Advantages and Disadvantages of Using ICT

 

indeed, in ICT is just not only talking about the possitive side in using it, but also there are some weakness cases include in. Now, we're going to see the both of its  that are the advantages and disadvantage (weakness), read this below:

ICT IN LEARNING

Advantages and Disadvantages

By: M. Akbar Kurtubi Amraj, S.Pd.
Submitted to fulfill the MID TEST of ICT in LANGUAGE TEACHING
Lecturer: Hartoyo, MA., Ph.D

Upon hearing of ICT, the shadow we certainly were on the internet that are used in learning. We imagine there is no more face-to-face learning (conventional) between teacher and student. Then comes the question, how the teachers interact with students, students with each other.
In general there are some important things as the requirements for the implementation of ICT, there are:
The availability of tutor support services that can help students when learning difficulties.
The existence of government officials / managers of ICT.
The existence of the positive attitude of students and educators on computer technology.
Availability of learning system design that can be learned / known by every student
A system of evaluation of students’ progress and feedback mechanisms developed by the organizers.
The Function of ICT in Learning

Three functions of ICT in the classroom, namely:
1. As a learning supplement its choice / optional
ICT serves as a supplement if the student has the freedom to choose, whether students would take advantage of electronic learning materials or use the conventional model of learning. So, in this case there is no obligation / necessity for students to access electronic learning materials. Although optional, learners who use it of course will choose additional knowledge or insight.
2. As complement (complement) learning
Complement the ICT function when programmed electronic learning materials to supplement the learning materials received by students in a conventional classroom. As a complementary means of electronic learning materials are programmed to be a reinforcement material (enrichment) or remedial students in following the conventional learning.
3. As a replacement (substitute) teaching
ICT as a substitute if the electronic pembelejaran fully used in the learning process. In this condition students simply learning through electronic learning alone, without the use of other learning models.
The Advantages of ICT in Learning
1. For teachers
Use of ICT to provide benefits for teachers, among others:
It’s easier to update (update) learning materials into their responsibilities in accordance with the demands of scientific developments that occurred.
Develop or conduct research in order to increase their horizons because the time owned a relatively large.
Controlling the learning habits of students, even teachers can tell when students learn, what topics are studied, how long a topic to learn, and how many times a particular topic studied again.
Check whether students have been working on practice questions after studying a particular topic.
Checking students’ answers and get back to the students.
Increasing levels of interaction between student and teacher learning (enhance interactivity).
Allows the interaction of learning from anywhere and at any time (time and place flexibility).
Reaching students in a broad range of (potential to reach a global audience).
Facilitate the completion and delivery of learning materials (easy updating of contents as well as achievable capabilities).
2. For students
The main benefit of ICT for students is the flexibility of students learning a more optimal, where he could access the materials by reading or downloading learning materials at any time and repeatedly. Students also can communicate with the teacher at any time. Thus according to the benefits of ICT can be broken down as follows:
Flexible in terms of time, where students can learn according to the time owned, unlike the conventional learning is bound with the specified timetable.
Flexible in terms of facilities, places and learning facilities, where students are free to learn wherever they are considered to be conducive, with a record of the place or environment can be to access the Internet.
The atmosphere of learning there are no psychological barriers. Students can learn with ICT without fear, shame or other psychological barriers. Students do not need to feel embarrassed when making mistakes when learning.
3. For schools
ICT model also provides great benefits for schools, mainly in terms of:
Providing teaching materials that have been validated by experts based on their fields (experts of material and the media) so that every teacher can use with ease so that the effectiveness and efficiency of learning as a whole will increase.
Learning content development will be compatible with subjects.
As practical guidelines for implementation of learning in accordance with the conditions and characteristics of learning, and
Encourage foster attitudes of cooperation between teachers and teachers, teachers with students in problem-solving learning.
The Disadvantages of ICT in Learning
The Disadvantages of ICT in Learning, among others:
Frequency of direct contacts among fellow students and between students with resource persons (teachers) are minimal.
Students opportunities to socialize with other students is very limited.
To overcome these weaknesses can be resolved by establishing an electronic learning environment (a kind of community in the virtual world) even though they are

geographically dispersed. Today many of the facilities provided by Internet sites, such as Friendster, Yahoo mesangger, facebook, and others. With the facility, among students, students with the world community can even communicate with each other.
A teacher can also overcome the weaknesses of ICT in a way to assign students to work in groups to develop and present a given learning task. Similarly, the students, they can communicate with each other or discuss via e-mail.


