An Investigation of the Effective Use of ICT for E Essays

: An Investigation of the Effective Use of ICT for Education and Learning. ICT as a Transformation Agent for Education. 08 Fall OYEWO SAHEED ADEKUNLE MR HONS EDUCATION MANAGEMENT. STUDENT NO: 2130488019 The purpose of this research is to inquire about the facts and findings of different , but significant literature available on ICTs for Education and ICTs in Education. The research aims at identifying and evaluating different strategies embraced by National and International Researches associated with measuring the effective use of ICT for education and learning purposes; ICT as a Transformation Agent; ICT as an Enhancing tool for delivering quality education; and ICT as a tool to improve Scholastic performance. Abstract: Over the past two decades, Information Communication Technology (ICT) has become an essent ial tool for all areas of life. I n many countries information and communication technology has a clear impact on the development of educational curricula and has fundamentally transformed all business and governance across the world. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more studen t-centred learning settings. Moreover, with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more i mperative, and will continue to develop in this age . In this proposal , a literature review regarding the effective use of ICTs for education will be investigated , along with its effectiveness in teaching learning pro cess ; quality and accessibility of education, learning motivation. Background: Information and communication technology (ICT) plays an important role in society when we take into account the social, cultural and economic role of computers and the Internet. Taking into consideration the fact that all youngsters move through compulsory education, school is the appropriate place to develop crucial ICT competencies. According to Daniels (2002) ICTs have become , within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. However, there appears to be a misconce ption that ICTs generally refer to computers and computing related activities'. This is fortunately not true, although computers and their application play a significant role in modern information management, other technologies and/or systems also comprise of the phenomenon that is commonly regarded as ICTs. Pelgrum and Law (2003) state that near t he end of the 1980 , the term computers' was replaced by IT' (information technology) , signifying a shift of focus from computing technology , to the capacity to store and retrieve information. This was followed by the introduction of the term ICT' (information and commun ication technology) around 1992, when e-mail started to become available to the general public ( Pelgrum , W.J ; Law, N., 2003). According to UNESCO (2002 ), Information and Communication Technology may be regarded as the combination of Information Technology' with other related technology, specifically Communication Technology. Reflecting on all these fundamental d efinitions, ICTS claimed to be innovative, t ransformative, with the potential to accelerate, enrich and deepen learners' understanding and skills for better academic perfor mance. Furthermore, ICTs have a significant impact on the Transformation of School holistically, and strengthening teaching for the delivery of quality education (Davis Tearle , 1999; Lemke Coughlin, 1998; cited by Yusuf , 2005). When the potential use of computers in schools was first mooted, the predominant conception was that students would be taught' by computers ( Mevarech Light, 1992). In a sense it was considered that the computer would take over' the teacher's job in much the same way as a robot computer may take over a welder's job. Collis (1989) refers to this as "a rather grim image" where "a small child sits alone with a computer". The absence of a formal and established ICT curriculum leads to the ambiguous situation, because there is nevertheless an observable policy towards the adoption of ICT in Schools. This policy fosters the integration of ICT in teaching and learning processes, but

Teach Skills for Content Reading With Developmental Reading

Teach Skills for Content Reading With Developmental Reading Developmental Reading is the name given to a branch of reading instruction designed to support students in content area classes, such as  social studies, history, and the sciences. Developmental reading programs teach students strategies for engaging content texts, such as textbooks, articles, and resource books that they will encounter in high school and beyond, in higher education settings.   Developmental reading does not address basic reading skills, such as phonemic awareness,  decoding, and vocabulary.   Many community colleges offer developmental reading courses to help students who are not really prepared for the rigors of college-level courses, especially technical textbooks. Strategies for Success in Developmental Reading Often students with disabilities are so overwhelmed by the amount of text they see in their content (social studies, biology, political science, health) classes that they will sometimes just shut down without even looking for information they need.  Their typical peers may never actually read a text since they can often use text features to find the information they need.  Teaching students, especially students with a history of difficulty with text, how to use text features will give them a sense of command over the text and help them read strategically as part of test preparation and study skills. Text Features Helping students recognize and learn to use text features is a foundational part of developmental reading.  Teach students to first scan the text, reading captions and titles and subtitles, and they will be better able to understand and remember the content of the text.   Illustrations:  the pictures, of course.  Photographs: yes, they are photographs rather than illustrations.Maps:  often to be found in social studies texts, and can typically be pivotal to understanding content.Captions:  found under illustrations, photographs, and maps, captions usually label what the student sees, often offering import information for unlocking the meaning.Titles:  tells specifically what the author intends you to find in the chapter or article.Subtitles.  the subtitles show how the author organized the information and can help students find the specific information they need.Index:  in the back. Very important to know how to use it.Glossary:  often word (new content-specific vocabulary,) will be boldfaced in the text, and students need to know that the glossary has a definition. Prediction Getting students to prepare for approaching a text is an important part of success in reading.  SQ3R  was the standard for many years:  Scan, Question, Read, Recite and Review.  In other words, scanning (using text features) was to lead to questions:  What do I know?  What do I want to know?  What do I expect to learn?  Yes, that is prediction!