ICT CAN SUPPORT THE TEACHING PROCESS

BY: Nurbaiti Hamzah (Miss.Betty Beautiful)

Class: B Evening

Abstract

There are some important topics that deal with the way ICT is use and managed in

Education and organization. The first, the nature of information (the "I" in ICT); this

covers topics such as the meaning and value of information; how information is

controlled; the limitations of ICT; legal considerations. The second, management of

information - this covers how data is captured, verified and stored for effective use; the

manipulation, processing and distribution of information; keeping information secure;

designing networks to share information. The last, Information systems strategy - this

considers how ICT can be used within a business or organization as part of achieving

goals and objectives and also how ICT can support teaching process.

I. INTRODUCTION

We can see the letters ICT everywhere - particularly in education. But what does

it mean? ICT is an acronym that stands for Information Communications Technology

However, apart from explaining an acronym, there is not a universally accepted definition

of ICT? Why? Because the concepts, methods and applications involved in ICT are

constantly evolving on an almost daily basis. It is difficult to keep up with the changes -

they happen so fast.

 Actually there are three valuable things behind the ICT words (INFORMATION,

COMMUNICATION and TECHNOLOGY) A good way to think about ICT is to

consider all the uses of digital technology that already exist to help individuals,

businesses, education and organizations use information. ICT covers any product that

will store, retrieve, manipulate, transmit or receive information electronically in a

digital form. For example: personal computers, digital television, email, and robots. So

ICT is concerned with the storage, retrieval, manipulation, transmission or receipt of

digital data. Importantly, it is also concerned with the way these different uses can work

with each other.

In business, ICT is often categorized into two broad types of product:

1. The traditional computer-based technologies (things you can typically do on a

personal computer or using computers at home or at work); and

2. The more recent, and fast – growing range of digital communication

technologies which allow people and organization to communicate and share

information digitally.

1. Traditional Computer Based Technologies

The C part of ICT refers to the communication of data by electronic means,

usually over some distance. This is often achieved via networks of sending and receiving

equipment, wires and satellite links. The technologies involved in communication tend to

be complex. You certainly don't need to understand them for your ICT course. However,
there are aspects of digital communications that you need to be aware of. These relate

primarily to the types of network and the ways of connecting to the Internet.

These are two briefly (further revision notes provide much more detail to support your

study)

a. Internal network

Usually referred to as a local area network (LAN), this involves linking a number

of hardware items (input and out put devices plus computer processing) together

within an office or building. The aim of a LAN is to be able to share hardware

facilities such as printer or scanner, so software applications and data. This type of

network is invaluable in the office environment where colleagues need to have

access to common data or program.

b. External networks

Often you need to communicate with someone outside your internal networks, in

this case you will need to be part of a Wide Area Network (WAN). The Internet

is the ultimate WAN - it is a vast network of networks.

ICT in Schools have some categorization:

1. Teaching Process and ICT Support

2. ICT as Teaching Tool

3. ICT to Support Learning

At the beginning of the millennium century, many schools have already applied the ICT

program. So that is why the writer is absolutely interested in presenting this paper in

order to master and learn it deeply.

 II. SCOPE

Embedding and integrating ICT in education and training is a slow but steady

process which has to be approached through global and holistic strategies. Mainstreaming

ICT in education and training has to take place on all fronts and requires global and large

scale planning, decision making and actions, increasing access through infrastructure, use

content development, and quality of use through teacher guidance. A variety of actions is

needed: blended learning content, development models, more demanding infrastructure,

decision making and leadership, and quality of education staff.

The education and training of teachers and trainers is of utmost importance.

Teachers of all subjects work toward becoming media “literate” as this set of skills is also

one their learners need to acquire. Thus the focus of teacher education and training must

be placed on teaching approaches and methodologies rather than on technical details and

how to operate specific applications. Teachers confronted with an approach oriented

solely on technology are often scared away and may feel inadequate, even out of place.

Resistance against the use of ICT in schools may occur if teachers cannot understand why

it matters to consider ICT in the classroom and feel patronized or over strained. If

questions on technology, however, result from methodological requirements and an

interest in software embedded in a given context and are not done purely for their own

sake, lasting effect can be achieved that encourages teachers to really take their

competences into the classrooms and to their learners. The positive impact of ICT on
learning and teaching, and on pupil motivation is well evidenced. The individualization

of learning or personalized learning is supported successfully by ICT solutions. Students

have to be treated as subjects who participate in learning processes. Interactive teaching

approaches using ICT offer all learners the opportunity of learning by doing.

