Ict trends in education

The document discusses the definition and scope of information and communication technology (ICT) in education. It describes how ICT can be used across different aspects of teaching and learning, including for content delivery, assessment, research, and administration. Some key benefits of using ICT in education mentioned include increased student motivation, the ability to learn independently and at one's own pace, producing higher quality work, and accessing information that may not be available through traditional means.

This document discusses inclusive education and child-friendly schools. It defines inclusive education as welcoming all children into regular schools without discrimination. A child-friendly school is based on children's equal rights to education, promotes non-discrimination and inclusiveness, and emphasizes optimal development for all children. The document also discusses why children may not attend or stay in school, such as lack of a safe environment or discrimination. It provides tips for creating child-friendly classrooms, including breaking tasks into steps, using repetition and feedback, and supplementing instruction with parents and peers. Managing child-friendly classrooms involves applying discipline fairly and cultivating mutual respect between teachers and students.

This is an updated version of my powerpoint which is more user friendly and interactive kind of Powerpoint. This Powerpoint is about the Concepts of educational technology, its domains, theories and practices, and how technology is involved in an efficient and interactive teaching and learning.

The Educational Multimedia Resource Centre (EMMRC) was established by the University Grants Commission to produce educational video and multimedia content. It has a large studio facility and produces over 2,000 video lectures and e-learning materials annually based on UGC curriculum. This content is broadcast on educational television channels and streamed online, reaching over 25 million students. The EMMRC conducts research and provides training to improve the quality of its educational programming and resources.

The presentation on Holistic Development of a child is developed by students of ADE Batch 2018-19 for subject Child Development at Government Elementary College of Education Badin.

In 2020, 1.5 billion students in 188 countries/economies were locked out of their schools. Students everywhere have been faced with schools that are open one day and closed the next, causing massive disruption to their learning. With the coronavirus (COVID-19) pandemic still raging, many education systems are still struggling, and the situation is constantly evolving. The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and collecting data on how each system is responding to the crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction. Andreas Schleicher, OECD Director for Education and Skills, presents the findings of the survey of around 30 different education systems and their responses to the pandemic, looking at how strategies varied across countries, whether or not certain strategies were favoured, and what the impact of these strategies was. Read the report: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm

This document provides information about eTwinning, an online community for schools in Europe. It allows teachers to create online projects, join groups, and find partners. Teachers from 44 countries and different types of educational institutions can participate. The benefits for students include authentic language learning, motivation to use technology, and acquiring new skills. Projects can be international or national and cover any subject. eTwinning had over 78,000 projects, 602,000 teachers, and 196,000 schools involved as of the provided data. National and European Quality Labels are available for well-planned projects meeting specified criteria.

This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of differences. It outlines India's policies and schemes to promote inclusive education since 1985. The principles of inclusive education include no discrimination, equal opportunities, and adapting schools to students' needs. Challenges include lack of understanding, adjustment issues, and feeling isolated for students, and a need for trained teachers, facilities, and funds. The document recommends strategies like cooperative learning, peer tutoring, and mainstreaming to improve inclusive education.

Head Teacher and School Management, Teaching and Non Teaching Staff Duties and Responsibilities Prepared as a student of Masters in Educational Planning and Management

The e-Twinning initiative aims to encourage European school collaboration using ICT. It provides an online platform where teachers can connect with partners in other European countries to develop collaborative projects. Over 170,000 teachers and 90,000 schools across Europe are registered in e-Twinning. The platform offers tools for teachers to communicate, share resources, and work together on projects that promote cultural exchange and ICT skills for students.

Virtual field trips allow students to explore new places through online resources without leaving the classroom. They guide students through web-based content on various themes and can be created using tools like PowerPoint, Google Earth, and WebQuests. Virtual field trips engage students, support different learning styles, and provide opportunities for active learning at each student's own pace. Teachers are encouraged to clearly define learning objectives, provide structure and flow, include multimedia elements, and assess student learning from virtual field trips.

This document discusses several Western schools of philosophy and their implications for education. It describes the key principles and views of idealism, naturalism, pragmatism, realism, and constructivism. For each philosophy, it outlines their views on reality, knowledge, values, and the aims and methods of education. It also discusses eclecticism and the areas of agreement between the different philosophies. Constructivism is characterized as emphasizing knowledge construction through real-life experiences.

Institutional planning involves an educational institution preparing a development and improvement plan based on its needs and available resources. The plan is meant to optimize resource utilization and improve the school's program and practices. Objectives of institutional planning include providing equal opportunities, improving the institution's structure, giving direction to its functioning, and developing a comprehensive improvement program through optimal use of existing resources. The process involves assessing needs, preparing long- and short-term plans through committees, and systematically working to achieve educational objectives. Benefits are that it makes planning more democratic and realistic by involving teachers in the process.

