STUDENT ID BC210407207

EDU 430
ICT in Education
Assignment questions

Q1. Describe any two contemporary trends in ICT (Information and Communication
Technology) and how they can be utilized to overcome teaching learning issues at higher
secondary level in Pakistan?
Information and Communication Technologies (ICT)
Internet, wireless networks, cell phones, computers, software, middleware, video conferencing,
social networking, and other media applications and services that allow users to access digital
information can all be considered as part of the umbrella term "Information and Communication
Technologies" (ICTs), which encompasses a much broader range of technologies.
Contemporary trends in ICT (Information and Communication Technology)
I feel that all of these contemporary tendencies, including teaching and learning for students and
instructors, are a step toward global interaction. ICT's advantages in terms of information
availability and the variety of methods to impart this knowledge far outweigh its drawbacks
(identity theft and scamming, for example). Keeping abreast of technological advances and
providing students with exposure to a broad variety of learning opportunities is critical in this
regard.
1. Cloud Computing
Over the last year, cloud computing has emerged as a major trend in the IT industry as a whole.
An increasing number of businesses understand the need of having a dedicated location for all of
their digital information and resources, as well as a secure location where all of this information
can be kept safe. When it comes to enhancing and streamlining their operations in the digital
sphere, companies have come to rely on the cloud as their go-to answer.
2. Mobile Apps
Mobile apps have only increased in popularity over the last several years, and this year, they are
appearing in larger and better ways. Everywhere you go in the globe, companies are
experimenting with new methods to make their job more effective while on the road, including
the use of mobile applications.
ICT utilized to overcome teaching learning issues at higher secondary level in Pakistan
It is clear that ICTs may have a profound impact on every aspect of our lives. When it comes to
education, affluent nations are reaping the benefits of ICTs much more than their developing
counterparts. The most prominent example of ICT use in a developing country is Turkey. When
it comes to ICT development, Pakistan is lagging significantly behind its international peers. In
order for ICTs to be effectively integrated into education, particularly at the school level, there
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are various obstacles. An investigation of these hurdles and their prospective remedies was
conducted in order to get the integration process moving and benefiting from it as quickly as
feasible. Students, teachers, administrators, and ICT coordinators were the primary focus of the
research since they are critical to the effective application of instruments of change and growth
in education. All of the people who took part in the survey agreed that the use of ICTs in
education, particularly secondary school, is advantageous, results-oriented, and worthwhile.
Providing basic infrastructure, upgrading the curriculum, and educating instructors are the main
priorities. Respondents overwhelmingly agreed that there are obstacles to teaching and learning
at all levels.
Recommendations

According on previous chapters' results and debates, numerous recommendations are made. The
following suggestions need to be tested and new ones discovered in future research:
 Educators and future instructors should be made aware of the advantages of ICTs.
 In order to incorporate ICTs in schools, technology plans need to be drawn out.
 Teachers and students may both benefit from engaging with ICTs.
 The use of information and communication technologies (ICTs) should be made
obligatory in specific situations.
 Awareness campaigns may be developed, followed by regular service demonstrations and
presentations with instructors and students in the classrooms.
 Personnel with a reasonable level of expertise may be recruited.
 Teachers that use ICTs in the classroom should be rewarded for their efforts.
 Teachers may serve as role models for their students by using technology into their
lessons.
 Schools need financial and technical assistance.
 Teachers' training in the use of ICTs may be enhanced in both quantity and quality.
 It is imperative that school principals get basic technological training.
 It is possible to train master instructors in the use of ICTs.
 The master instructors should train the subject-matter specialists.
 Exam systems should be made more interactive in order to promote the use of ICTs in the
classroom.
 Government funding can make a big difference for schools, and it should be made
available to them.
 School principals, instructors, and students all need to attend motivational workshops.
 Alternative and/or better internet connections should be made available (even if they are
more expensive).
 Updating the computer labs is a must.
 An alternative power supply (UPS) should be available in laboratories.
 Modern trends and practises need changes in the curriculum.
 In order to get the full advantages of ICTs, course material should be reworked.
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 Creating student-run portals and websites where students may post their thoughts and
ideas is a good concept.
 Paper-based assignments should be replaced by electronic ones.
 More interactive learning environments should be built (through the internet, blogs, and
so on).
 Students should be encouraged to adopt a "do it yourself" mentality.
 Teachers and students should be able to communicate in their native tongues (Urdu,
Punjabi, Pushto, etc.)
 Less work should be assigned to students.
 ICT lessons should have more time allotted to them.
 Every classroom should have a computer with internet connectivity and an LCD
projector.

