Transcript Information and Communication Technology

Information
Communication
Technology
Pradeep Jobanputra
information
• Data that has been verified to
be accurate and timely, is
specific and organized for a
purpose, is presented within a
context that gives it meaning
and relevance, and that can
lead to an increase in
understanding and decrease in
uncertainty.
The value of information
• The value of information
lies solely in its ability to
affect a behaviour, decision,
or outcome. A piece of
information is considered
valueless if, after receiving
it, things remain unchanged
Communication
• Communication is giving,
receiving or exchanging ideas,
information, signals or
messages through appropriate
media, enabling individuals or
groups to persuade, to seek
information, to give
information or to express
emotions.
INFORMATION TECHNOLOGY
• “Scientific, technological and
engineering disciplines and
management techniques used in
information handling and
processing, their application,
computers and their interaction
with men and machines, and
associated social, economical and
cultural matters”.
•
UNESCO
INFORMATION TECHNOLOGY
• a mosaic of technologies,
products and techniques have
combined to provide new
electronic dimensions to
information management.
– Smith & Cambell (1982)
INFORMATION TECHNOLOGY
• a term – used to cover technologies used in
the collection, processing and transmission of
information. It includes micro-electronic and
info-electronic based technologies
incorporated in many products and
production processes and increasingly
affecting the service sector. It covers inter
alias computers, electronic office equipment,
telecommunication, industrial robot and
computer controlled machine, electronic
components and software products.”
• OECD (1987)
INFORMATION AND
COMMUNICATION TECHNOLOGY
• IT was limited only to the
textual mode of transmission
of information with ease and
fast. But the information not
only in textual form but in
audio, video or any other
media is also to be transmitted
to the users. Thus,
The ICT = IT + Other media.
What Is Learning?
Learning is a relatively
permanent change in human
capabilities that is not a
result of growth processes.
These capabilities are
related to specific learning
outcomes.
Do you think Learning process
should be changed…?
new avenues
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Online learning
e-learning
Virtual University
e-coaching
e-education
e-journal,
How its All Changed!
 Over
the last
twenty years,
technology has
reorganized how
we live, how we
communicate, and
how we learn.
Only 40 years ago
Learners would
complete the required
schooling and enter a
career that would
often last a lifetime.
 Information
development was
slow.

KNOWLEDGE HAS a HALF-LIFE
The half-life of knowledge
was measured in decades.
 Today, these foundational
principles have been altered.
 Knowledge is growing
exponentially. In many fields
the half-life of knowledge is
now measured in minutes,
months and years.

Gonzalez (2004)
“One of the most
persuasive factors is the
shrinking half-life of
knowledge.
 The “half-life of
knowledge” is the time
span from when knowledge
is gained to when it
becomes obsolete…

No Way to KNOW it All….

..Half of what is known today
was not known 10 years ago.
 The amount of knowledge in
the world has doubled in the
past 10 years and is doubling
every 18 months
according to the American
Society of Training and
Documentation (ASTD).
NEW WAYS OF TEACHING

To combat the
shrinking half-life of
knowledge,
organizations have
been forced to develop
new methods of
deploying instruction.”
LEARNING takes place MOSTLY
Informally– Outside the Classroom

Informal learning is a significant aspect of
our learning experience.
 Formal education no longer comprises the
majority of our learning.
 Learning now occurs in a variety of ways –
through communities of practice (peer
sharing), personal networks (chat, blogs,
email, research), and through completion
of work-related tasks (hands-on learning).
LEARNING NEVER ENDS
Learning is a continual
process, coursing a lifetime.
 Learning and work related
activities are no longer
separate. In many
situations, they are the
same.

THE TECHNOLOGY THAT LEARNS

Technology is altering
(rewiring) our brains. The
tools we use define and
shape
thinking.
Some questions
to our
explore
in relation
 Many of the processes
to learning theories
and
the impact
of
previously
handled
by
learning
can
now
be
offtechnology and
new sciences (chaos
loaded to, or supported by,
and networks)technology.
on learning:
 Know-how and know-what is being
supplemented with know-where
(the understanding of where to
find knowledge needed).
CLASSROOMS ARE DIFFERENT




How is learning impacted when
knowledge is no longer acquired in
the linear manner?
Our brains are parallel processors.
Our students are learning to multitask by using computers.
New career requirements will demand
parallel thinking in high information
flow processes.
CURRENT & RELEVANT?

What adjustments need to made
with teaching strategies when
technology performs many of
the cognitive operations
previously performed by
learners (information storage
and retrieval).
 How can we continue to stay
current in a rapidly evolving
information society?
How is Classroom Changed?
NEW SKILLS

Currently the most valuable skills to
industry include complex pattern
recognition and interpretation of diverse
futuristic scenarios.
 Increased recognition of interconnections
in differing fields of knowledge allows
hardware systems to have “knowledge.”
 How are we preparing students to
succeed?
Alternative Ways of Thinking
“Connection making” as a learning
activity begins to define learning in
the digital age.
 New theories in education concede
that we can no longer personally
experience everything OR acquire all
the information that we need to act
effectively.

