COMPUTERS AS INFORMATION AND COMMUNICATION TECHNOLOGY

In the educational technology course 1 the role of the computer in education was well discussed.
It was pointed out that the advent of the computer is recognized as the third revolution in
education. The first was the invention of the printing press; the second, the introduction of
libraries; and the third, the invention of the computer, especially so with the advent of the
microcomputer in 1975. Thus emerged computer technology in education.

Through computer technology, educators saw the amplification of learning along computer
literacy. Much like reading, the modern student can now interact with computer messages, even
respond to questions or to computer commands. Again like writing, the learner can form
messages using computer language or program.

Soon computer-assisted instruction (CAI) was introduced using the principle of individualized
learning through a positive climate that includes realism and appeal with drill exercises that uses
color, music and animation. The novelty of CAI has not waned to this day especially in the basic
education level as this is offered by computer-equipped private schools. But the evolving pace of
innovation in today’s information age is so dynamic that within the first decade of the 21^st
century, computer technology in education has matured to transform into an educative
information and communication technology (ICT) in education.

Communication media Audiovisual media

THE PC

(internet) (multimedia)

E-mail (text and video) Text, sound, graphics,

Chat rooms chart, photos

Blog sites Power-point presentation

News services (print, videoclip) CD, VCD, DVD player

Music/movie/television room CDVCD, DVD player

Educational software

(internet)

Educational websites

Softwares, coursewares

School registration/records

accounting

FIGURE 6 – Uses of the computer as ICT in Education

THE PERSONAL COMPUTER (PC) AS ICT
Until the nineties, it was still possible to distinguish between instructional media and the
educational communication media.

Instructional media consist of audio-visual aids the served to enhance and enrich the teaching-
learning process. Examples are the blackboard, photo, film and video.

On the other hand, educational communication media comprises the media of communication
media to audiences including learners using the print, film, radio, television or satellite means of
communication. For example, distance learning were implemented using correspondence, radio,
television or the computer satellite system. Close to the turn of the 21st century, however, such a
distinction merged owing to the advent of the microprocessor, also known as the personal
computer (PC). This is due to the fact that for both audio-visual creations and media
communication.

To illustrate, let’s examine the programs (capabilities) normally installed in an ordinary modern
PC:

