ICT in Education by mukhtar48


									ICT in Education
Professor Mukhtar Ahmad
Aligarh Muslim University
 The promise of ICTs in Education

• It is generally believed that ICTs can
  empower teachers and learners,
  promote change and foster the
  development of ‘21st century skills.
• The use of ICT can support the learning
  of other skills.
• ICTs include computers, the internet,
  Radio and television, and telephony.
   Why use ICT in education?
• There is widespread belief that ICTs can and will
  empower teachers and learners, transforming
  teaching and learning processes from being
  highly teacher-dominated to student-centered.
• This transformation will result in increased
  learning gains for students, creating and
  allowing for opportunities for learners to develop
  their creativity, problem-solving abilities,
  informational reasoning skills, communication
  skills, and other higher-order thinking skills.
• .
    ICT use in education in India

 India actively promotes the use of information and communication technologies
   (ICTs) in education in the formal education sector today, as it has in the non-
                        formal sector for more than 40 years.
 From the use of radio to spearhead the green revolution, to satellite-based, one-
     way and interactive television for rural development in some of the most
   backward districts, to today’s thrust for the use of open and distance learning
                             models to serve the larger
         populations, India has tried it all, with varying degrees of success.
In fact, since the early 1950s, Indian policy documents have identified the need to
      use all media for promoting development and, implicitly, for education.
  History of Technology usage
• Radio and Television were used for open
  and distance learning .
• e- learning uses internet, intranet, and
  web based learning.
• Presently open and distance learning
  uses variety of media, including print, two
  way communications, alos face to face
• The subsequent policy and plan documents on
  education prepared from time to time, have
  chalked out a role for technology applications,
  especially in the non-formal education sector.
• Today, the country’s decision-makers, at both
  the central and state levels, have chosen to
  explore the use of newer computer and Internet
  based ICTs for education, along with broadcast
  ICTs, and have been promoting the use of open
  and distance learning for both the formal and
  non-formal education sectors

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