Role of ICT in Education

In the last few decades, the ICT has brought a tremendous transformational experience in the development of human education. However, due to the increased dynamic changes in, political and global economies in the 21st century, it is critical that students acquire fundamental skills such as critical thinking, communication, collaboration, and creativity. As such, it is necessary that the integration of ICT in education can be part of every student’s learning experience. Also, the utilization of technology can promote an environment where learners can develop critical thinking, communication, collaboration, and creativity. Therefore, the purpose of this task is to explore practices in which the ICT can be used to guide students in thinking critically, building interpersonal communicational skills while working effectively with others to create innovative ideas and concepts.

The overview of the ICT in education

Since the adventure of reading and writing, technology has always pushed the educational potentials to new levels. Although the earlier computers were invented many years ago, the recent decades had witnessed technological advancements that had included the use of a magic lantern, a primitive version of a slide projector shortly before the radio and overheads projectors came into being in the 1920’s (Betrus & Molenda, 2002). However, according to NWS, (2018), personalized computers were first launched along with the internet web and apps, the methods of instruction and learning took a new form. A full Integration of technology into a wide range of subject areas especially in teaching and learning began to take root in 1920’s (Endtech, 2016).In general, the 21st century has witnessed a vast production of online tools such as 3d graphics, virtual laboratories, web search engines and flipped classrooms contributing to the effective education

ICT Roles   in 21stc Education System

Proper implementation of ICT in classroom teaching can provide an excellent solution for information gathering and distribution in a relaxed and productive learning environment for all students at any given moment or location. Prominent tools like free and open search soft wares can support knowledge building, reflection and sharing of ideas among students. Besides, the aid of online tools ICT can help students to evaluate themselves, learn in their first language to minimize the gap of the language barrier in teaching and learning process.

Besides, Successful integration of ICT is Crucial in this Century as students, teachers, and administrators look forward to using alternative means where traditional methods of learning may not be sufficient. For example, the use of storage media like CD-ROMs and USB drives and application programs can help students with disabilities such as dyslexia to become more creative and knowledgeable (Turner, 2005). Indeed, the frequent use of animated application programs, videos, quizzes, and sound may provide students with manipulative skills.

Moreover, Digital games and toys can influence students reasoning and creativity. A variety of Animated cartoon learning videos and storytelling toys promotes sustained concentration in the classroom, followed by fast understanding and remembering especially in Mathematics (Hung, Huang & Hwang, 2014). This can work best in history and literature subjects. Similarly, computer-aided devices such as 3D collaborative learning tools can promote unending students interactions and collaboration with peers and teachers in real time.

Other ICT tools that can boost students’ critical thinking include the computer simulations which allow impractical experiments such as prototyping and testing a system. Such practical’s, students have an opportunity to interpret and analyze conceptual and complex ideas using appropriate media and approaches to foster more understanding. A computer simulation is a good example as it can help to increase student’s analytical skills especially in science subjects (Merchant et al., 2014).

Furthermore, the use of augmented reality-based tools in classroom-like mounted displays can create a real-life environment where students participate in hands-on practice (Bower et al., 2014). In this case, important skills can be done quickly and safely and thus enabling students to learn problem-solving skills without exposing them in real danger.

Lastly, the uses of flipped classrooms enable students to do classwork in collaborative peer groups.  It requires students to watch screencasts and short video lectures before they share and discuss activities in groups (Abeysekera & Dawson, 2015). While combined with open source web application programs, educators can design websites that allow the student to access organized materials such as blogs, wikis, and Google. Such forums are vital to enhancing knowledge and concept clarification. The government of Australia has initiated a national reward system to encourage teachers to use ICT for innovative teaching and learning.

Conclusion

ICT is a strong foundation for significant changes among many educational practices. The research has discussed practical approaches that show how the use of various tools and tools to guide and facilitate learning, can make students think critically, build interpersonal relationships as they work in groups and creating new ideas and concepts useful in the 21st century. The skills acquired as a result of using ICT are relevant to solving economic, social and political challenges both in Australia and in international levels.

References

NSW Educational Standards Authority, (2018). Accessed online October 14, 2018 at: http://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/.

Endtech Staff, (2016), A Brief History of the Evolution of Classroom Technology [#Infographic].Accessed online on October 14, 2018 at https://edtechmagazine.com/k12/article/2016/02/brief-history-evolution-classroom-technology-infographic

Betrus, A. K., & Molenda, M. (2002). Historical evolution of instructional technology in teacher education programs. TechTrends, 46(5), 18-21.

 Turner, L. (2005). Technology Skills Every Educator Should Have. The Journal. Available online at: https://thejournal.com/articles/2005/06/01/20-technology-skills-every-educator-should-have.asp

Accessed on October 14, 2018

Hung, C. M., Huang, I., & Hwang, G. J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2-3), 151-166.

Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40.

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education–cases, places and potentials. Educational Media International, 51(1), 1-15.

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.