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Knowledge, innovation and Information and Communication Technology have had strong on many economic sectors, e.g. the informatics and communication, finance, and transportation sectors. The knowledge-based economy sets a new scene for education and new challenges and promises for the education sector. Education is a requirement of the knowledge-based economy, the production and use of new knowledge both require a more educated population and workforce. Besides that, Information and Communication Technology is a very powerful tool for distributed knowledge and information, a
fundamental aspect of the education process.
The education sector has so far been characteristic by rather slow progress in terms of innovation development which impact on teaching activities. Educational research and development does not play a strong role as a factor of enabling the direct production of systematic knowledge. The fact, education is not a field that lends itself easily to experimentation, partly because experimental approaches in education are often impossible to describe in precisely enough to be sure that they are really being replicated.
There is little classify knowledge in the department of education and only weak
developed mechanisms whereby communities of faculty collectively can capture and benefit from the discoveries made by their colleagues.
Information and communication technology potentially offer increased possible
for codification of knowledge about teaching and for innovation in teaching activities through being able to deliver learning and cognitive activities.
There are some real facts in the modern education. First, the Information and communication technology has been developing very rapidly nowadays. Therefore, in order to balance it, the whole educational system should be reformed and Information and communication technology should be integrated into educational activities.
Other than that, the influence of Information and communication, especially the internet cannot be ignored in our studentââ‚¬â„¢s lives. So, the learning activities should be to formulate again, from the manual source centered to the open source ones. In this case the widely use of internet access has been an unavoidable policy that should be anticipated by schools authorities.
Besides that, the companionship of games by internet have another serious problem that should be wisely handled by the educational institutions. The students cannot really extinguish from games. They can have and do with it wherever and whenever they want.
In some situation, education establishment play an very important role to extinguish these problems. One of which is by facilitating the students to do edutainment or educational games. Schools can let their students be familiar with educational games adjusted by their teachers. Besides, they can also support and facilitate their students to have their own blogs in the internet. A lot of WebBlog providers are free to the users, such as WordPress. In their blogs, the students can create and write something, like an article, poem, news, short stories, features, or they can also express their opinion by an online forum provided in the internet. They are able to share experiences throughout their blogs to others from all over the world. I think it will be an interesting activity for them, and it will lessen their time to visit the negative or porn sites existed.
I think our young generation will get more and more information and knowledge by browsing in the internet. So that, they can also create more new things in web design that it may be out of the formal curriculum content, but it will be useful for their future.
Advantages of ICT on education sectors
The first advantage is up to date and real world technology, to prepares the children for the modern world. Second, can let us more comfortable and reliability to the ICT when we are studying or working as well.
Disadvantages of ICT on education sectors
The disadvantage is never enough resources like computer for each classroom and you can't expect parents to buy their children a laptop to take to school and some teachers are from the old school and refuse to embrace it in their classrooms.
Skills Needed in the Workplace of the Future
Digital Age Literacy
Functional literacy-Ability to decipher meaning and express ideas in a range of media; this includes the use of images, graphics, video, charts and graphs or visual literacy
Scientific literacy-Understanding of both the theoretical and applied aspects of science and mathematics
Technological literacy-Competence in the use of information and communication technologies
Information literacy-Ability to find, evaluate and make appropriate use of information, including via the use of ICTs
Cultural literacy-Appreciation of the diversity of cultures
Global awareness-Understanding of how nations, corporations, and communities all over the world are interrelated
Adaptability-Ability to adapt and manage in a complex, interdependent world
Curiosity-Desire to know
Creativity-Ability to use imagination to create new things
Risk-taking-Ability to take risks
Higher-Order Thinking-Creative problem-solving and logical thinking that result in soundjudgments
Teaming-Ability to work in a team
Collaboration and interpersonal skills-Ability to interact smoothly and work effectively with others
Personal and social responsibility -Be accountable for the way they use ICTs and to learn to use ICTs for the public good
Interactive communication-Competence in conveying, transmitting, accessing and understanding information
High Productivity-Ability to prioritize, plan, and manage programs and projects to achieve the desired results. Ability to apply what they learn in the classroom to real-life contexts to create relevant,high-quality products
The uses ICTs help improve the quality of education
Information and communication can improving the quality of education and training is a critical issue, particularly at a time of educational expansion. Information and communication also can enhance the quality of education in several ways, first, by the increasing learner motivation and engagement, by facilitating the acquisition of basic skills, and by enhancing teacher training.14 Information and communication are also transformational tools which, when used appropriately.
