USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT)

IN LEARNING SCHOOL

When students are involved in technology, when children are interested in technology that's
where learning can be placed. It is important to make school fun, in encouraging children to
go to school. With technology, we can learn more in the gadget. Public school which
emphasize the use of technology, digital media, and the integration of 21st century skills. In
1990 teacher monopolizes of knowloedge in class delivered to students, but today teacher
can’t monopolized. Teacher as facilitator in class.

Many school form proessional learning communities so that educators can share best practise
and critique lesssons with colleguest in the own school and with other around the world.
Teachers discussing with other teachers in creating interesting learning for students in
improving learning. In the study, the teacher cannot teach the same way to students

Information and communication technologies (ICT) are integrated in Singapore schools to

engage students in higher-order thinking activities. Taking the activity system as a unit of
analysis, the study documents the actual processes and sociocultural elements that engage
students in higher-order thinking. By employing methods such as observations, focus group
discussions with students, and face-to-face interviews with teachers, ICT-coordinators and
principals, an account of how the activity systems within and between classrooms, and the
schools are generated. Based on the analysis of the data from 10 schools, issues in the
learning environment are discussed: Necessary (classroom management and orienting
activities) and sufficient conditions (scaffolding activities and supporting school policies) for
effective ICT integration in the classroom. The account also highlights the constraints of time
and lack of knowledge and experience in the contexts that the teachers are working under,
and how these constraints are addressed by supporting school policies in the larger
sociocultural setting of the school. This account provides a sample of pedagogical and
sociocultural issues that are discussed over the course and at the end of the project. Like a
good guidebook, the study sensitizes the audience to what is likely to happen given a
particular objective, constraint, or design