The Impact of ICT on Education Sectors

The Impact of ICT on Education SectorsKnowledge, innovation and In ashesation and Communication Technology have had rigid on many economic sectors, e.g. the informatics and confabulation, finance, and transportation sectors. The knowledge-based deliverance sets a new scene for schooling and new challenges and promises for the commandment sector. Education is a compulsion of the knowledge-based economy, the production and drop of new knowledge both require a to a greater extent educated population and workforce. Besides that, Information and Communication Technology is a very powerful tool for distributed knowledge and information, a important aspect of the education process.The education sector has so far been characteristic by quite slow progress in terms of innovation development which impact on teaching activities. Educational research and development does not play a strong role as a factor of enabling the direct production of systematic knowledge. The fact, education is n ot a field that lends itself easily to experimentation, partly because experimental approaches in education be often impossible to describe in precisely enough to be sure that they are sincerely creation replicated.There is little classify knowledge in the department of education and only weakdeveloped mechanisms whereby communities of faculty collectively can capture and reach from the discoveries made by their colleagues.Information and communication applied science potentially offer increased possiblefor codification of knowledge about teaching and for innovation in teaching activities with being able to deliver learning and cognitive activities.There are some real facts in the modern education. First, the Information and communication technology has been developing very rapidly nowadays. Therefore, in order to balance it, the whole educational system should be reformed and Information and communication technology should be integrated into educational activities.Other than that, the influence of Information and communication, especially the internet cannot be repeld in our students lives. So, the learning activities should be to formulate again, from the manual source centered to the open source ones. In this case the widely use of internet access has been an unavoidable policy that should be anticipated by schools authorities.Besides that, the companionship of games by internet have another serious problem that should be wisely handled by the educational institutions. The students cannot really extinguish from games. They can have and do with it wherever and whenever they want.In some situation, education establishment play an very important role to extinguish these problems. unitary of which is by facilitating the students to do edutainment or educational games. Schools can let their students be familiar with educational games adjusted by their teachers. Besides, they can also support and serve their students to have their own blogs in the inter net. A lot of WebBlog providers are free to the users, such as WordPress. In their blogs, the students can create and write something, like an article, poem, news, perfectly stories, features, or they can also express their opinion by an online forum provided in the internet. They are able to share experiences throughout their blogs to others from all over the instauration. I think it go out be an interesting activity for them, and it will lessen their time to visit the negative or porn sites existed.I think our tender generation will get more and more information and knowledge by browsing in the internet. So that, they can also create more new things in web design that it may be out of the formal curriculum content, but it will be useful for their future.Advantages of ICT on education sectorsThe first advantage is up to date and real world technology, to prepares the children for the modern world. Second, can let us more comfortable and reliability to the ICT when we are perus ing or working as well.Disadvantages of ICT on education sectorsThe disadvantage is never enough resources like computer for each schoolroom and you cant expect parents to secure their children a laptop to take to school and some teachers are from the old school and refuse to embrace it in their classrooms.Skills Needed in the Workplace of the prospectiveDigital Age LiteracyFunctional literacy-Ability to decipher meaning and express ideas in a range of media this includes the use of images, graphics, video, charts and graphs or visual literacyScientific literacy-Understanding of both the a priori and applied aspects of science and mathematicsTechnological literacy-Competence in the use of information and communication technologiesInformation literacy-Ability to find, evaluate and make appropriate use of information, including via the use of ICTsethnical literacy-Appreciation of the diversity of culturesGlobal awareness-Understanding of how nations, corporations, and communities all over the world are interrelatedInventive ThinkingAdaptability-Ability to adapt and manage in a complex, interdependent worldCuriosity-Desire to knowCreativity-Ability to use imagination to create new thingsRisk-taking-Ability to take risksHigher-Order Thinking-Creative problem-solving and logical thinking that result in soundjudgmentsEffective CommunicationTeaming-Ability to work in a teamCollaboration and interpersonal skills-Ability to interact smoothly and work effectively with othersPersonal and social responsibility -Be accountable for the way they use ICTs and to learn to use ICTs for the public goodInteractive communication-Competence in conveying, transmitting, accessing and understanding informationHigh Productivity-Ability to prioritize, plan, and manage programs and projects to achieve the desired results. Ability to apply what they learn in the classroom to real-life contexts to create relevant,high-quality productsThe uses ICTs help improve the quality of educationI nformation and communication can improving the quality of education and training is a critical issue, especially at a time of educational expansion. Information and communication also can enhance the quality of education in several slipway, first, by the change magnitude learner motivation and engagement, by facilitating the acquisition of basic skills, and by enhancing teacher