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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To support teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful implementation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

India [ PDF ]
Detroit, USA [ PDF ]
Finland [ PDF ]
Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
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BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.' ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
"Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

Related information

Information and communication technologies (ICT)

Information and Communication Technologies

How it works

1 Introduction
2 Background
3 The importance of women empowerment
4 Gender and Technology Divide
5 Problem Statement
6 Aim of Research

Introduction

Over the past few decades, information and communication technologies (ICTs) have played an important role as a key solution for comprehensive development, poverty elimination, and the empowerment of groups discriminated against in society. The ICT sector presents tremendous opportunities for women. However, for women to seize these opportunities equally as men, the gender stereotypes and biases that prevent them from pursuing or making it big in STEM-related fields need to be addressed.

Women are still under-represented in this sector. They are less likely to take up studies in this field and are much less represented in the ICT job market.

According to a recent ITU report, the trends are not promising: the percentage of women in computing jobs has been declining since 1991, when women held 36 percent of these jobs. As of 2015, they held only 25 percent of all computing jobs; for women of color, the percent was even lower (ITU Report, UNWOMEN, 2018).

The aim of this research is to analyze the impact of Information Communication Technologies on women’s socio-economic development in South Africa. This study will focus on ICTs in South Africa for women’s socio-economic development.

Women have been engaged in ICT development since its inception. It was a woman who developed the compiler, identified the first computer bug, and created the first programs. Today, example after example highlight the value of women’s voices and the importance of their contributions. Women’s participation in economic development through microloans to build small and medium enterprises has been well documented and publicized.

In 1995, the United Nations Commission on Science and Technology for Development (UNCSTD) recognized the growing influence of ICTs in development and the importance of women’s participation in discussions regarding its global integration. To that end, they established a Gender Working Group to address the significant gender issues from access control. The United Nations Division for the Advancement of Women (DAW), the International Telecommunication Union (ITU), and the UN ICT Task Force Secretariat released a report in 2002 that focused on ICTs as a tool to advance and empower women.

The continuing growth of female entrepreneurship in South Africa, particularly in the technology industry, is a testament to the willpower and determination of South African women, who often have to overcome great challenges in order to succeed in a male-dominated industry. Despite decades of progress towards achieving equality in the workplace, women remain significantly under-represented in emerging tech.

The imbalance between men and women in the technology sector is unlikely to be remedied unless organizations, schools, and universities work together to change entrenched perceptions about the tech industry, and also educate young people about the dynamics and range of careers in the technology world. This is according to a report issued by PwC’s Economics team that analyses the behavioral measures that bring gender equality to emerging tech. Although some strides have been made to advance women in tech, more needs to be done. Women currently hold only 19% of tech-related jobs at the top 10 global tech companies, relative to men who hold 81%. In leadership positions at these global tech giants, women make up 28%, with men representing 72%.

The importance of women empowerment

Women empowerment refers to the complete emancipation of women from socio-economic chains of dependency and deprivation. In some societies, women are still discriminated against based on their gender. They are not given the same rights as men. Empowering women can give them the right to equally participate in education, society, economy, language, and other activities (Savdy Doeung, 2018).

Empowering women and improving the efficiency of their work is critical for reducing poverty. Mounting evidence confirms that women’s improved economic status produces many positive economic and welfare outcomes for children, families, and societies. Countries with less inequality in men’s and women’s employment and education benefit from lower child mortality, as well as more transparent businesses and faster-growing economic growth.

Women’s ability to access income, technology, and paid work improves their children’s welfare more than men’s access to similar resources. Increases in household income, particularly income controlled by women, correlate with a boost in children’s nutrition and survival. Globally, children whose mothers enjoy higher earning potential and education go on to complete more education than children whose mothers have less schooling (ICRW, 2010).

According to the World Bank’s 2012 World Development Report, closing these gender gaps matters for development and policymaking. Greater gender equality can enhance economic productivity, improve development outcomes for the next generation, and make institutions and policies more representative (World Bank, 2012).