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Posted in ICT UHAMKA

source :https://akbarhrj.wordpress.com/2011/01/26/18/


Effective Use of ICT in Schools

Effective Use of ICT in Schools

By The Whizz Education Team in Research & Development · 04/11/2014 · 0 Comments · Tags: Education, ICT, Tutoring for schools

We need to do more to embrace ICT in schools
If employed effectively, innovative teaching practices can result in high-quality learning. Information Communication Technology (ICT) is an ever-evolving animal and it continually gives birth to new innovations.
At Whizz Education, we have spent the past ten years developing research and compiling data to support the adoption of innovative ICT tools, such as Maths-Whizz, in schools.
With this expertise as a basis, we’ve compiled five top tips for making the most of ICT and encouraging teachers to embrace its potential innovations in school…

1. Promote 21st century educators: Ensure that all teachers have the knowledge, tools and enthusiasm to fully integrate quality learning activities into ICT. This will maximise the impact on a child’s classroom experience and education as a whole.
2. Keep Best Practice Guidelines for all ICT hardware and software: They should not simply just be administrative tools or electronic proxies, but function more as an integrated part of the classroom and the lesson plan.
3. Create a virtuous circle based around ICT and innovative teaching: Remember that teachers who are more engaged with ICT in the classroom show greater use of innovative teaching methods, and teachers inclined towards innovative teaching methods use classroom ICT better.
4. Use ICT to link home and school effectively: ICT can do this by increased communication and transparency, as well as recreating a positive environment. Engaging parents will also increase student motivation and thus raise standards.
5. Positive associations with computers: Children associate positively with computers – they are therefore welcomed as a learning platform. Technology should be embraced and its appeal to students should be considered as positive!
As Michael Gove stated back in 2011, ICT in schools should not be used to recreate the way we used to do things; instead it should open a new world of fun, interactivity and motivation. We need to embrace ICT and use it to its full advantage to improve teaching methods and encourage students to succeed.
Although we need to embrace ICT in the classroom, we must remember that it should never be used with the aim of replacing existing methods of teaching. The modern classroom is transforming, and ICT provides the perfect platform for teachers to adapt and improve their teaching practices, with new methods such as blended learning.
How have you successfully embraced ICT in your school? What challenges have you faced? Comment below to share your thoughts!

About the author: The Whizz Education Team

source: http://www.whizz.com/2014/11/04/effective-ict-in-schools/

this article below will explain you about ICT for enhancing the teaching learning process

and here below you could see the explanation about ICT for ehnancing teaching and learning process

the source : http://www.nyu.edu/classes/keefer/waoe/amins.pdf

Some advantages of using ICT

this is the going to talk about the advantage, least but not last :D



source: http://edtechreview.in/trends-insights/insights/959-advantages-of-using-ict-in-learning-teaching-processes

why teacher needs the ICT in Teaching Learning ?

 

this one is why we're as the teacher needs to use the ICT in teaching
take a look the source here, do not hesitate to visit https://www.youtube.com/watch?v=bIRSXqOs988

WHY USE ICT'S IN TEACHING AND LEARNING

The Impact of ICT in Education

and here below, we're going to reas the article about Impacts of ICT in education. The role of the teacher and teacher training.

the source: http://www.leeds.ac.uk/educol/documents/00001201.htm

Impacts of ICT in education. The role of the teacher and teacher training

leeds.ac.uk

A.K. Jager and A.H. Lokman Stoas Research, Wageningen, The Netherlands. Paper Presented at the European Conference on Educational Research, Lahti, Finland 22 - 25

Teachers, Teaching and ICT

A Knowledge Map on Information & Communication Technologies in Education

source : http://www.infodev.org/articles/teachers-teaching-and-icts

Guiding Questions: What do we know about successful pedagogical strategies utilizing ICTs for teaching and learning? What is known about effective teacher professional development? What do we know about the impact of ICTs on teacher performance? What do we know about the impact of ICTs on teacher motivation? Current knowledgebaseWhat we know, what we believe -- and what we don’t
General

1. Training is keyTeacher training and continued, on-going relevant professional development are essential if benefits from investments in ICTs are to be maximized.

Role of the teacher 
 
Teachers remain central to the learning process

A shift in the role of a teacher utilizing ICTs to that of a facilitator does not obviate the need for teachers to serve as leaders in the classroom; traditional teacher leadership skills and practices are still important (especially those related to lesson planning, preparation and follow-up).

 Lesson planning is crucial when using ICTs

Teacher lesson planning is vital when using ICTs; where little planning has occurred, research shows that student work is often unfocused and can result in lower attainment.

  Pedagogy Introducing technology alone will not change the teaching and learning process

The existence of ICTs does not transform teacher practices in and of itself. However, ICTs can enable teachers to transform their teacher practices, given a set of enabling conditions. Teachers’ pedagogical practices and reasoning influence their uses of ICT, and the nature of teacher ICT use impacts student achievement.

