INTERNATIONAL SCIENTIFIC CONFERENCE OF YOUNG SCIENTISTS

“Information technology: economics, technics, education”

INFORMATION AND COMMUNICATION TECHNOLOGIES IN EDUCATION

Information and communication technology (ICT) has become, within a
very short time, one of the basic building blocks of modern society. Many
countries now regard understanding ICT and mastering the basic skills and
concepts of ICT as part of the core of education, alongside reading, writing
and numeracy.

ICT permeates the business environment, it underpins the success of
modern corporations, and it provides governments with an efficient
infrastructure. At the same time, ICT adds value to the processes of
learning, and in the organization and management of learning institu-
tions. The Internet is a driving force for much development and innova-
tion in both developed and developing countries.
Countries must be able to benefit from technological developments.
To be able to do so, a cadre of professionals has to be educated with sound
ICT backgrounds, independent of specific computer platforms or soft-
ware environments.

Technological developments lead to changes in work and changes in
the organization of work, and required competencies are therefore
changing. Gaining in importance are the following competencies:

• critical thinking,
• generalist (broad) competencies,
• ICT competencies enabling expert work,
• decision-making,
• handling of dynamic situations,
• working as a member of a team, and
• communicating effectively.

A secondary ICT curriculum should contribute to the building up of
teams of professionals with these new competencies.
The use of ICT cuts across all aspects of economic and social life.
Technological developments in ICT are very rapid. Technology quickly
becomes obsolete requiring new skills and knowledge to be mastered
frequently. Adaptation is only possible when based on a sound under-
standing of the principles and concepts of ICT.

Informatics (Computing Science)
UNESCO defines informatics as the science dealing with the design, real-
ization, evaluation, use, and maintenance of information processing systems,
including hardware, software, organizational and human aspects, and the
industrial, commercial, governmental and political implications of these.
Informatics technology is defined as the technological applications (arti-
facts) of informatics in society.
Information and communication technology (ICT)
Information and communication technology, or ICT, is defined as the
combination of informatics technology with other, related technologies,
specifically communication technology.
In this book, these three definitions have been collapsed into a sin-
gle, all encompassing, definition of ICT. This definition implies that ICT
will be used, applied, and integrated in activities of working and learning
on the basis of conceptual understanding and methods of informatics.

Applying
The applying approach is linked with schools in which a new understanding
of the contribution of ICT to learning has developed. In this phase, adminis-
trators and teachers use ICT for tasks already carried out in school manage-
ment and in the curriculum. Teachers still largely dominate the learning envi-
ronment. For example, instructing may be supplemented with ICT such as
electronic slide presentations and word-processed handouts. Students receive
instruction and add notes to teacher prepared handouts. They use ICT tools
to complete required lessons and are assessed on prescribed content. School
organization provides discrete time periods for each subject with some flexi-
bility to combine subjects and time periods. Learner access to technology is
through one or two classroom computers and computer labs. Until now, ICT
has been taught as a separate subject area. To move to the next phase, the
school chooses to implement an ICT-based curriculum that increases ICT
across various subject areas with the use of specific tools and software.

Infusing
The infusing approach is linked with schools that now have a range of com-
puter-based technologies in laboratories, classrooms, and administrative areas.
Teachers explore new ways in which ICT changes their personal productivity
and professional practice. The curriculum begins to merge subject areas to
reflect real-world applications. For example, content is provided from multiple
sources, including community and global resources through the World Wide
Web. Students' access to technology enables them to choose projects and ICT
tools that stimulate learning and demonstrate their knowledge across subject
areas. School organization provides the flexibility to combine subjects and time
periods. Learners have more choices with regard to learning styles and path-
ways. They take more responsibility for their own learning and assessment.
ICT is taught to selected students as a subject area at the professional level. To advance to the next phase, schools choose an ICT curriculum that allows a
project-based, ICT-enhanced approach. These schools begin to involve the
community more in the learning environment and as resource providers.

Professional development of school staff
In parallel with the curriculum for students, there must be professional devel-
opment of the staff within a school. The personal productivity and profes-
sional practice of teachers are enhanced with the use of ICT. First, is an aware-
ness stage in which teachers and staff become ICT literate with regard to what
technology is available and how it might be used. Second, as teachers and staff
learn basic skills, they begin to apply various ICT tools to their regular tasks
and projects. Third, as teachers and staff become more capable and confident
with ICT, they begin to integrate and overlap both subject areas and tools.
Last, is a change in professional practice in which teachers are now enabled to
design lessons to incorporate larger, more complex, real-world projects using
ICT tools and resources. As ICT is introduced into school systems, there is a
tendency to move from discrete skills training to reflective practice and inte-
grative professional development. Budgetary allocation and provision for
release time for teacher professional development seriously impact on the
ability of a school system to incorporate ICT in a meaningful way.

REFERENCES

1. “Information and communication technology in education” United Nations Educational Scientific and Cultural Organization.