CRITICAL UNDERSTANDING OF

ICT
Aishwarya
 ICT and Education
• Data
– Fact, figures, activities and transactions which are
recorded.
– Eg. Student details, bank transactions
• Information
– Processed data
– Knowledge obtained by studying, researching
and investigating data
 ICT and Education
• ICT stands for information and communication
technology.
• Radio, TV, cellphones, smartphones, computer
network, hardware and software, satellite
systems(video conferencing)
 ICT and Education
• UNESCO has defined ICT as forms of
technology that are used to transmit, process,
store, create, display, share or exchange
information by electronic means.
ICT and Education
 ICT and Education
• Communication
– Exchange of information
– Act of transmitting or sharing information
– TV, radio, newspaper, smartphones, pc etc
• Technology
– Is the use of scientific knowledge, experience and
resources to create processed products
ICT and Education
ICT and Education
 ICT and Education
• ICT in everyday life
– In business
– In financial services
– Entertainment
– Public services
– Education
 ICT and Education
• Evolution of ICT
– Phase 1: Electromagnetic calculator
– Phase 2: Personal computers
– Phase 3: Microprocessor
– Phase 4: Networking
– Phase 5: Wireless Networks
 ICT and Education
• Learning Theories
– Organized set of principles explaining how
individuals , acquire ,retain, and recall knowledge
1. Behaviorism
2. Cognitivism
3. Constructivism
 ICT and Education
• Behaviorism
– objectively observable changes in behavior
– Learning as acquisition of new behavior or change in behavior
– https://www.youtube.com/watch?v=KYDYzR-ZWRQ
• Cognitivism
– Thinks mind is an information processor
– Retention and recall.
– Thought process behind the behavior
– https://www.youtube.com/watch?v=gugvpoU2Ewo
• Constructivism
– Knowledge creation by the learner
– Active involvement in re-creation
 ICT and Education
• Nature of ICT
– Speed
– Precision
– Versatile
– Cost
• The National Policy on Education 1986, as modified in 1992,
stressed the need to employ educational technology to improve
the quality of education. The policy statement led to two major
centrally sponsored schemes, namely, Educational Technology
(ET) and Computer Literacy and Studies in Schools (CLASS)
paving the way for a more comprehensive centrally sponsored
scheme – Information and Communication Technology @
Schools in 2004. Educational technology also found a significant
place in another scheme on upgradation of science education.
The significant role ICT can play in school education has also
been highlighted in the National Curriculum Framework 2005
(NCF) 2005.
• Vision The ICT Policy in School Education aims at
preparing youth to participate creatively in the
establishment, sustenance and growth of a
knowledge society leading to all round
socioeconomic development of the nation and
global competitiveness.
• Mission To devise, catalyse, support and sustain ICT
and ICT enabled activities and processes in order to
improve access, quality and efficiency in the school
system Policy
• Goals To achieve the above, the ICT Policy in School Education will endeavour to:
• Create
• • an environment to develop a community knowledgeable about ICT
• • an ICT literate community which can deploy, utilise, benefit from ICT and contribute to nation
building • an environment of collaboration, cooperation and sharing, conducive to the creation
of a demand for optimal utilisation of and optimum returns on the potentials of ICT in education
• Promote
• • universal, equitable, open and free access to a state of the art ICT and ICT enabled tools and
resources to all students and teachers
• • development of local and localised quality content and to enable students and teachers to
partner in the development and critical use of shared digital resources
• • development of professional networks of teachers, resource persons and schools to catalyse
and support resource sharing, upgradation, and continuing education of teachers; guidance,
counselling and academic support to students; and resource sharing, management and
networking of school managers and administrators, resulting in improved efficiencies in the
schooling process • research, evaluation and experimentation in ICT tools and ICT enabled
practices in order to inform, guide and utilise the potentials of ICT in school education
• • a critical understanding of ICT, its benefits, dangers and limitations
• Motivate and enable
• • wider participation of all sections of society in strengthening the school education process
through appropriate utilisation of ICT
 National Curriculum Framework 2005
• NCF focused on
• Learning without burden to make learning a joyful experience and move away from
textbooks to be a basis for examination and to remove stress from children. It
recommended major changes in the design of syllabus.
• To develop a sense of self-reliance and dignity of the individual which would for the basis
of social relationship and would develop a sense of nonviolence and oneness across the
society.
• To develop a child centered approach and to promote universal enrollment and retention
up to the age of 14.
• To inculcate the feeling of oneness, democracy and unity in the students the curriculum is
enabled to strengthen our national identity and to enable the new generation reevaluate.
• J. P. Naik has described equality, quality and quantity as the exclusive triangle for Indian
education.
• With respect to social context NCF 2005 has ensured that irrespective of caste, creed,
religion and sex all are provided with a standard curriculum.
 Objectives
• ICT Infrastructure – Promote the provision of accessible, universal, affordable,
reliable, modern and high quality levels of ICT facilities and services.
• Legal and Regulatory Framework – Provide for the creation of an enabling
legal and regulatory environment that ensures the growth and development of
the Information and Communications Technology (ICT) sector.
• Human Resource Development – Promote the use of ICT to enhance
education and skills development and build a growing ICT-savvy Nation.
• Industry – Use ICT to create an enabling and conducive environment for the
promotion of investment and the development of a vibrant and sustainable
economy.
• Government – Government as a user, purchaser, and regulator must support
the use of ICT for the innovative, effective and efficient delivery of information
and services to the citizen and within the public sector.
ROLE OF TECHNOLOGY IN EMERGING PEDOGOGICAL PRACTICES
 

