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I.C.T., Aims of ICT| Use of LCD & CCTV in Education

I.C.T. Aims of ICT | Use of LCD & CCTV in Education

Meaning of I.C.T.

Information and Communication Technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals) and computers, as well as necessary enterprise software, middleware, storage, and audiovisual systems, that enable users to access, store, transmit, and manipulate information.

The term ICT is also used to refer to the convergence of audiovisual and telephone networks with computer networks through a single cabling or link system. There are large economic incentives (huge cost savings due to the elimination of the telephone network) to merge the telephone network with the computer network system using a single unified system of cabling, signal distribution, and management.

ICT is a broad subject and the concepts are evolving. It covers any product that will store, retrieve, manipulate, transmit, or receive information electronically in a digital form (e.g., personal computers, digital television, email, or robots). For clarity, Zuppo provided an ICT hierarchy where all levels of the hierarchy “contain some degree of commonality in that they are related to technologies that facilitate the transfer of information and various types of electronically mediated communications”. Theoretical differences between interpersonal-communication technologies and mass-communication technologies have been identified by the philosopher Piyush Mathur. Skills Framework for the Information Age is one of many models for describing and managing competencies for ICT professionals for the 21st century.


The phrase “information and communication technologies” has been used by academic researchers since 1980s. The abbreviation “ICT” became popular after it was used in a report to the UK government by Dennis Stevenson in 1997, and then in the revised National Curriculum for England, Wales and Northern Ireland in 2000. However, in 2012, the Royal Society recommended that the use of the term “ICT” should be discontinued in British schools “as it has attracted too many negative connotations”. From 2014 the National Curriculum has used the word computing, which reflects the addition of computer programming into the curriculum.

Aims of ICT in Education

The aims of ICT in Education can be classified under four headings:

(a) Utilitarian Aims-

The utilitarian aims of ICT in education are as follow:

  • To help the learners become competent and confident users of ICT who can make efficient, effective and creative use of basic application software in their everyday activities,
  • To encourage the learners to become critical and reflective users of ICT who can evaluate the capabilities and limitations of the technology and of social, technical, political, ethical, organizational and economic principles associated with its use
  • To prepare the learners for the society of tomorrow by making them adaptable users of ICT who have the necessary openness and flexibility of mind to be able to adjust to future changes in the technology.
(b) Social Aims-

The social aims of ICT in education are as in below:

  • To encourage the learners to develop the appropriate social skills that are essential for co-operative and collaborative learning based around ICT
  • To empower ICT disadvantaged learners by ensuring sufficient access for those learners who have little out-of-school opportunities to use the technology
  • To facilitate better communication between the learners thereby promoting greater social understanding
  • To ensure equity between all learners by providing appropriate qualitative and quantitative opportunities to overcome social and learning disadvantages
(c) Cultural Aims-

The cultural aims of ICT in education are in the following lines:

  • to help the learners appreciate the richness of our cultural heritage by facilitating access to all aspects of our unique culture; and,
  • to help the learners become cultured citizens of the modern world by facilitating the discovery and appreciation of the cultural heritage of various countries around the world.
(d) Personal Aims
  • to encourage the learners to develop the appropriate personal skills that are essential for independent learning based around ICT;
  • to assist the learners to develop their potential to their fullest by facilitating the acquisition of knowledge, by helping the learner concentrate on higher order cognitive tasks rather than on lower order routine tasks and by positively affecting the attitude of the learner towards further learning;
  • to help the learners with special needs integrate themselves within school and society by increasing their independence and by developing their abilities and interests.
  • The use of ICT is increasing day by day in educational institutions. It not only makes teaching-learning process easy, interesting and reflective, but also it widens the horizon of education and gives new dimension to it. It tries to present absolute concept into concrete forms with the help of 3D. Thus every commission and policy emphasized on the use of ICT in educational institutions.

