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