 ICTs seen as tools to help teachers create more 'learner-centric' learning environments

In OECD countries, research consensus holds that the most effective uses of ICT are those in which the teacher, aided by ICTs, can challenge pupils’ understanding and thinking, either through whole-class discussions and individual/small group work using ICTs. ICTs are seen as important tools to enable and support the move from traditional 'teacher-centric' teaching styles to more 'learner-centric' methods.

 ICTs can be used to support change and to support/extend existing teaching practices

Pedagogical practices of teachers using ICT can range from only small enhancements of teaching practices using what are essentially traditional methods, to more fundamental changes in their approach to teaching. ICTs can be used to reinforce existing pedagogical practices as well as to change the way teachers and students interact.

 Using ICTs as tools for information presentation is of mixed effectiveness

The use of ICTs as presentation tools (through overhead and LCD projectors, television, electronic whiteboards, guided "web-tours", where students simultaneously view the same resources on computer screens) is seen to be of mixed effectiveness. While it may promote class understanding of and discussion about difficult concepts (especially through the display of simulations), such uses of ICTs can re-enforce traditional pedagogical practices and divert focus from the content of what is being discussed or displayed to the tool being utilized.

Teacher technical abilities and knowledge of ICTs
 Preparing teachers to benefit from ICT use is about more than just technical skills

Teacher technical mastery of ICT skills is a not a sufficient precondition for successful integration of ICTs in teaching.

One-off training' is not sufficient

Teachers require extensive, on-going exposure to ICTs to be able to evaluate and select the most appropriate resources. However, the development of appropriate pedagogical practices is seen as more important that technical mastery of ICTs.

Few teachers have broad 'expertise' in using ICTs in their teaching

Even in the most advanced school in OECD countries, very few teachers typically have a comprehensive knowledge of the wide range of ICT tools and resources.

 In OECD countries, the use of ICTs to promote 'computer literacy' is seen as less important than in using ICTs as teaching and learning tools

In OECD experience, the use of technology in everyday teaching and learning activities appears to be more important than specific instruction in "computer classes". While the development of technology skills is seen to have a role in the teaching and learning process, it is more important as an enabler of other teaching and learning practices, and not too important in and of itself. Schools that report the highest levels of student ICT-related skills and experience are often not those with heavy computer course requirements, but rather ones that made use of ICTs on a routine basis throughout the teacher professional development and the teaching and learning process.  

Students are more sophisticated in their use of technology than teachers

In OECD countries, there appears to be a great disconnect between student knowledge and usage of ICTs the knowledge and abilities of teacher to use ICTs. This suggests that teacher inexperience and skill deficiencies may often be an important factor inhibiting the effectiveness of ICT use in education by students.  
Teacher usage of ICTs
Teachers most commonly use ICTs for administrative tasks

Teachers most often use ICTs for 'routine tasks' (record keeping, lesson plan development, information presentation, basic information searches on the Internet). 

 More knowledgeable teachers rely less on "computer assisted instruction" 

Teachers more knowledgeable in ICTs use utilize computer assisted instruction less than other teachers who use ICTs, but utilize ICTs more overall.

 How teachers use ICTs is dependent on their general teaching styles

Types of usage of ICTs correlate with teacher pedagogical philosophies. Teachers who use ICTs the most -- and the most effectively -- are less likely to use traditional 'transmission-method' pedagogies. Teachers who use more types of software tend to practice more "constructivist" pedagogies.  

Teaching with ICTs takes more time

Introducing and using ICTs to support teaching and learning is time consuming for teachers, both as they attempt to shift pedagogical practices and strategies and when such strategies are used regularly. Simply put: Teaching with ICTs takes more time (estimates vary on how much extra time is required to cover the same material; 10% is a common estimate).

  Teacher confidence and motivation
Few teachers are confident users of ICTs

Few teachers are confident in using a wide range of ICT resources, and limited confidence affects the way the lesson is conducted

Teachers' subject knowledge influences how ICTs are used

The way ICT is used in lessons is influenced by teacher knowledge about their subjects, and how ICT resources can be utilized and related to it.

 Teacher content mastery and understanding of student comprehension make ICT use more effective 

The evidence shows that when teachers use their knowledge of both the subject and the way pupils understood the subject, their use of ICT has a more direct effect on student achievement.

 Exposure to new/additional information via ICTs is not enough
 ICTs can aid teacher self-learning in subject matter

By providing access to updated and additional learning resources, ICTs can enable teacher self-learning in his/her subject area.

