INFORMATION AND COMMUNICATION TECHNOLOGIES

Information and Communication Technologies

Information and Communication Technologies

ICT

ICT: Children's Learning

ICT: Children's Learning

Introduction

Today's Education System faces the challenge of preparing individuals for a global information society. At the same time, many claims are made for the transformative potential of information and communication technology (ICT) on education systems . Advocates for ICT make specific claims for ways in which it can enhance learning and teaching and make them more effective(Williams, WilsonRichardson, Tuson ,2000, pp. 307-320).

Integrating ICT into educating and learning is a dauntingly complex and taxing process. On the one hand, school administration has to respond to a broad variety of government initiatives with regard to gear, staff teaching and the curriculum, liaise with local authorities and enlist with suppliers of computer related items and services in a difficult, fast-moving market. On the other hand, educators have to familiarise themselves with new technologies and discover how to exploit them effectively in the school room in circumstances where, more often than not, ample support is needing and already very requiring workloads are increased rather than decreased (Williams, WilsonRichardson, Tuson ,2000, pp. 307-320). Not surprisingly, against this backdrop, somewhat little vigilance has been paid to the difficult and fundamental topic of how best to design productive discovering experiences which integrate new technology successfully. The classroom is not, of course, the only place where ICT plays a role in learning: home/school links are becoming increasingly important, and rightly so (Selwyn, Bullon, 2000, pp. 321-332). However, it is in the classroom that the fundamentals of education—what it means to realise, realise and learn—are explained and modelled by teachers on a daily basis. So, bearing in brain that this is very much a collective enterprise, the classroom being the location where children enlist with discovering problems while negotiating connections with classmates and educators, one of the most important purposes of technology should be to support and facilitate this process. At the present time, there is one technology which, arguably, supports collective commitment with discovering better than the rest—the interactive whiteboard—so the inquiry arises as to how teachers might best use these devices to support students' learning. Agood deal is renowned, of course, about the psychological principles which underpin effective educating and discovering, the aim of much of the work of John Biggs and his collaborators in the 1980s and 1990s (Selwyn, Bullon, 2000, pp. 321-332).

ICT and Learning Development

More recently, John D. Bransford and his colleagues, employed under the aegis of the National study assembly in the United States (Department for Education and Skills, 2004), have taken up anew some of the themes developed by Biggs and in the process have given careful consideration to the issue of integrating ICT into the teaching and learning process. So a frame of quotation currently lives, albeit an incomplete one, as Bransford without coercion admits, which can help teachers and investigators construct and assess learning familiarity incorporating ICT. One of the purposes of this paper is therefore to show how the framework might be used “as a lens through which to evaluate existing education practices” (Sutherland, Facer, Furlong, 2000, pp. 195-212), in this case the use of interactive whiteboards in whole class ...