Active learning approaches help develop positive self – esteem and prepare

learner for long life learner. Given the ubiquity of ICT there is no longer a need to justify

the necessity to teach how use ICT skillfully. With the increasingly heterogeneous

classroom ICT and learning environments can lead to greater personalized programs

suited to each learner. This approach can permit each pupil to work at a pace appropriate

to his or her stage of development and readiness to progress. In this way the individual

learning needs of different students can be catered for through tailored ICT solutions.

Personalized learning, supported by meaningful ICT solutions, has many benefits.

One of the most obvious is the emphasis that can be placed on formative assessment

approaches. There are many programs available that give immediate diagnostic feedback

both to teachers and pupils, and guided them in their mastery of skills and knowledge in a

range of subjects. In this way the teacher can monitor the progress of the individual

learners and set smart targets for each pupil to achieve; often this has a positive

motivation on the learner leading to better outcomes.

Pupils and teachers can gain immensely from the successful use of learning

platforms. Pupils can work from home or in school and follow online courses. They are

able to submit their work electronically and take part in discussion forums. Collaborating

with pupils from other schools and other countries broadens their horizons. Pupils

personalize their own space and upload their information.

 For teachers, a learning environment enriches methodology and enhances and

extends the pupil’s experiences. By designing suitable online courses and devising

interactive tasks they can monitor and track pupil progress. For the administrator a

platform can facilitate communication between school and home and between

administration and staff. It also helps all stakeholders to be more responsible.

III. Towards more pedagogical innovation with self-directed learning and teaching

Good use of a variety of media (pod casts, texts, video-clips, live discussions) by

pupils can support their learning and provide a deeper knowledge and understanding of

content and concepts. The use of interactive and multimedia software differs across and

within member states and schools. Countries that have a tradition of self-directed

teaching and of steering pupils towards independent learning methods tend to find it

easier to take advantage of the opportunities offered by digital media, compared to

countries where teaching has traditionally been more teacher-centre. However, the

potential of digital media for self-directed teaching and learning, and for contributing to

the overall aims and targets of long life learning, is immense.

Digital media is a good tool in all stages of individualized teaching:

• It produces a thorough understanding for problems and issues by illustrating them

• It motivates pupils to find solutions to those problems

• It offers information and ideas as to how problems can be solved

 • It supports subject-related cooperation and communication among pupils as well

as between pupils and teachers

• It helps record and present learning outcomes

• It can be used for assessing progress (diagnosis).

By using multimedia especially ICT program in learning process there are some

advantages which can get both students and teachers because ICT program give teachers

support in making effective use of ICT to enhance teaching and learning as follows:

1. Provide materials and training to support better use of ICT as a teaching and

learning tool

2. Identify and disseminate effective practice in ICT pedagogy

3. Make ICT an integral part of teaching and learning strategies

4. Scientific literacy is connected to ICT Literacy

5. ICT provides new teaching possibilities

6. Science is connected to the real world

7. Students today are comfortable with ICT

8. The changing role of teacher

 IV. ICT as Teaching Tool

The potential of each technology Education policymakers and planners must firs

of all be clear about what educational outcomes. These broad goals should guide the

choice of technologies to be used and their modalities of use. Varies according to how it

is used. Haddad and Draxler identify at least five levels of technology use in education:

presentation, demonstration, drill and practice, interaction, and collaboration.

Each of the different ICTs – print, audio/video cassettes, radio and TV broadcast,

computer or the internet – may be used for presentation, the most basic of the five levels

except for video technologies, drill and practice may likewise be performed using the

whole range of technologies. On the other hand, networked computer and the Internet are

the ICTs that enable interactive and collaborative learning best; their full potential as

educational tools will remain unrealized if they are used merely for presentation. There

are some advantages using ICT for presentation as follows:

• Modeling

• Accessing and analyzing

• Presenting, re-presenting and communicating

• Testing and confirming

• Demonstrating
 V. CONCLUSION

As you can see, ICT is a broad and fast-changing subject. It can almost certainly cover

the above examples of ICT in action, perhaps focusing on the use of key application such

as spreadsheets, databases, presentation, graphic and web design software. The writer

hopes these materials will help you and my self in mastering the ICT program in order to

support the language teaching process.

Refferences

1. Haddad, Wadi D. & Alexandra Drexler (2002),“The Dynamics of Technologies

for Education”, in Haddad, W. & Drexler, A. (eds.) Technologies for Education:

Potentials, Parameters, and Prospects

(Washington DC: Academy for Educational Development and Paris: UNESCO), p. 9.

2. Haddad, W. and S. Jurich (2002).“ICT for Education: Potential and Potency”, p. 52.

3. http://www.enlacequiche.org.gt/english/vision.htm 21 Perraton

4.http://www.world-links.org

Tanjung Barat, Jakarta 16 July 2010