Advancing knowledge and the (knowledge) economy: the promises of e-learning
The emergence of information and communication is represents high promises for the tertiary education sector. information and communication ia could indeed play a role on three fundamental aspects of education policy, is very access, quality and cost. information and communication is could possibly advance knowledge by expanding and widening access to education, by improving the quality of education and reducing its cost. All this would build more capacity for the advancement of knowledge economies. This section summarises the main arguments backing the promises.
E-learning is a promising tool for the expanding access to tertiary education. Because they relax space and time constraints, ICTs can allow new people to participate in tertiary education by increasing the flexibility of participation compared to the traditional face-to-face model: working students and adults, people living in remote areas (e.g. rural), non-mobile students and even foreign students could now more easily participate in education. Thanks to ICT, learners can indeed study where and/or when they have time to do soââ‚¬"rather than where and/or when classes are planned. While traditional correspondence-based distance learning has long played this role, ICT have enhanced traditional distance education enabled the rise of a continuum of practices between fully campus-based education and fully distance education.
More specifically, fully online learning can allow large numbers of students to access education. The constraints of the face-to-face learning experience, that is, the size of the rooms and buildings and the students/teacher ratio, represents another form of relaxation of space constraints. ICTs indeed allow a very cheap cost of reproduction and communication of a lesson, via different means like the digital recording and its (ulterior or simultaneous) diffusion on TV, radio or the Internet. The learning process or content can also be codified, and at least some parts be standardised in learning objects, for example a multimedia software, that can in principle be used by millions of learners, either in a synchronous or asynchronous way. Although both forms might induce some loss in terms of teachers-learners interactivity compared to face to face teaching, they can reach a scale of participation that would be unfeasible via face-to-face learning.
When the needs are huge, fully online learning can be crucial and possibly the only realistic means to increase and widen rapidly access to tertiary education. Some developing countries have huge cohorts of young people and too small an academic workforce to meet their large unmet demand: given training new teachers would take too much time, notwithstanding resources, e-learning might represent for many potential students and learners the only chance to study (rather than an alternative to full face-to-face learning) (World Bank, 2003).
E-learning can also be seen as a promising way for improving the quality of tertiary education and the effectiveness of learning. These promises can be derived from different characteristics of ICTs: the increased flexibility of the learning experience it can give to students; the enhanced access to information resources for more students; the potential to drive innovative and effective ways of learning and/or teaching, including learning tools, easier use of multimedia or simulation tools; finally, the possibility to diffuse these innovations at very low marginal cost among the teachers and learners.
Distance E-learning has not only the virtue to be inclusive for students that cannot participate in tertiary education because of time, space or capacity constraints, as it was shown above. It can also in principle offer to students more personalised ways of learning than collective face-to-face learning, even in small groups. Although learning is often personalised to some extent in higher education through the modularity of paths, ICTs allow institutions to give students to choose a wider variety of learning paths than in non-ICT supplemented institutions ââ‚¬" not the least because of the administrative burden this would represent in large institutions. This means that students can experiment learning paths that best suit them. Moreover, e-learning can potentially allow students to take courses from several institutions, e.g. some campus-based and others fully online. This possible flexibility of individual curricula can be seen as an improvement of the overall student experience, regardless of pedagogical changes. In one word, e-learning could render education more learner-centred compared to the traditional model.
It is clear that ICT capacity will continue to expand at a rapid rate throughout the world. This expansion will be driven primarily for commercial purposes, but it will also provide the opportunity for economically important educational opportunities. Probably no country can afford to ignore this development.
However, virtual education requires a very stringent set of conditions for it to work successfully. For these conditions to be met, there is a high cost in terms of investment and training. Most importantly of all, the technological infrastructure must be in place. While the technology underpinning virtual education is developing rapidly, the most valuable developments for poorer countries are not yet commercially available or
Virtual education is not the answer to many of the most pressing educational problemsfaced particularly by poorer developing nations. Other strategies, such as open
universities, can provide greater access and more cost-effective delivery of education.
Governments can do much to encourage the right environment for virtual education.Indeed, governments cannot afford not to expose at least a minimum number of its nationals to the benefits of virtual education. The poorer the country, the more focused itsefforts to support virtual education will need to be. Partnership with more developed
countries, collaboration between countries with similar cultures and stages of economic
development and well-targeted, small-scale projects will all help develop capacity and
skills in virtual education.