• Visual literacy is the ability to interpret,

negotiate, and make meaning from
information presented in the form of an image
, extending the meaning of literacy, which
commonly signifies interpretation of a written
or printed text. Visual literacy is based on the
idea that pictures can be "read" and that
meaning can be through a process of reading.
 Media literacy
• Media literacy encompasses the practices that allow people to access, critically evaluate, and create media.
Media literacy is not restricted to one medium. The US-based 
National Association for Media Literacy Education defines it as the ability to access, analyze, evaluate, create,
and act using all forms of communication.
• Media literacy education is intended to promote awareness of media influence and create an active stance
towards both consuming and creating media. Media literacy education is part of the curriculum in the United
States and some European Union countries, and an interdisciplinary global community of media literacy
scholars and educators engages in knowledge sharing through scholarly and professional journals and
national membership associations.
• Education for media literacy often uses an inquiry-based pedagogic model that encourages people to ask
questions about what they watch, hear, and read. Media literacy education provides tools to help people
critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps
them develop creative skills in making their own media messages.Critical analyses can include identifying
author, purpose and point of view, examining construction techniques and genres, examining patterns of
media representation, and detecting propaganda, censorship, and bias in news and public affairs
programming (and the reasons for these). Media literacy education may explore how structural features—
such as media ownership, or its funding model—affect the information presented.
• As defined by The Core Principles of Media Literacy Education, "the purpose of media literacy education is to
help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical
thinkers, effective communicators and active citizens in today’s world." 
 What is New media Literacy

