspective on the ways ICT affects you and your business.
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