Can ICT Enhance Education in the 21st Century - Coursework Example

Can ICT Enhance Education In The 21st Century? It has been of utmost importance to understand how technology works in the rooms today. Information communication and technology is creating real change in schools in the industrialized nations as well as schools in other developing nations. However, little information is known about the value of the information technology in schools in the developing nations. This article looks at how ICT has influenced the level and standards of education in the 21st century, using the ICT theory and tools and the using of the relevance theory to explain how it applies to education. In the recent past, the teachers have learnt the importance of embracing ICT in their teaching programs, which have given them the relevant knowledge and made work easier for themselves as well as the students. Ager found out that there are diverse ICT tools used by different teachers in different countries, which causes a variation in the level of students understanding. The use of ICT tools in teaching and learning in the 21st century can enhance the level of education as well as the quality of education among the students, and the teachers (Ager, 1998, p.8). Using ICT will mastermind the changes in the teacher’s knowledge, beliefs, and attitudes. This is because using ICT in the education reform will bring into effect the importance of the teachers changing their attitudes in the order of teaching to create long-term sustainable change. One main hindrance to the effective implementation of this course is that the projects normally fall short of their expectations since the educationalists carry on work within the old-style vision of rote learning (Ager, 2000, p.7). In order to oversee effective implementation of the ICT tools in education, the teachers ought to realize this modern methodology of teaching is effective and should make a modification for their students. In addition, the teachers ought to have understanding and commitment, which should be particularly important in order to sustain changes in these areas, for instance project based learning systems, and the student center teaching techniques. However, the implementation of this methodology needs some primary changes for instance as a teacher instructional practice (Blamires, 1999). Additionally, ICT can enhance changes in education in the way students engage their contents. According to (Cook, & Finlayson, 1999, p.7) the use of ICT in education can enhance changes especially in the areas, which engages research, such as the research projects. This is because research in learning science topics has proven that constructivist models of learning offer a supplementary reliable indulgence of how humans learn than previous behaviors. Besides, the different researches conducted have identified that the use of ICT technology encourages students to participate in-group activities such as teamwork or students make products, which symbolize what they are learning. Therefore, use of ICT technology can help improve the way the students interact and obtain their learning contents. Moreover, using ICT tools in education has created changes in relationships among the students, the teachers, and the parents. This has been achieved using a supportive and collaborative effort between the students and the teachers, which supports learning. The introduction of technology in learning also has enhanced the changes in the roles played by the students and the teachers. The various challenges brought about by the use of ICT in education have also enhanced the need for more involvement by the teachers and the students so that they can learn and master its use. Some various factors such as the teacher’s knowledge, time, and the tools, which are to be used, are an important factor to be considered. More importantly, the use of ICT technology has to be in line with the pedagogical goals (Forester, & Morrison, 1992, p.8), which are set forth by the education fraternity. ICT tools such as the internet has helped the students gain a self-governing anatomy in addition to a chance to develop and share their own standpoints. The main tool in ICT technology that is most common in the education sector is the internet. This is because of the availability of reference materials such as the books, periodicals, journals and various websites, which explains different information that is relevant to the students learning. The internet is therefore important for the students, teachers, and the institution to carry out research. In addition, the use of ICT to broadcast live classes can play an important role to students as well as teachers. This is because it will enable students from far distances to engage in the live classes such as university classes via internet (Fox, 2003, p.7). Relevance theory is another way to enhance the use of ICT in education. The relevance theory is a theory that was developed by Dan Sperber and Deirdre Wilson, which aims to explain the second method of communication, which takes into account the implicit inferences. The theory argues that the listener of the message will strive to understand the meaning of any given message in any given circumstances. In the use of ICT media, the students use the ICT tools to store the message for future references. This therefore eliminates the need for teachers for further clarification. Sharp et al posit that, the use of the relevance theories will provide a motivation for the students as well as the teachers and therefore improve on their job performance as well as the improvement of the students on their results (Sharp et al, 2003, p.10). Motivation in this case is the driving force within the students as well as the teachers. Moreover, the use of ICT in education will motivate the involved students to try to achieve particular targets in order to attain satisfaction. It will help the students behave in a directed manner over and above help come up with particular decisions. Besides the students will act in a certain way whereby, they will continue with these actions until they meet their wants and expectations. Using relevance theory will help improve the use of the ICT in education such that there will be improved use of ICT expertise and information in order to improve the quality and efficiency of education services. Moreover, the use of relevance theory will help improve ICT infrastructure and technology utilizations in order to upsurge admittance to ICT resources and services. Furthermore, if well-defined strategies guidelines, values, and broadcasting are implemented, then, best practices in ICT resources, will oversee improved teaching services, and data usage in education. Besides, the students as well as the teachers will have a fountain of resources, which will be a best practice to obtain relevant examples and case studies. According to Forester & Morrison, the students and the teachers will benefit from web publication for ICT in education and simulated fair of world-famous ICT products and services in education. Lastly, it will oversee the community groups among students and individuals on development of resources, which endorse ICT in education and on research and development for progressive arrangements of education and learning processes (Forester, & Morrison, 1992, p.8; Smith, 1999, p.10). In conclusion, the use of ICT will help significantly improve the level of education in many countries. This enhanced level will benefit the students and the teachers as well as the research and development groups. The use of ICT will also ensure that the education materials are accessible by all the required groups for fast research. Moreover, it will also empower the students through motivation as it is described in the relevance theory. Moreover, the education will become easier through eLearning as all the materials needed shall be made available. Besides, it will help create an enabling environment that facilitate the formation of steady, vigorous, secure and well-organized ICT system. Works Cited Ager, R 1998, Information and Communications Technology in Primary Schools, David Fulton, London.  Ager, R 2000, The Art of Information and Communications Technology for  Teachers, David Fulton, London.. Blamires, M 1999, Enabling Technology for Inclusion, Paul Chapman, London. Cook, D and Finlayson, H 1999, Interactive Children, Communicative Teaching, Open University Press, Buckingham. Forester, T and Morrison, P 1992, Computer Ethics: Cautionary Tales and Ethical Dilemmas in Computing, Mass Press, Cambridge. Fox, B 2003, Successful ICT Leadership in Primary Schools, Learning Matters, Exeter. Sharp, J et al 2003, Primary ICT – Knowledge Understanding and Practice, Learning Matters Exeter. Smith, H 1999, Opportunities for Information and Communications Technology in the Primary School, Trent Books, Stoke-on-Trent. Read More