• The ability to critically and suitably consume messages in a variety of

digital media channels, to be involved in interactive social media, to produce and
publicize communicative, public messages bearing collective meaning in social
and cultural contexts. Learn more in: Digital Competence: A Net of Literacies
• An individual’s ability to use new media tools, e.g. digital technology, to read,
write, speak in English, compute and solve problems at levels of proficiency
necessary to function on the job, in the family of the individual and in society. 
Learn more in: Promoting New Media Literacy in a School District
• The understanding and use of mass media tools, often relating to digital media. 
Learn more in: Practical Applications of Serious Games in Education
• the ability to use new media, both on the reception and on the active production
sides. 
Learn more in: From the Digital Divide to Multiple Divides: Technology, Society, an
d New Media Skills
 ICT and Education
• Main Components
– Hardware and Software are two broad categories
of computer components
– Hardware refers to physical component while
software to the programs required to operate
computers.
 ICT and Education
• Computer Hardware Fundamentals
– Receive Input
– Process Information
– Produce Output
– Store Information
 ICT and Education
• Main Components
– Input/Output Unit
– Memory Unit
– CPU
• Arithmetic and Logic Unit
• Control Unit
• Registers
• Buses
• Clock
 ICT and Education
• Input Devices
– Any machine that feeds data ,info and instructions
into a computer.
– Basic Input devices
– Special Input devices
 ICT and Education
• Keyboard
– Letter keys, digit keys, special character keys, non-
printable control keys, function keys
• Mouse
 ICT and Education
• Other Input devices
– Trackball
– Light pen
– Touch screen
– Joystick
– Digitizer
– Scanner
 ICT and Education
• Other Input devices
– OMR (Optical Mark Reader)
– BCR (Bar code Reader)
– OCR (Optical Character Reader)
– MICR (Magnetic Ink Character Reader)
– Voice-Input Devices
 ICT and Education
• Output Devices
– Monitor
• CGA(Colour Graphics Adapter)
• MDA (Monochrome Display Adapter)
• HGA (Hercules Graphics Adapter)
• EGA (Enhanced Graphics Adapter)
• VGA (Video Graphics Adapter)
• SVGA (Super Video Graphics Adapter)
• LED
• LCD
• HD
 ICT and Education
• Output Devices
– Printer
• Impact Printers
» Character Printers
• Daisy wheel, dot matrix
» Line Printers
• Drum printers, chain printers
 ICT and Education
• Output Devices
– Printer
• Non - Impact Printers
» Laser Printers
» Inkjet Printers
– Plotter
– Speakers
– Computer Output Microfilm
– 3D printers
 ICT and Education
• Storage Devices
– RAM Volatile
– ROM Non Volatile
– Hard disk
– Floppy disk
– Compact Disk
– Digital Versatile Disk
– Blue ray
– Pen drive, memory cards
 ICT and Education
• Types of computers
– According to purpose
– According to technology used
– According to size and storage capacity
• Super, mainframes,Mini, Micro
 ICT and Education
• Computer Networks
– LAN
– WAN
– MAN
– Intranet
– Internet
 ICT and Education
• System Software
– Is a collection of programmes or commands
designed to operate, control and extend the
processing capabilities of the computer.
– Operating systems ,compilers, assemblers,
interpreters, and utilities
 ICT and Education
– Functions of OS
• boot up, control i/o
– Compilers
• that transforms source code written in a programming
language into another computer language
– Assemblers
• takes basic computer instructions and converts them
into a pattern of bits that the computer's processor can
use to perform its basic operations.
 ICT and Education
– Interpreters
• directly executes, instructions written in a programming
or scripting language, without previously compiling
them into a machine language program.
– Utilities
• are programs that manage, repair, and optimize data on
a computer
 ICT and Education
• Application Software
– Word Processor
– Spreadsheet
– Presentation
– Data Base
– Web Browser
– DTP
– Graphics and Imaging
 ICT and Education
• Proprietary Software
– Owned by an individual or company
– Source code is almost kept secret

• Open source software

– Modified, shared
• Shareware
• Freeware
• Free Open Source Software(FOSS)
 ICT and Education
• Shareware
– Can be downloaded for free
• Freeware
– Software can be freely copied and distributed
– PDF edit, YouTube Downloader
 ICT and Education
• Free Open Source Software(FOSS)
– Users have freedom to run , copy, distribute,
study, change and improve the software
– Freedom to
• run the program
• Study and change
• Redistribute copies
• Distribute copies of your modified versions
 ICT and Education
• Office Suit
– Calligra Suite
– Apache openoffice
– Libreoffice
• Image editor
– Darktable
– Digikam
– GIMP
– Inkspace
 ICT and Education
• Email service
– Mozilla thunderbird
– Inky
– Opera mail
• Typing
– Ktouch
– Tux Typing
 ICT and Education
• 3D Animation
– Blender
– K-3D
– OpenFX
• Anti-Virus
– Calm Antivrus
 ICT and Education
Advantages
• Save money - all the software is totally free.
• Save time on license administration - you can install
it on as many PCs as you want.
• Legally copy and distribute software as many times
as you like - you can make copies of it for colleagues.
• Reduce your licensing liabilities - there is no
possibility of piracy problems when you use open
source.
 ICT and Education
• Save your money - you can take all the software home with them,
to install on your home PCs
• Many open source applications are easy for Mac and Windows
users to understand – there are over 100,000 open source
applications available, including almost all of the common
desktop productivity programs, so there is likely to be an
application for most needs.
• Upgrades are free and open source software generally has a very
long life spans and is rarely ever made obsolete. This helps
ensure your data and experience with the software stays
meaningful for much longer
 