3 Cs
We will derive our competence from
forming connections—networking
with other people or other resources.
 We will need collaboration,
community, and connectivity to be
effective, current, and knowledgeable.

Karen Stephenson states:
“Experience has long been
considered the best teacher of
knowledge.
 Since we cannot experience
everything, other people’s
experiences, and hence other people,
become substitutes for knowledge.

Woodrow Wilson

“I not only use all my own brain
power, but all the brain power I can
borrow from anyone else.”
NEW WAYS OF THINKING…
ScienceWeek (2004) quotes Nigel
Calder
 Today’s Complex Information appears
as “a cryptic form of order”.
 Meaning exists – the learner's
challenge is to decode or recognize
the patterns which appear to be
hidden.

FINDING MEANING IN CHAOS

Meaning-making and forming
connections between specialized
information sources (collaboration,
community, and connectivity) are now
vital activities.
THINKING…
recognizes the connection of
everything to everything.
 Gleick (1987) states: “In weather, for
example, this translates into what is
only half-jokingly known as the
Butterfly Effect – the notion that a
butterfly stirring the air today in
Peking can transform storm systems
next month in New York” (p. 8).

A Network
can simply be defined as connections
between entities.
 Computer networks, power grids, and
social networks all function on the
simple principle that people, groups,
systems, nodes, entities can be
connected to create an integrated
whole.

Ripple Effects
Alterations within the network have
ripple effects on the whole.
 Literally, we ARE all connected.
Understanding how and taking
advantage of that fact will be a new
way of thinking, teaching, and
learning.

Nodes (information transfer stations)
“always compete for connections because
links represent survival in an
interconnected world”
 Nodes that successfully acquire greater
profile will be more successful at acquiring
additional connections.
 In a learning sense, the likelihood that a
concept of learning will be linked depends
on how well it is currently linked—how well
it is being given attention

Teachers, Ideas, Databases

Nodes (can be teachers, ideas,
communities) that specialize and gain
recognition for their expertise.
 Anyone that has a greater chance of
connectivity and recognition will have a
greater influence on the learning
communities.
 Isn’t that what every teacher wants? To
gain a greater chance of making a
difference?
 Teachers, however, are competing with all
other nodes in the community (games,
chat, blogs, etc.).
The Ability to KNOW

New information is continually being
generated & acquired.
 The ability to draw distinctions between
important and unimportant information is
vital.
 The ability to recognize when new
information alters the landscape based on
decisions made yesterday is also critical.
 One must detect what is OLD and what is
current information.
Principles of Connectivism:
Learning and knowledge rests in the
diversity of opinions.
 The more heads we put together with
different points-of-view (diversity), the
better our solution is likely to be.
 Collaboration makes it possible for
students to learn different points-ofview.

CAPACITY
The Capacity to know more is more
critical than what is currently known
 Nurturing and maintaining
connections (collaborations,
community) is needed to facilitate
continual learning.
 Ability to see connections between
facts, ideas, and concepts is a core
skill.

BEING CURRENT
Currency (accurate, up-to-date
knowledge) is the intent of all
connectivist learning activities.
 Decision-making is itself a learning
process.
 Choosing what to learn and the
meaning of incoming information are
seen through the lens of a shifting
reality.

Solutions change

While there is a right answer now, it
may be wrong tomorrow…. due to
alterations in time and situations….
therefore LEARNING CANNOT STOP.
Connectivity must be Constant
Knowledge that resides in a database
needs to be connected with the right
people in the right context, at the right
time in order to be classified as
learning.
 Staying connected means constantly
updating our knowledge.
 Staying current is the only way to stay
knowledgeable.

Information Flow=Email, Web,etc.
Information flow within an
organization is an important element
in organizational effectiveness.
 In a knowledge economy, the flow of
information is the equivalent of the oil
pipe in an industrial economy.

WHY ClassServer?
Creating,
 preserving, and
 utilizing information flow should be a
key organizational activity.

HEALTH of a LEARNING
Community

The health of the learning community
depends on effective nurturing of
information flow.
Within social networks,
 “Hubs” are well-connected people who are
able to foster and maintain knowledge flow.
 “Change Agents” create effective
knowledge flow, enabling understanding of
critical information that supports change.
PERSONAL LEARNING
We, personally, can learn
exponentially when we make
connections to our own “small worlds
of knowledge” through collaboration,
community, and connectivity.
 Pattern recognition (making sense out
of mounds of data) is the key to
digital information resources.