Technological innovation and Information Communication Technologies (ICTs) represent a way for developing world nations to foster economic development, improve levels of education and training, as well as address gender issues within society (Lee-Roy Chetty, 2013).

Technological capability is one of the five categories for the Growth Environment Scores (GES), Goldman Sachs’ composite indicator of the economic growth environment in 181 countries. A GES study of countries in the Persian Gulf shows that technology is so critical to growth and economic well-being, that if lags in technology use were addressed, along with low levels of investment and human resource development, the region could effectively close its income gap with the G-7 countries by 2050.

Gender and Technology Divide

The term “digital divide,” or the “digital split,” is a social issue referring to the gap between those who have ready access to computers and the internet (especially broadband access) and those who do not have access. It also refers to the differences in resources and capabilities to access and effectively utilize information and communication technology for development that exist within and between countries, regions, sectors, and socio-economic groups (Qudsia Kiran, 2018).

Improving women’s access to technology has the potential to spur their economic advancement and stimulate broader economic growth. Regrettably, technology has been underused in unlocking women’s economic opportunities (Kirrin Gill, Kim Brooks, Janna McDougall, Payal Patel, Aslihan Kes, ICRW, 2010).

According to ITU, a substantial divide persists between women and men and between girls and boys in internet access and use. Globally, some 250 million fewer women use the internet in their daily lives than men. In 2017, the internet penetration rate for men stood at 50.9 percent compared to 44.9 percent for women. Across all least developed countries, only one out of seven women use the internet compared with one out of five men (ITU, 2018).

Problem Statement

Despite advancements in technology, women are still lagging behind. They remain under-represented in this high-growth sector of the economy. Evidence has shown that improving women’s access to technology has the potential to boost their economic advancement and stimulate broader economic growth. Unfortunately, technology has been underutilized in unlocking women’s economic opportunities. Therefore, this study seeks to analyze the impact of information technologies on women’s socio-economic development and explore what could possibly be done to improve women’s socio-economic status through ICT.

Aim of Research

Creswell (2007) refers to the aim of research as the desired outcomes of study by the researcher, which includes the researcher’s intentions, giving a picture of the whole research. The aim of this research is to determine the impact of information communication technologies on women’s socio-economic development.

The purpose of this study is to determine the realities of what it takes to enable women to increase their resources and economic opportunities, and strengthen their ability to compete in market economies. Most importantly, it speaks to the growing number of actors driving innovation from the public, private, and social sectors, with practical recommendations on how to improve the way technologies are developed and deployed so they benefit women, enabling them to be more successful economic actors, stronger leaders, and greater contributors to their families, communities, and domestic economies.

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Information and Communication Technology, Essay Example

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Incident Response Plan

This is an information age that is driven by technology. Likewise, organizations are reliant on information that is converted into 0s and 1s and is stored and maintained on information systems. As information is residing everywhere in the organization, there is a requirement to evaluate vulnerabilities that are used by threats to compromise systems and networks. Likewise, risk environment for the business is constantly changing, there is a requirement of conducting risk analysis on periodic basis and if there is a major business change. However, incident response plan is essential for any organization, in order to combat threats or incidents. The incident response plan provides incident response phases and documentation associated with information channels for incident that occur within the organization. Channels, roles and responsibilities that will identify the reporting procedure to authorized personnel along with assessment of an incident, damage and eradication strategy and protecting information that may be an evidence for forensic cases ( Incident response plan, n.d ).