The term ECCE comprises of three key terms:- ‘Early Childhood’, ‘Care’, and ‘Education’. Early childhood is the period from birth to six years.

Play way method is a method which envisages that all work should be done in the spirit of ‘play’. Play way is quite different from the normal meaning of the word “play’ which is considered as a form of physical activity. Presentation by Satnarain Singh, Asst. Prof. in Special Education

This document discusses the needs, importance, and effective use of instructional technology. It defines instructional technology as using techniques, strategies, and tools to design, develop, and deliver instruction. The document outlines several benefits of using instructional technology, such as improving student performance and motivation. It also discusses specific technologies that are commonly used in classrooms today, such as smart boards, PowerPoint, tablets/iPads, and educational software/tools. The role of teachers in integrating these technologies to enhance learning is also highlighted.

Education development in Tanzania has a long background since 1960’s. Several initiatives and strategies were made whereby in 2002 the country initiated Primary Education Development Program (PEDP) whereby capacity expansion and quality of education were observed in Primary schools. And further, the achievements gained from primary schools leads to the establishment of Secondary Education Development Program (SEDP) phase one starting from 2004 -2009 as phase two from 2010 – 2015. It was during this period when the mushrooming of Community Secondary Schools in every ward national wise started for secondary education. On 22nd February 2013 the President of United Republic of Tanzania, President Jakaya Mrisho Kikwete inaugurated the Big Results Now in an effort to transform the country’s economy over from its current LDDC status to a middle-income nation-state by the year 2025. On 15th August 2013 by Honorable Dr. Shukuru Kawambwa, Minister for Education and Vocational Training inaugurated Big Results Now in Education sector aiming at raising the quality of education and examination pass rate in primary and secondary schools. The study findings revealed the following: First, the majority of the students, parents, school committee members and some of the secondary teachers who are the core implementers were unaware of what entail Big Results Now. Second, challenges faced the key implementer of BRN including shortage of teachers, poor support from parents, shortage of fund, shortage of important school infrastructures, irregular and insufficient staff training and support as well as insufficient teaching and learning materials. Moreover, the strategies which were employed to deal with the challenges faced Big Results Now implementation including building of important school infrastructures, salary increase, payment of allowances, regular and sufficient staff training, enough supply of books as well as improvement of school management and administrative system. The study recommends by addressing things which have to be taken into action by all the in education stakeholders for implementation and areas for further studies with regarding to Big Results Now in education sector for the sake of raising the quality of education and increasing examination pass rate in Primary and Secondary schools in Tanzania and Iringa municipal in particular.

Slideshow used with Tawa College to illustrate the importance of central moral purpose to guide pedagogical decision making and approaches to learning in the school. Second half explores more deeply the relationship between beliefs about technology and learning and understandings about the ownership of knowledge.

Slide deck used in presentation to Orewa College staff on their teacher only day. Focus on key trends in education and on shifting the ownership of learning and learner agency.

Breakout presentation at CORE Education's ULearn conference in Rotorua, October 2016. Exploring the concept of how we can measure Deep Learning - based on the work of the New Pedagogies for Deep Learning project.

CORE's ten trends for 2016 providing an overview of some key trends and influences on our education system and schooling in New Zealand.

The document summarizes the key themes and takeaways from a Deep Learning Lab conference held from 2-4 October 2016. The main points discussed were deep learning, collaboration, leveraging digital resources, and breakthrough leadership. It envisions expanding the network to involve 100 schools across New Zealand in collaborative deep learning and contributing to international thought leadership. It clarifies what the initiative is and is not, emphasizing that it is an evidence-building and coherence-making collaborative strategy at all levels, rather than an isolated or top-down imposed program.

Presentation to the Deep Learning Lab held in Christchurch, October 2016, part of the New Pedagogies for Deep Learning project.

Presentation to staff of the Tertiary Education Commission - outlining principles and practices in the approach to online professional development used by CORE Education

This document defines information communication technology (ICT) as new digital technologies used to communicate information in the right place and time through various communication media. It discusses ICT as a diverse mixture of tools and resources to create, differentiate, store, add value to, and manage information for communication purposes. The document also outlines different types of communication systems, including video, audio, and audio-video media; and lists examples for each type. It describes ICT's role in transforming raw facts into useful information that can be easily learned, and identifies the key components of ICT as people, information, communication, procedures, hardware, and software.

Presentation to the Upper Hutt Education Cluster on 21 October, 2016. Explains what learner agency is about, with references to developing a participatory culture and student voice. Contains material relating to collaboration and clustering at the end

The document outlines 10 emerging trends in information and communications technology: cloud computing, distributed processing, semantic web, social apps, rural markets, education, media, mobile, location-based apps, and web applications. It was written by Siddharta Govindaraj of Silver Stripe Software Pvt Ltd and provides links to the author's email and company blog for more information on emerging ICT trends.