School Example

At Maricopa County Community College a
system project links senior citizens with
elementary school students in a mentor
program.
 The children “listen to these
“grandparents” better than they do their
own parents, the mentoring really helps the
teachers…the small efforts of the manythe seniors – complement the large efforts
of the few – the teachers.” (2002).
Multi-generational Connectivity

This amplification of learning,
knowledge and understanding
through the extension of a personal
network is the epitome of
Connectivism.
Conclusion:
Our ability to learn what we need for
tomorrow is more important than
what we know today.
 When knowledge is needed, but not
known, the ability to plug into sources
to meet the requirements becomes a
vital skill.

Life-long Learning Skills
As knowledge continues to grow and
evolve, access to what is needed is
more important than what the learner
currently possesses.
 Information Literacy & Research are
life-long survival skills.
 Teaching SCANS in all areas of the
curriculum will be valuable to all
students for a life time.

• The Seven Learning Styles
• Visual (spatial):You prefer using pictures,
images, and spatial understanding.
• Aural (auditory-musical): You prefer using
sound and music.
• Verbal (linguistic): You prefer using
words, both in speech and writing.
• Physical (kinesthetic): You prefer using
your body, hands and sense of touch.
• Logical (mathematical): You prefer using
logic, reasoning and systems.
• Social (interpersonal): You prefer to learn
in groups or with other people.
• Solitary (intrapersonal): You prefer to
work alone and use self-study.
• Each learning style is associated with both
left- and right-brain learners. Left-brain
learners are logical, rational, sequential, serial,
verbal learners. Right-brain learners are
intuitive, emotional, holistic, parallel, and
tactile learners.
STEP
1
2
LEFT MODE
RIGHT MODE
WHY?
(Motivate and Develop Meaning)
Create an experience
(CONNECT)
Analyze/reflect about the experience
(EXAMINE)
WHAT?
(Reflection and Concept Development)
Integrate reflective analysis into concepts
(IMAGE)
3
4
5
Develop concepts/skills
(DEFINE)
HOW?
(Usefulness & Skill Development)
Practice defined "givens"
(BY)
Practice and add something of oneself
(EXTEND)
6
IF?
(Adaptations)
7
8
Analyze application for relevance
(REFINE)
Do it and apply to more complex experience
(INTEGRATE)
areas
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Teaching
Diagnostic Testing
Remedial Teaching
Evaluation
Psychological Testing
Development of Virtual Laboratory
Online Tutoring
Development of Reasoning & Thinking
Instructional Material Development
USE OF ICT IN TEACHING
• developing understanding and application of the
concepts
• developing expression power
• developing reasoning and thinking power
• development of judgment and decision making ability
• improving comprehension, speed and vocabulary
• developing self-concept and value clarification
• developing proper study habits
• developing tolerance and ambiguity, risk taking
capacity, scientific temper, etc.
USE OF ICT IN DIAGNOSTIC TESTING
• They do not require any special setting or
arrangement. The only requirement is
computer systems and software.
• The student can use it even from home if
made available on school website.
• They do not need any special assistance from
teacher. Unlike the paper-pencil test, it does
not require paper setting and paper correction
on the part of the teacher.
USE OF ICT IN DIAGNOSTIC TESTING
• It saves time on the part of the teacher and
students.
• The feedback is given immediately after the test
is over, which gives an intrinsic reinforcement to
the student.
• The student finds it more interesting and
motivating as compared to the paper-pencil
diagnostic test.
• It can be updated from time to time.
• It is economical in terms of money as it requires
only one time investment.
limitations of Computer Based
Diagnostic Testing (CBDT)
• The learner might find it uninteresting or
monotonous as compared to paper pencil test.
• The teacher might find CBDT difficult to
administer if he / she is not a computer savvy.
• It faces certain constraints, like, power cut, when
it is being administered.
• The learner might not take it seriously as he / she
is used to the traditional paper and pencil tests.
• The development of CBDT is costly and tedious as
compared to paper and pencil test.
limitations of Computer Based
Diagnostic Testing (CBDT)
• The use of CBDT requires many computers which
may not be available in all the schools.
• The learners who are not computer friendly
might not feel at ease while giving the test on
Computer.
• Certain technical problems might crop up which
can distract the learner while giving the test.
• All teachers may not be competent to develop
diagnostic test and especially CBDT.
• Teacher may not know computer languages that
may be used for developing CBDT.
USE OF ICT IN REMEDIAL TEACHING
• The Remedial Teaching can be done by the
teacher if some common mistakes are identified.
It may not be feasible to organize Remedial
programme for individual students. At this point,
the ICT can be used for giving individual Remedial
Programme. It may be Online or off line. The
instructional material if designed specifically for
meeting the individual needs of students and
uploaded on the School website and then the ICT
can be used for providing Remedial teaching
Programme.
USE OF ICT IN EVALUATION
teacher’s training
USE OF ICT IN PSYCHOLOGICAL TESTING
USE OF ICT IN DEVELPING VIRTUAL LABORATORY
USE OF ICT IN ONLINE TUTORING
USE OF ICT IN DEVELOPING
REASONING & THINKING
USE OF ICT IN DEVELOPING
INSTRUCTIONAL MATERIAL