Wednesday, October 11, 2006
IMPLICATION OF ICTS FOR HIGHER EDUCATION AND TRAINING CURRICULUM
As a result of the high cost of introducing computers and an appropriate infrastructure throughout education institutions in developing countries, the introduction of distance education continues to suffer from limited access to the necessary technologies and from the poor quality of technology. Unfortunately, many of the networks that exist today in support of education and learning, support only one-way communication. In addition some programes offer little or no opportunity for interaction during the learning process although there are many variations. Even if these shortcomings could be overcome, the costs of maintaining communication links are a substantial burden for many education institutions in developing countries. Until very recently, distance education institutions were the only institutions experimenting with ICTS.
Timely and competent partnerships are needed among educations, corporations, researchers and politicians at national, regional and global levels to support changes in education.
ICTS are one of the most pervasive technologies in the world, second only to “human intelligence” or human brain. The ICTS can apply to almost anything. ICTS is mainly used by the managerial and administrative staff in the higher institutions for organizing courses and planning curricula, for teaching and research for the students and for the wider support and maintenance staff.
Manor transformations are occurring in the formal education sector and other organizations that play a key role in enabling people to develop new capabilities and to strengthen the capabilities of the population in developing countries with the expectation that this, in turn, will strengthen the science and technology base.
In most developing countries, the education systems are resource constrained, but there are potential benefits of the application of ICTS that can help to alleviate these constraints; these are
CONSTRAINTS AND
TECHNOLOGICAL SOLUTIONS
1. Time: Teaching and learning have to take place at a particular time, repeated for different groups.
Different forms of recording and storage permit access on demand.
2. Age: Many educational process, structure and opportunities are age related, favouring the young.
The new technologies can provide learning of support from all ages.
3. Environment: Learners are inhibited by many barriers; ethnic, culture linguistic, physical etc.
Learning through the new technology can be customized, drawing on the best planning and teaching resources and a wide range of illustration.
4. Access: much information is inaccessible (in archive, remove).
The new technology can increase accessibility by making in for available in user friendly settings and formats.
5.Dimension: Much of the teaching is confined to the individual and the teacher with limited hands-on experience and exposure to other information.
Technology can enhance visualization and sensory perception.
6. Cost: well-presented teacher intensive education is costly.
Although the claim is often exaggerated, the use of communication technology can lead to economies of scales.
7. Place: the same teaching module has to be repeated in several locations. Students have to congregate in a designated space.
Communication is made possible over considerable distances learning can take place in many locations, including the home
8. Creativity and freedom of expression: constraints on expression, endemic in many societies, can seriously impair educational processes.
The new technology encourage creativity and freedom of expression by exhibiting a variety of models and learning experiences and by-passing many frontier which restrict the circulation of ideas.
CONCLUSION
Children who have been through the education system are able to use computers to access, select, assess and apply information. They also develop the skills and motivation for lifelong learning so that they can continue to be employable as jobs demand new skills and abilities. They acquire the confidence and attitudes essential for successful use of ICTS.
Schools are extremely important for socialization and communication, one of the major needs of the future work place is communication skills.it is difficult, if not impossible to acquire these in isolation or purely through ICT. Not only in work but also on social and political life, a major role in social cohension and in natural culture.
EZE JULIET C. PGDIM/49413/EDU/2005-06
EZIUKWU LILIAN PGDIM/53572/EDU/2005-06
As a result of the high cost of introducing computers and an appropriate infrastructure throughout education institutions in developing countries, the introduction of distance education continues to suffer from limited access to the necessary technologies and from the poor quality of technology. Unfortunately, many of the networks that exist today in support of education and learning, support only one-way communication. In addition some programes offer little or no opportunity for interaction during the learning process although there are many variations. Even if these shortcomings could be overcome, the costs of maintaining communication links are a substantial burden for many education institutions in developing countries. Until very recently, distance education institutions were the only institutions experimenting with ICTS.
Timely and competent partnerships are needed among educations, corporations, researchers and politicians at national, regional and global levels to support changes in education.
ICTS are one of the most pervasive technologies in the world, second only to “human intelligence” or human brain. The ICTS can apply to almost anything. ICTS is mainly used by the managerial and administrative staff in the higher institutions for organizing courses and planning curricula, for teaching and research for the students and for the wider support and maintenance staff.
Manor transformations are occurring in the formal education sector and other organizations that play a key role in enabling people to develop new capabilities and to strengthen the capabilities of the population in developing countries with the expectation that this, in turn, will strengthen the science and technology base.
In most developing countries, the education systems are resource constrained, but there are potential benefits of the application of ICTS that can help to alleviate these constraints; these are
CONSTRAINTS AND
TECHNOLOGICAL SOLUTIONS
1. Time: Teaching and learning have to take place at a particular time, repeated for different groups.
Different forms of recording and storage permit access on demand.
2. Age: Many educational process, structure and opportunities are age related, favouring the young.
The new technologies can provide learning of support from all ages.
3. Environment: Learners are inhibited by many barriers; ethnic, culture linguistic, physical etc.
Learning through the new technology can be customized, drawing on the best planning and teaching resources and a wide range of illustration.
4. Access: much information is inaccessible (in archive, remove).
The new technology can increase accessibility by making in for available in user friendly settings and formats.
5.Dimension: Much of the teaching is confined to the individual and the teacher with limited hands-on experience and exposure to other information.
Technology can enhance visualization and sensory perception.
6. Cost: well-presented teacher intensive education is costly.
Although the claim is often exaggerated, the use of communication technology can lead to economies of scales.
7. Place: the same teaching module has to be repeated in several locations. Students have to congregate in a designated space.
Communication is made possible over considerable distances learning can take place in many locations, including the home
8. Creativity and freedom of expression: constraints on expression, endemic in many societies, can seriously impair educational processes.
The new technology encourage creativity and freedom of expression by exhibiting a variety of models and learning experiences and by-passing many frontier which restrict the circulation of ideas.
CONCLUSION
Children who have been through the education system are able to use computers to access, select, assess and apply information. They also develop the skills and motivation for lifelong learning so that they can continue to be employable as jobs demand new skills and abilities. They acquire the confidence and attitudes essential for successful use of ICTS.
Schools are extremely important for socialization and communication, one of the major needs of the future work place is communication skills.it is difficult, if not impossible to acquire these in isolation or purely through ICT. Not only in work but also on social and political life, a major role in social cohension and in natural culture.
EZE JULIET C. PGDIM/49413/EDU/2005-06
EZIUKWU LILIAN PGDIM/53572/EDU/2005-06
# posted by Information Communication Technology (ICT) in Info @ 6:10 AM 
Comments:
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The new technology has increase accessibility in all parts of the world especially in Nigeria, as we can see in GSM where you can call anywhere at any time.
Nwobu, O.E.
PGDIM/EDUC/49550
Nwobu, O.E.
PGDIM/EDUC/49550
The problems we are facing here in Nigeria are: most of our people are not ready to learn most especially the leaders, since becouse they ignore the entire knowledge> to improve the ICT in our high Education we most to work harder.
MS Muhammad
MS Muhammad
If only our leaders woud stop being greedy our children would do better than our days academically. Nock Grace/ Pgdim/educ/51402/2005-06.
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