ENGLISH WORK

PRESENTED TO:
JAIME RINCÓN
PRESENTED OF:
:

PAOLA CASTELLANOS
EDWIN IBAÑEZ

GRADE: 9-01
 ICT IN
EDUCATION
In many countries, information and communication technology (ICT) has a
clear impact on the development of educational curricula. In Flanders, the
education government has identified and defined a framework of ICT
competencies for expected outcomes, related to knowledge, skills and
attitudes that pupils are expected to achieve at the end of primary school.
However, it has never been examined whether teachers are using ICT in
accordance with the competencies proposed by the Flemish government. In
order to answer this question, a survey was conducted among 570
respondents in a stratified sample of 53 primary schools. Results show that
teachers mainly focus on the development of technical ICT skills, whereas the
ICT curriculum centres on the integrated use of ICT within the learning and
teaching process. This indicates the existence of a gap between the proposed
and the implemented curriculum for ICT. The paper concludes with the
potential value of a school- bas ed ICT curriculum that ‘translates’ the
national ICT-related curriculum into an ICT plan as part of the overall school
policy.
Information and communication technology (ICT) can complement, enrich and
transform education for the better.
As the lead United Nations Organization for education, UNESCO guides
international efforts to help countries understand the role such technology can
play to accelerate progress toward Sustainable Development Goal 4 (link is
external) (SDG4), a vision captured in the Qingdao Declaration.
UNESCO shares knowledge about the many ways technology can facilitate
universal access to education, bridge learning divides, support the
development of teachers, enhance the quality and relevance of learning,
strengthen inclusion, and improve education administration and governance.
The Organization scans the world for evidence of successful ICT in education
practices – whether in low-resource primary schools, universities in high-
income countries, or vocational centres – to formulate policy guidance.
Through capacity-building activities, technical advice, publications, fieldworks,
and international conferences such as International Conferences on ICT and
Post-2015 Education and Mobile Learning Week, and fieldwork, UNESCO helps
governments and other stakeholders leverage technology for learning.
Read more
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.
: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