Q2. Select any two teacher-centered method of teaching and give your suggestions how
ICTs (Information and Communication Technologies) can be utilized to transform the
teacher centered method into interactive learner centered method of teaching?
A teaching technique is a set of concepts and practises used by educators in order to facilitate the
learning of their charges. A student's personality and the subject matter to be taught go a long
way toward determining which of these tactics should be used. Teaching methods need to match
the learner's characteristics as well as the sort of learning they are intended to produce in order to
be effective and acceptable. Suggestions for teaching techniques design and selection must
include not only the topic content but also the learning styles of pupils. Today's schools place a
high value on encouraging students to express themselves creatively. Reasoning is a well-known
phenomenon in the field of human growth. As a result of this originality and logic, creativity is
boosted.
Two teacher-centered method of teaching
Educators know the difference and many are adept at integrating aspects of both approaches into
their teaching. However, as with anything, it is often helpful to have a quick refresher.
In teacher-centered learning In student-centered learning

The more traditional or conventional approach
the teacher functions in the familiar role of
classroom lecturer, presenting information to
the students, who are expected to passively
receive the knowledge being presented.
Benefits of a Teacher-Centered Classroom
 Order in the class! Students are quiet as
the teacher exercises full control of the
classroom and activities.
 Being fully in control minimizes an
The teacher is still the classroom authority
figure but functions as more of a coach or
facilitator as students embrace a more active
and collaborative role in their own learning.
Benefits of a Student-Centered Classroom
 Education becomes a more shared
experience between the instructor and
the students, and between the students

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instructor’s concern that students may

be missing key material.
 When a teacher takes full responsibility
for educating a group of students, the
class benefits from a focused approach
to research, planning and preparation.
 Teachers feel comfortable, confident
and in charge of the classroom
activities.
 Students always know where to focus
their attention — on the teacher.
themselves.
 Students build both collaboration and
communication skills.
 Students tend to be more interested in
learning when they can interact with
one another and participate actively in
their own education.
 Members of the class learn to work
independently and to interact with
others as part of the learning process.

Drawbacks of a Teacher-Centered Drawbacks of a Student-Centered

Classroom Classroom

 This method works best when the
instructor can make the lesson
interesting; absent this, students may
get bored, their minds may wander and
they may miss key information.
 Students work alone, missing potential
opportunities to share the process of
discovery with their peers.
 Collaboration, an essential and valuable
skill in school and in life, is
discouraged.
 Students may have less opportunity to
develop their communication and
crucial-thinking skills.
 With students free to interact, the
classroom space can feel noisy or
chaotic.
 Classroom management can become
more of an issue for the teacher,
possibly cutting into instructional
activities.
 With less focus on lectures, there can
be a concern that some students may
miss important information.
 Though collaboration is considered
beneficial, this approach may not feel
ideal for students who prefer to work
alone.

CONCLUSION
There is a significant body of empirical evidence that supports teacher-centered teaching. As
shown by textbook material used to educate teachers and authoritative assessments of research,
professional leaders in education are choosing to disregard these techniques. It is considered
impolite to bring up teacher-centered education in polite company. However, now is the moment
for social studies leaders, lawmakers, and parents to see the evident flaws in student-centered
programmers and to begin correcting the excesses they have created.... In this profession,
teacher-led, content-focused education is not the cause of bad teaching and learning, but we must
accept that this is the case. As shown by results from the National Assessment of Educational
Progress (NAEP), pupils are ill-prepared for the world around them. A century of disregarding
content and favoring instructional approaches with little prospect of classroom success is likely
to blame for this gloomy state of things. It is time to blame the progressive thinkers who got us to
this point and, more importantly, who are virtually definitely incapable of guiding us in a new
path. Perhaps an emphasis on results-oriented changes might help us concentrate on academic

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accomplishment rather than extending the unending discussion between supporters of teacher-
centered and student-centered methods in social studies.