 ICT and Education
• https://
www.youtube.com/watch?v=QGhx-u-c5Cg
 ICT and Education
• Emerging trends in ICT
– Augmented Reality
– E-books and rhizomatic learning
– Learning analytics
– Ubiquitous computing and mobile learning
 ICT and Education
• Emerging trends in ICT
– Game based learning
– 3D printing
– Marker Space
– Cloud computing and software as a service
 ICT and Education
Augmented Reality
• https://www.youtube.com/watch?v=dMExZl5jfAg

Augmented reality allows us to add digital elements to

actual environment.
pokeman go, instagram

Virtual Reality
Allows the user to interact with new virtual worlds.
• E-Book
An electronic book, also known as an e-book or eBook, is a 
book publication made available in digital form, consisting of
text, images, or both, readable on the flat-panel display of
computers or other electronic devices.Although sometimes
defined as "an electronic version of a printed book",some e-
books exist without a printed equivalent. E-books can be
read on dedicated e-reader devices, but also on any
computer device that features a controllable viewing screen,
including desktop computers, laptops, tablets and 
smartphones.
• Rhizomatic learning
• Rhizomatic learning is a variety of pedagogical practices informed
by the work of Gilles Deleuze and Félix Guattari. Explored initially
as an application of post-structural thought to education, it has
more recently been identified as methodology for net-enabled
education.[3]In contrast to goal-directed and hierarchical theories of
learning, it posits that learning is most effective when it allows
participants to react to evolving circumstances, preserving 
lines of flight that allow a fluid and continually evolving redefinition
of the task at hand. In such a structure, "the community is the
curriculum", subverting traditional notions of instructional design
where objectives pre-exist student involvement.
• Learning analytics
• Learning analytics is the measurement,
collection, analysis and reporting of data
about learners and their contexts, for
purposes of understanding and optimizing
learning and the environments in which it
occurs. A related field is 
educational data mining.
• ubiquitous computing
• Ubiquitous computing (or "ubicomp") is a concept in 
software engineering and computer science where computing is
made to appear anytime and everywhere. In contrast to 
desktop computing, ubiquitous computing can occur using any
device, in any location, and in any format. A user interacts with the
computer, which can exist in many different forms, including 
laptop computers, tablets and terminals in everyday objects such as
a refrigerator or a pair of glasses. The underlying technologies to
support ubiquitous computing include Internet, advanced 
middleware, operating system, mobile code, sensors, 
microprocessors, new I/O and user interfaces, networks, mobile
protocols, location and positioning, and new materials.
• mobile learning
• M-learning or mobile learning is "learning
across multiple contexts, through social and
content interactions, using personal electronic
devices".A form of distance education, m-
learners use mobile device 
educational technology at their time
convenience.
• Game based learning (GBL) is a type of game
play that has defined learning outcomes.
Generally, game based learning is designed to
balance subject matter with gameplay and the
ability of the player to retain and apply said
subject matter to the real world.
• Kahoot
• cloud computing and software as a service
• Software as a Service (SaaS)
• Software as a service (SaaS) is a software
distribution model in which a third-party
provider hosts applications and makes them
available to customers over the Internet. SaaS is
one of three main categories of cloud computing
, alongside infrastructure as a service (IaaS) and 
platform as a service (PaaS).
3d printing
The term "3D printing" covers a variety of processes in which material is joined or
solidified under computer control to create a three-dimensional object,with material
being added together (such as liquid molecules or powder grains being fused together),
typically layer by layer. In the 1990s, 3D-printing techniques were considered suitable only
for the production of functional or aesthetical prototypes and a more appropriate term
was rapid prototyping. As of 2019 the precision, repeatability and material range have
increased to the point that some 3D-printing processes are considered viable as an
industrial-production technology, whereby the term additive manufacturing can be used
synonymously with "3D printing". One of the key advantages of 3D printing is the ability
to produce very complex shapes or geometries, and a prerequisite for producing any 3D
printed part is a digital 3D model or a CAD file.
Marker space
• A makerspace is a collaborative work space for
making, learning, exploring and sharing with a variety
of maker equipment including 3D printers, laser
cutters, CNC machines, soldering irons etc.
• Makerspace equipment grows to reflect the interests
of its members, it doesn’t need to include specific
equipment to be considered a makerspace. If you
have cardboard, lego bricks or art supplies you’re in
business. It’s more of the maker mind-set of creating
something out of nothing and exploring your own
interests that’s at the core of a makerspace.