 Microsoft office- programs for composing text, graphics, photos into letters, articles,
reports, ect.
 Power – point – for preparing lecture presentations
 Excel – for spreadsheets and similar graphic sheets
 Internet explorer- access to the internet
 Yahoo or google – websites; e-mail, chat rooms, blog sites, news service (print/video)
educational softwares ect.
 Adobe reader- graphs/photo composition and editing
 MSN – Mail/chat messaging
 Windows media player – editing film/video
 Gamehouse – video games
Computers as Information and Communication Technology
1. 1. Lesson 9:Computers as Information andCommunication Technology Jenelyn Calatrava
Ronnie Z. Valenciano Jr. College of Development Education Central Bicol State University of
Agriculture
2. 2. Objectives: To identify the role of computers in education. To determine how computer
technology transform into an educative information and communication technology (ICT) in
education. To apply the computer-based technology in teaching pedagogy.
3. 3. Introduction Through computer technology:1. Educators saw the amplification of learning
along computer literacy.2. Much like reading, the modern student can now interact with
computer messages; even respond to questions or to computer commands.3. Like writing,
the learner can form messages using computer language or program.
4. 4. Soon computer-assisted instructed(CAI) was introduced using theprinciple of
individualized learningthrough a positive climate thatincludes realism and appeal with
drillexercises that uses color, music andanimation.
5. 5.  But the evolving pace of innovation in today’s Information Age is so dynamic that within
the first decade of the 21st century, computer technology in education has matured to
transform into an educative information and communication technology (ICT) in education.
6. 6. The Rise of Personal Computer (PC)? With a computer in the classroom, teachers are
able to:1.Demonstrate a new lesson, present new material,2. Illustrate how to use new
programs,3. Show new websites .
7. 7. Educational Instructional media communication media consist of audio-visual  comprise
the media of aids communication Examples are the  using the print, film, radio blackboard,
photo, film television or satellite and video. means of communication
8. 8. The programs (capabilities)normally installed in an ordinarymodern PC are: Microsoft
Office – program for composing text, graphics, photos into letters, articles, report, etc.
Power point – for preparing lecture presentations. Excel – for spreadsheets and similar
graphic sheets.
9. 9. Internet Explorer – access to the internet. Yahoo or Google – websites; e-mail, chat
rooms, blog sites, news service (print/video) educational software etc. Adobe Reader –
graphs/photo composition and editing. MSN – mail/chat messaging.
10. 10. ● Windows media player – CD, VCDplayer. Cyber Power – DVD player Windows media
player – editingfilm/video.
11. 11. Activity of the Students:Activity 1 On the enumerated programs installed in a computer,
pick your TOP 5 programs which do you prefer most. Reason out your ranking. Post your
answer on http://tonnieme.blogspot.com/
12. 12. What is ICT? ICT is an acronym that stands for Information Communications
Technology. Lets focus on the three words behind ICT: - INFORMATION -
COMMUNICATIONS - TECHNOLOGY
13. 13.  ICT covers any product that will store, retrieve, manipulate, transmit or receive
information electronically in a digital form.
14. 14.  ―diverse set of technological tools and resources used to communicate, and to create,
disseminate, store, and manage information. include computers, the Internet, broadcasting
technologies (radio and television), and telephony.
15. 15. How can ICTs help expand access to education?1. ICTs make possible asynchronous
learning, or learning characterized by a time lag between the delivery of instruction and its
reception by learners. Online course materials, for example , may be accessed 24 hours a
day, 7 days a week.
16. 16. 2. Teachers and learners no longer have to rely solely on printed books and other
materials in physical media housed in libraries (and available in limited quantities) for their
educational needs.3. ICTs also facilitate access to resource persons—mentors, experts,
researchers, professionals, business leaders, and peers—all over the world.
17. 17. How does the use of ICTs help prepare individuals for the workplace? Technological
literacy, or the ability to use ICTs effectively and efficiently, is thus seen as representing a
competitive edge in an increasingly globalizing job market. Examine the table: Table 1.
Skills Needed in the Workplace of the FutureSource: Adapted from EnGauge. North Central
Regional EducationalLaboratory. Available Online
athttp://www.ncrel.org/engauge/skills/21skills.htm. Accessed 31 May2002.
18. 18. Digital Age Literacy Global awareness - Functional literacy- Understanding of Ability to
decipher how nations, meaning and corporations, and express ideas in a communities all
over range of media; this the world are includes the use of interrelated Scientific literacy-
Understanding ofCultural literacy- both the theoreticalAppreciation of and applied aspects the
diversity of of science and cultures mathematics Information literacy- Ability to Technological
 find, evaluate and literacy- Competence in the make appropriate use of information use of
information, and communication including via the technologies use of ICTs
19. 19. Adaptability Creativity Ability to adapt Risk-taking Ability to use and manage in Curiosity
InventiveAbility to take imagination to a complex, Desire to know Thinking risks create new
interdependent things world
20. 20. Effective Communication Teaming -Ability to work in a team Collaboration and
Interpersonal skills - Ability to interact smoothly and work effectively with others interpersonal
skills Personal and social Responsibility- Be accountable for the way they use ICTs and to
learn to use ICTs responsibility for the public good Interactive communication Competence in
conveying, transmitting, accessing and understanding informationHigh Productivity -Ability to
prioritize, plan, and manage programs and projects to achievethe desired results. Ability to
apply what they learn in the classroom to real-life contexts to create relevant, high-quality
products