Uses of I.C.T. in Education

Today’s society shows the ever-growing computer-centric lifestyle, which includes the rapid influx of computers in the modern classroom. The United Nations Educational, Scientific and Cultural Organisation (UNESCO), a division of the United Nations, has made integrating ICT into education part of its efforts to ensure equity and access to education. The following, taken directly from a UNESCO publication on educational ICT, explains the organization’s position on the initiative. Information and Communication Technology can contribute to universal access to education, equity in education, the delivery of quality learning and teaching, teachers’ professional development and more efficient education management, governance and administration. UNESCO takes a holistic and comprehensive approach to promoting ICT in education. Access, inclusion and quality are among the main challenges they can address. The Organizations Intersectral Platform for ICT in education focuses on these issues through the joint work of three of its sectors: Communication & Information, Education and Science. Following are the important uses of ICT-

  1. Innovative technology will enable online classes to go beyond PowerPoint presentations and discussion threads.
  2. Technology gives students the opportunity to realize their full potential. Technology provides working professionals with the opportunity to learn critical skill sets to advance their careers. It gives students anywhere in the world the chance to earn a top-quality education without putting their careers, family or life completely on hold.
  3. In today’s online classroom, every student can have a front row seat — increasing the opportunities for participation and engagement.
  4. Online degree programs help facilitate collaboration among faculty and students and provide vital support services that enable students to be active members of their own learning communities.
  5. Megh-Sikshak is a cloud-based learning management system. Megh-Sikshak offers multi-lingual e-Learning services leveraged by cloud computing capabilities. The cloud-based e-Sikshak delivers e-Learning as a service rather than as a product, which helps the institutions/organizations/individuals in alleviating the burden of installation, maintenance, and management of the e-Learning application on premise.

Uses of L.C.D. and CCTV

The following are the various uses of L.C.D. & CCTV-

  1. Instructors supplement their lecture material with PowerPoint presentation shown with an LCD TV, projector and computer. The teacher projects a PowerPoint slide on a whiteboard and can annote the image on the board with a marker, as she discusses important principles; she can add notes and equations and point out interesting features. When students make classroom presentations, they, too, can prepare PowerPoint files to serve as a backdrop for their talks.
  2. Teachers also use LCD TV and projectors to show videos in class. For example, they can show a documentary on YouTube, a movie on a DVD or a self-produced video taken on a field trip. Here, the LCD replaces the traditional film projector; the main advantage is its computer connection, through which the instructor can access a great variety of video materials.
  3. Interactive systems developed for schools combine a computer, LCD projector and handheld “clicker” devices. For these systems, each student has a multi-button clicker; the instructor creates software templates that use the clickers to take attendance and score quizzes. These quizzes do not directly affect the students’ grades, instead, the teacher uses quiz results to gauge the effectiveness of his coursework. When the instructor runs the software templates on the computer and the students press buttons on their clickers, the projector shows the aggregate class scores in real time.
  4. School instructors and administrative staff can attend trainings and conferences remotely via webcasts and webinars. An LCD projector, attached to a network-enabled computer, displays an interactive session streamed live over the Internet. Webcasts and webinars allow teachers to participate and learn, while saving travel funds for other uses.
  5. An instructor can use an LCD projector, connected to a desktop document camera or webcam, to show a tabletop demonstration to a large audience. A chemistry professor, for example, can perform a chemical reaction, an anthropology instructor can show the features of a skull, or an English teacher can show the pages of a novel. Without the projector, many students do not get a clear view of a demonstration. In small classes, the teacher can huddle the students around the instructor’s desk, but in lecture halls, a projector is necessary.
  6. It is impossible to personally monitor every inch of school grounds every single day, so closed-circuit television, or CCTV, can put up the next line of defense, scanning the perimeters and potentially acting as a deterrent to any future types of criminal activity in school campuses and educational facilities meant to keep their students and staff safe and harbor a sense of security.
  7. CCTV can serve multiple purposes when utilized by the educational sector. First and foremost, CCTV can provide security services for educational buildings, guarding the technology and premises from outsiders who have intentions to harm the children, steal costly technology or vandalize school property.
  8. CCTV can also protect from threats inside the school, such as proving or disproving accusations of sexual abuse, bullying from other children, or theft from teachers or staff. More recently, CCTV has been put to work as a direct educational tool, being used as a vessel to funnel distance learning to remote areas or to non-traditional learners.
  9. Security cameras have also been used to stop or prevent bullying in schools as well. Bullying has been shown to be very detrimental to a child’s health and social well being, so it is crucial to identify and address the perpetrators before victims retaliate or bullies go too far. Installing security cameras would allow for constant monitoring of areas where bullying is suspected to be occurring, and could also possibly discourage any future bullying behaviors.

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