training.14 Information and communication are also transformational tools which, when used appropriately.Advancing knowledge and the (knowledge) economy the promises of e-learningThe emergence of information and communication is represents high promises for the ordinal education sector. information and communication ia could indeed play a role on three fundamental aspects of education policy, is very access, quality and cost. information and communication is could possibly advance knowledge by expanding and widening access to education, by improving the quality of education and reducing its cost. All this would build more capacity for the advancement of knowledge economies. This section summarises the main arguments backing the promises.E-learning is a bright tool for the expanding access to tertiary education. Because they relax space and time constraints, ICTs can allow new mickle to record in tertiary education by increasing the flexibility of mesh compared to the traditional face-to-face model working students and adults, people living in remote areas (e.g. rural), non-mobile students and even foreign students could now more easily participate in education. Thanks to ICT, learners can indeed study where and/or when they have time to do sorather than where and/or when classes are planned. While traditional correspondence-based hold learning has long played this role, ICT have enhanced traditional outmatch education enabled the rise of a continuum of practices between fully campus-based education and fully distance education.More specifically, fully online learning can allow large numbers of students to access education. The constraints of the face-to-face learning experience, that is, the size of the rooms and buildings and the students/teacher ratio, represents another form of relaxation of space constraints. ICTs indeed allow a very cheap cost of reproduction and communication of a lesson, via different mode like the digital recording and its (ulterior or simultaneous) diffusion on TV, radio or the Internet. The learning process or content can also be codified, and at to the lowest degree some parts be standardised in learning objects, for example a multimedia software, that can in principle be used by millions of learners, either in a synchronous or asynchronous way. Although both forms strength induce some loss in terms of teachers-learners interactivity compared to face to face teaching, they can reach a scale of participation that would be unfeasible via face-to-face learning.When the needs are huge, fully online learning can be significant and possibly the only realistic means to increase and widen rapidly access to tertiary education. Some developing countries have huge cohorts of young people and too small an academic workforce to meet their large unmet demand go throughn training new teachers would take too very much time, notwithstanding resources, e-learning might represent for many potential students and learners the only chance to study (rather than an alternative to full face-to-face learning) (World Bank, 2003).E-learning can also be seen as a promising way for improving the quality of tertiary education and the effectiveness of learning. These promises can be derived from different characteristics of ICTs the increased flexibility of the learning experience it can give to students the enhanced access to information resources for more students the potential to drive innovative and effective ways of learning and/or teaching, including learning tools, easier use of multimedia or simulation tools finally, the possibility to diffuse these innovations at very low marginal cost among the teachers and learners.Distance E-learning has not only the virtue to be inclusive for students that cannot participate in tertiary education because of time, space or capacity constraints, as it was shown above. It can also in principle offer to students more personalised ways of learning than collective face-to-face learning, even in small groups. Although learning is often personalised to some extent in higher education through the modularity of paths, ICTs allow institutions to give students to choose a wider variety of learning paths than in non-ICT supplemented institutions not the least because of the administrative burden this would represent in large institutions. This means that students can experiment learning paths that best suit them. Moreover, e-learning can potentially allow students to take courses from several institutions, e.g. some campus-based and others fully online. This possible flexi bility of single(a) curricula can be seen as an improvement of the overall student experience, regardless of pedagogical changes. In one word, e-learning could render education more learner-centred compared to the traditional model. closing curtainIt is clear that ICT capacity will continue to expand at a rapid rate throughout the world. This expansion will be driven in the main for commercial purposes, but it will also provide the opportunity for economically important educational opportunities. Probably no country can afford to ignore this development.However, virtual education requires a very stringent set of conditions for it to work successfully. For these conditions to be met, there is a high cost in terms of coronation and training. Most importantly of all, the technological infrastructure must be in place. While the technology underpinning virtual education is developing rapidly, the most valuable developments for poorer countries are not yet commercially available ordeve loped.Virtual education is not the answer to many of the most pressing educational problemsfaced particularly by poorer developing nations. Other strategies, such as openuniversities, can provide greater access and more cost-effective delivery of education.Governments can do much to encourage the right environment for virtual education.Indeed, governments cannot afford not to expose at least a minimum number of its nationals to the benefits of virtual education. The poorer the country, the more cerebrate itsefforts to support virtual education will need to be. Partnership with more developedcountries, collaboration between countries with similar cultures and stages of economicdevelopment and well-targeted, small-scale projects will all help develop capacity andskills in virtual education.