21. 21. How can the use of ICTs help improve the quality of education?1. Motivating to learn-
ICTs such as videos, television and multimedia computer software that combine text, sound,
and colorful, moving images can be used to provide challenging and authentic content that
will engage the student in the learning process.
22. 22. 2. Facilitating the acquisition of basic skills.- Educational television programs such as
Sesame Street use repetition and reinforcement to teach the alphabet, numbers, colors,
shapes and other basic concepts.
23. 23. 3. Enhancing teacher training- ICTs have also been used to improve access to and the
quality of teacher training.- For example, institutions like the Cyber Teacher Training Center
(CTTC) in South Korea are taking advantage of the Internet to provide better teacher
professional development opportunities to inservice teachers.
24. 24. How can ICTs help transform thelearning environment into one that is learner-
centered?1. . Active learning. -ICT enhanced learning mobilizes tools for examination,
calculation and analysis of information, thus providing a platform for student inquiry, analysis
and construction of new information
25. 25. 2. Collaborative learning.-ICT-supported learning encourages interaction and cooperation
among students, teachers, and experts regardless of where they are. 3. Creative Learning.-
ICT-supported learning promotes the manipulation of existing information and the creation of
real-world products rather than the regurgitation of received information.
26. 26.  4. Integrative learning.- ICT-enhanced learning promotes a thematic, integrative
approach to teaching and learning.- This approach eliminates the artificial separation
between the different disciplines and between theory and practice that characterizes the
traditional classroom approach.
27. 27. 5. Evaluative learning.- ICT-enhanced learning is student- directed and diagnostic.-
Unlike static,text- or print-based educational technologies, ICT-enhanced learning
recognizes that there are many different learning pathways and many different articulations
of knowledge.- ICTs allow learners to explore and discover rather than merely listen and
remember.
28. 28. The Uses of ICTs in EducationEach of the different ICTs—print, audio/videocassettes,
radio and TV broadcasts,computers or theInternet—may be used for presentation
anddemonstration, the most basic of the fivelevels.
29. 29. How have radio and TV broadcasting been used in education? There are three general
approaches to the use of radio and TV broadcasting in education: 1) direct class teaching,
where broadcast programming substitutes for teachers on a temporary basis; 2) school
broadcasting, where broadcast programming provides complementary teaching and learning
resources not otherwise available; and
30. 30. 3) general educational programming over community, national and international stations
which provide general and informal educational opportunities.Activity 2 (Give your reaction
as you read the paragraph. Post your reaction on http://promotelearners.blogspot.com/ The
paragraph will be posted on the blogsite.)
31. 31. (Please visit the blogsite for conveniences reading) Box 2. Promoting Learner-Centered
Pedagogy through ComputersProject CHILD (Computers Helping Instruction and Learning
Development) is a computer- integrated instruction programme developed in 1988 by the
University of Florida for grades K-5 (pre-school and primary school).The programme focuses
on three subject areas—reading,writing and mathematics. Each Project CHILD classroom
has a learning station with between three to six computers. Butzin describes a typical Project
CHILD classroom scenario thus:• A class period begins with the teacher conducting a whole
group lesson—let’s say an introduction to fractions. After about 10 minutes of direct
instruction, the students fan out to their first assigned learning station. Each station will have
an activity related to fractions. Some stations will focus on skill practice, while others will
focus on concept development. The station activities encompass kinesthetic (hands-on)
learning as well as auditory and visual modalities. The teacher assigns instructional software
 at each computer station to tie in with the lesson objectives.• As student groups work at their
stations, the teacher circulates to help, probe, assess, and encourage students as they work
on their assigned tasks.When a student finishes an activity…[s/he] moves on [to the next
station] as needed. At the end of the period, the teacher gathers the class together for
reflection and discussion on the day’s activities.• Teachers form cross grade subject-specific
clusters (K-2 or 3-5) and work with children over three years, the better to judge what
software is appropriate for the subject and to allow students to learn at their own pace.
Teachers are also given one year training on integration and are provided with research-
based materials for lesson planning and technology integration. Over a decade’s worth of
research on Project CHILD students have shown that they have scored consistently higher
on standardized tests than their counterparts in traditional classrooms, and that the positive
effects of the programme have increased over time. Project CHILD students also exhibited
better attitudes toward school and learning, and better discipline as well. Project CHILD has
been recognized as an effective programme by the U.S.Department of Education’s National
Diffusion Network and has received funding for nationwide expansion. Source: Butzin,
S.,―Project CHILD: A Decade of Success for Young Children‖. Available
32. 32. How have computers and theInternet been used for teaching and learning? 3 General
Approaches to the instructional use of computers and the Internet 1)Learning about
computers and the Internet, in which technological literacy is the end goal; 2) Learning with
computers and the Internet, in which the technology facilitates learning across the
curriculum; and 3) Learning through computers and the Internet, integrating technological
skills development with curriculum applications.
33. 33. Activity 3Will ICTs Replace the Teacher?(Answer judiciously on the blogsite given by the
reporter)Answers will be posted on the site. Post your answers on
reportactivity.blogspot.com
34. 34. The END!