  Teacher professional development
On-going teacher training and support is critical to the successful utilization of ICTs in 
education

 Teacher training and professional development is seen as the key driver for the successful usage of ICTs in education.

 Teacher professional development is a process, not an event

Traditional one-time teacher training workshops have not been seen as effective in helping teachers to feel comfortable using ICTs, let alone in integrating it successfully into their teaching. Discrete, 'one-off' training events are seen as less effective than on-going professional development activities.  

Introducing ICTs expands the needs for on-going professional development of teachers
Effective ICT use in education increases teachers’ training and professional development needs. However, ICTs can be important tools to help meet such increased needs, by helping to provide access to more and better educational content, aid in routine administrative tasks, provide models and simulations of effective teaching practices, and enable learner support networks, both in face to face and distance learning environments, and in real time or asynchronously.

 Successful teacher professional development models can be divided into three 
phases
Successful on-going professional development models can be divided into three phases: pre-service, focusing on initial preparation on pedagogy, subject mastery, management skills and use of various teaching tools (including ICTs); in-service, including structured face-to-face and distance learning opportunities building upon pre-service training and directly relevant to teacher needs; and on-going formal and informal pedagogical and technical support, enabled by ICTs, for teachers, targeting daily needs and challenges.

 Effective teacher professional development should model effective teaching practices
Effective teacher professional development should approximate the classroom environment as much as possible. "Hands-on" instruction on ICT use is necessary where ICT is deemed to be a vital component of the teaching and learning process. In addition, professional development activities should model effective practices and behaviors and encourage and support collaboration between teachers. On-going professional development at the school level, using available ICT facilities, is seen as a key driver for success, especially when focused on the resources and skills directly relevant to teachers’ everyday needs and practices.

Training in assessment methods is important
 Professional development should include methods for evaluating and modifying pedagogical practices and expose teachers to a variety of assessment methods.

Effective professional development requires substantial planning

 A needs assessment should precede the creation of and participation in teacher professional development activities, regular monitoring and evaluation should occur of these activities, and feedback loops should be established, if professional development is to be effective and targeted to the needs of teachers.

 On-going, regular support for teachers is crucial

On-going and regular support is essential to support teacher professional development and can be facilitated through the use of ICTs (in the form of web sites, discussion groups, e-mail communities, radio or television broadcasts).

  Enabling factors A variety of changes must be implemented to optimize teacher use of ICTs

 Shifting pedagogies, redesigning the curriculum and assessment, and providing more autonomy to the schools help to optimize the use of ICT. With sufficient enabling factors in place, teachers can utilize ICTs in as ‘constructivist’ a manner as their pedagogical philosophies would permit.

 Functioning technical infrastructure is (obviously) crucial

Teachers must have adequate access to functioning computers, and be provided with sufficient technical support, if they are to use ICTs effectively.  

Introducing ICTs takes time
 Adequate time must be allowed for teachers to develop new skills, explore their integration into their existing teaching practices and curriculum, and undertake necessary additional lesson planning, if ICTs are to be used effectively.  

Support from school administration and the community can be important

Support of school administrators and, in some cases, the surrounding community, for teacher use of ICTs is seen as critical if ICTs are to be used at all, let alone effectively. For this reason, targeted outreach to both groups is often necessary if investments in ICTs to support education are to be optimized.

 Communities of practice can be important tools to support teacher professional development

The existence of formal and informal communities of practice and peer networks can be important tools to support ICT in education initiatives and activities. Such support mechanisms can be facilitated through the use of ICTs.

 Lessons learned from introducing ICTs in education need to be shared

As the introduction of ICTs to aid education is often part of a larger change or reform process, it is vital that successful uses of ICTs are promoted and disseminated.

The Role of ICT in Learning

Now, we're going to see the role of ICT in learning

We are living in a constantly evolving digital world. ICT has an impact on nearly every aspect of our lives - from working to socialising, 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 recognised that learners are motivated and purposefully engaged in the learning process when concepts and skills are underpinned with technology and sound pedagogy. Education Scotland provides advice on resources for practitioners, parents and pupils to engage with these technologies in order to inform and enhance the learning experience.

 source: http://www.educationscotland.gov.uk/learningandteaching/approaches/ictineducation/roleofictinlearning.asp

Introduction to ICT

again, we're going to talk more about the ICT itself through some more fun videos about Introduction to ICT, ICT in Education, and Use of ICT in Education source : https://www.youtube.com/watch?v=dxleoKBa8mQ

What Is ICT ?

ICT (information and communications technology - or technologies) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning. ICTs are often spoken of in a particular context, such as ICTs in education, health care, or libraries.

source: http://searchcio.techtarget.com/definition/ICT-information-and-communications-technology-or-technologies