Acquisition and Examination (Wireless)

Information and communication technology (ICT) is revolutionizing to provide enhanced communication services to the customers. Personal data assistants are the prime example. Businesses can now benefit from these devices regardless of location of employees. As risk environment is always changing by the leverage of new technologies, there is a requirement of re assessing and re-evaluating procedures that were in the current practices of organizations. In the context of investigating data that is dealing with wireless communication interfaces, authentication and acquisition is essential due to their role in forensic methods and procedures. In case of a PDA, there are two areas that require significant importance i.e. data acquisition and data authentication. Likewise, the rationale for considering them is because they are dependent on transitional storage, which is embedded in every PDA ( Computer forensics. n.d). The transitional storage contains both volatile and non-volatile memories i.e. Random Access Memory (RAM) and Read Only Memory (ROM) and the data associated with acquisition and analysis for processing purposes. Moreover, the operating system and data processing of the PDA do not stop functioning even the PDA is switched off ( Computer forensics. n.d). The reason for this is the fact that battery is still connected with the PDA that facilitates PDA to perform these data processing functions. Hence, collecting data for evidence from a wireless device is comparatively difficult to acquire because data contents are continuously changing that may over write data files that may lead to a discovery.

Recommended Practices

As mentioned earlier, PDA do not stops data processing, even it is turned off, it can be called as a ‘push message’ device. The source of getting data is from the antenna that interacts with the base station. Likewise, after getting updates from the station, it over-writes the currently available data with the new one. For example, investigators require emails for any possible clues, they are modified with the new ones and consequently, making life difficult ( Computer forensics. n.d). However, there are practices available to counter these issues. Steps are mentioned below:

The first step will be to turn of the radio from the PDA
When the acquisition of data starts, PDA should be moved in an isolated location to perform some steps. Investigators will turn on the PDA and in parallel turn the radio off.
Cross checks on battery should be made for it to be completely charged.
Via SDK tool, logs will be acquired for possible evidence searching.
Investigators will than make a replication of the OS image from the PDA
Acquired data is than examined by the investigation team
Last step is to dump all the data to the SDK simulator.

Acquisition and Examination (Wired)

For attaining acquisition and examination of data on wired network, recommended practices are mentioned below:

For detection and root cause analysis, investigators will execute two processes:

For targeting the server and client, ‘pcap’ trace analysis
And for monitoring data, ‘netflow’

HTTP server will be used to perform vulnerability testing, as the web server will execute a separate threat for all queries related to ‘POST’ request on port ‘12345’. Moreover, the web server will process the shell code identical to the original shell code. ‘Wireshark’ will examine and monitor the traffic on the LAN interface. Furthermore, two more tools will be added to the simulation i.e. ‘tftp server’ and ‘tftp client’ (Cert Exercises Handbook – Scribd, n.d.). As the web server is configured on Apache, compatible tools known as ‘exploit’ will also be used (Cert Exercises Handbook – Scribd, n.d.). After incorporating these tools, the steps are mentioned below:

Stop Apache services
Initialize web server on Apache
Initialize modified Scripts
‘Pcap’ will generate log files containing IP addresses

Wired and Wireless device Procedures (Conclusion)

Wired and wireless devices do not vary significantly, as the investigation techniques and methods are dependent on technology and they must be trained periodically to cope up with new technologies in the future. The complexity cannot be differentiated between these two different carriers. However, tools make the job easy.

Cert Exercises Handbook – Scribd. n.d. Retrieved from http://www.scribd.com/doc/35011748/Cert-Exercises-Handbook

Wireshark Network Analysis. n.d. Retrieved from http://wiresharkbook.com/articlewireshark101.html

Incident response plan, n.d Retrieved 10/8/2011, 2011, from http://www.comptechdoc.org/independent/security/policies/incident-response-plan.html

Computer forensics, n.d Retrieved 10/8/2011, 2011, from http://www.mandarino70.it/

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Home / Essay Samples / Sociology / Digital Communication / The Widespread Impact of ICT on Society: An In-Depth Analysis

The Widespread Impact of ICT on Society: An In-Depth Analysis

Category: Information Science and Technology , Sociology
Topic: Digital Communication , Effects of Technology

Pages: 3 (1344 words)

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