Lesson 9: computer as information in communication technology

1. 1. Lesson 9: Computer as Information in Communication Technology Rinzell Acosta Julie
Anne Manares John Saluta Jr. BSED III-C
2. 2. At the end of the lesson, the students will be able to: •To identify the role of computers in
education •To determine how computer technology transform into an educative information
and communication technology (ICT) in education •To apply the computer-based technology
in teaching pedagogy Objectives:
3. 3. Introduction: Through computer technology: 1. Educators saw the amplification of learning
along computer literacy. 2. Much like reading, the modern student can now interact with
computer messages; even respond to questions or to computer commands. 3. Like writing,
the learner can form messages using computer language or program.
4. 4. Soon computer-assisted instructed (CAI) was introduced using the principle of
individualized learning through a positive climate that includes realism and appeal with drill
exercises that uses color, music and animation.
5. 5. But the evolving pace of innovation in today’s information age is so dynamic that within the
first decade of the 21st century, computer technology in education has matured to transform
in to an educative information and communication technology (ICT) in education.
6. 6. The Rise of Personal Computer (PC) With a computer in the classroom, teachers are able
to: 1. Demonstrate a new lesson, present new material 2. Illustrate how to use new programs
3. Show new websites
7. 7. Instructional media Educational communication media  consist of audio- visual aids 
Examples are the blackboard, photo, film and video.  comprise the media of communication
 using the print, film, radio television or satellite means of communication
8. 8. The programs (capabilities) normally installed in an ordinary modern PC are: 1. Microsoft
Office – program for composing text, graphics, photos into letters, articles, report, etc. Power
point – for preparing lecture presentations. Excel – for spreadsheets and similar graphic
sheets. 2. Internet Explorer – access to the internet. 3. Yahoo or Google – websites; e-mail,
chat rooms, blog sites, news service (print/video) educational software etc.
9. 9. 4. Adobe Reader –graphs/photo composition and editing. 5. MSN – mail/chat messaging.
6. Windows media player – CD, VCD player. 7. Cyber Power – DVD player 8. Windows
media player – editing film/video.
10. 10. ICT is an acronym that stands for Information Communications Technology. What is ICT
11. 11. Information and Communications Technology -ICT covers any product that will store,
retrieve, manipulate, transmit or receive information electronically in a digital form -diverse
set of technological tools and resources used to communicate, and to create, disseminate,
 store, and manage information. -include computers, the Internet, broadcasting technologies
(radio and television), and telephony.
12. 12. How can ICTs help expand access to education? 1. ICTs make possible asynchronous
learning, or learning characterized by a time lag between the delivery of instruction and its
reception by learners. •Online course materials, for example, may be accessed 24 hours a
day, 7 days a week
13. 13. 2. Teachers and learners no longer have to rely solely on printed books and other
materials in physical media housed in libraries (and available in limited quantities) for their
educational needs. 3. ICTs also facilitate access to resource persons—mentors, experts,
researchers, professionals, business leaders, and peers—all over the world.
14. 14. How can the use of ICTs help improve the quality of education? 1. Motivating to learn -
ICTs such as videos, television and multimedia computer software that combine text, sound,
and colorful, moving images can be used to provide challenging and authentic content that
will engage the student in the learning process.
15. 15. 2. Collaborative learning. -ICT-supported learning encourages interaction and
cooperation among students, teachers, and experts regardless of where they are. 3. Creative
Learning. - ICT-supported learning promotes the manipulation of existing information and the
creation of real-world products rather than the regurgitation of received information.
16. 16. 4. Integrative learning. -ICT- enhanced learning promotes a thematic, integrative
approach to teaching and learning. This approach eliminates the artificial separation between
the different disciplines and between theory and practice that characterizes the traditional
classroom approach.
17. 17. 5. Evaluative learning. -ICT-enhanced learning is student- directed and diagnostic. Unlike
static, text- or print-based educational technologies, ICT-enhanced learning recognizes that
there are many different learning pathways and many different articulations of knowledge.
ICTs allow learners to explore and discover rather than merely listen and remember.
18. 18. The Uses of ICTs in Education
19. 19. Each of the different ICTs— print, audio/video cassettes, radio and TV broadcasts,
computers or the internet—may be used for presentation and demonstration, the most basic
of the five levels.
20. 20. How have radio and TV broadcasting been used in education? There are three general
approaches to the use of radio and TV broadcasting in education: 1) Direct class teaching,
where broadcast programming substitutes for teachers on a temporary basis; 2) School
broadcasting, where broadcast programming provides complementary teaching and learning
resources not otherwise available; and 3.) General educational programming over
community, national and international stations which provide general and informal
educational opportunities.
21. 21. • How have computers and the Internet been used for teaching and learning? 3 General
Approaches to the instructional use of computers and the Internet • Learning about
computers and the Internet, in which technological literacy is the end goal; • Learning with
computers and the Internet, in which the technology facilitates learning across the
curriculum; and • Learning through computers and the Internet, integrating technological
skills development with curriculum applications