ICT IN LEARNING & ITS PROGRESS
We are living in a constantly evolving digital world. ICT has an impact on nearly every aspect of our lives - from working to socializing, learning to playing. The digital age has transformed the way young people communicate, network, seek help, access information and learn. We must recognise that young people are now an online population and access is through a variety of means such as computers, TV and mobile phones.
As technology becomes more and more embedded in our culture, we must provide our learners with relevant and contemporary experiences that allow them to successfully engage with technology and prepare them for life after school.
It is widely recognized that learners are motivated and purposefully engaged in the learning process when concepts and skills are underpinned with technology and sound pedagogy. Learning and Teaching Scotland aims to provide resources for practitioners, parents and pupils to engage with these technologies in order to inform and enhance the learning experience.
hese resources include, but are not limited to:
- Glow - the world's first national schools intranet which provides access to a range of tools and resources for pupils and practitioners
- examples of innovative uses of technology in practice, including game based learning through computer games and the use of mobile technologies
- support and advice on internet safety and responsible use for all
- video material on iTunesU
- communication via social media tools such as Twitter and Facebook.
The Role of ICT in Re-Shaping Society
Author: Prof. Muhammad Tariq Siddique
Gordon College Rawalpindi
It is hardly disagreed that the increasing pace of ICT usage is changing our social beliefs and behaviors. The new technology of e-mail, Skype, on-line discussions, on-demand information, and web-powered information diffusion and interest aggregation is leading toward a more informed, engaged, and influential mass communities. But the question is: are we enjoying a better informed and more connected, more engaged and participatory society – or living in a society of lonely individuals glued to computer screens, whose human contacts are largely impersonal. This paper is an attempt to answer these and such like questions on the basis of primary data, collected from around 1500 to 2000 individuals living in two cosmopolitan cities of Pakistan. The study will estimate relative intensity of ICT usage in various social activities. The role of Internet/Skype on socialization will be examined by identifying the correlates of changing social behaviors, before and after the introduction of ICT in ones’ life. This paper is expected to contribute the literature on ICT & Society by providing an empirical study of a developing country, Pakistan that can also be generalized to many other developing countries.
This document contains suggested 'core' software, hardware and web-based resources to support development of children's ICT capability as outlined in the Lancashire Schools' ICT Progression document.
You do not need ALL of the titles on this list, as many replicate key features, but should select those most appropriate for your setting. An individual title may, for example, be used to cover text and multimedia objectives throughout EYFS, Key Stage 1 and into Key Stage 2. The expectations for progression in ICT capability will, however, determine the way a title is used.
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