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ICT and education: for inclusive growth

ICT and education: for inclusive growth. M.M.Pant. some initial questions……. If ICT is the solution, then what is the problem? If ICT is the answer, then what is the question? If ICT is what we are doing, what is it in aid of?. some responses. Inclusive education is the problem

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ICT and education: for inclusive growth

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  1. ICT and education: for inclusive growth M.M.Pant

  2. some initial questions…… • If ICT is the solution, then what is the problem? • If ICT is the answer, then what is the question? • If ICT is what we are doing, what is it in aid of?

  3. some responses • Inclusive education is the problem • How can we achieve inclusive education is the question • Education for all is what we want to do

  4. The challenges: • The challenge of numbers • The challenge of Quality • The challenge of access

  5. But the most important of it all…….. • The challenge of the mind-set

  6. Traditional tribal model of education • Admit a few naturally occurring good learners • Recruit some naturally occurring good faculty • Put them in a nice campus, and good learning would happen • It does happen…….BUT

  7. Limitations of the traditional tribal model • It is not replicable • It is not scalable • It is not sustainable • Only a technology empowered model will have the above attributes

  8. ICT in the classroom….the story so far • A desktop computer/laptop in the class-room • An LCD projector to display to the group • Some sessions in the computer lab • A variety of software • But significantly didactic and less interactive

  9. Goals of learning • Knowing the syllabus • Mainly recalling information • Application in predictable areas • Some laboratory work • Exams of several hours with a variety of question types • All paper and pen/pencil type

  10. Examination performance • Mainly a Bell curve • Debate on whether we evaluate using marks or grade them • The examination can find out some of the things the child does not know, but not all of the things that the child knows (his intellectual capital potential)

  11. Potential for improvement • A student can demonstrate what he knows and where he stands on the developmental scale • He can attain the desired goals (Grade A) given a longer time to learn and ways and means to achieve mastery • The Bell curve can be History

  12. A long journey on the path of e-content • The first metaphor : country-wide classroom • The second metaphor: multi-media e-book • The third metaphor : virtual classroom • The future metaphor :GPS

  13. The stages of ICT usage • Status Quo with computers present, but no difference in work culture • Slight reduction in performance because of over-dependence on Computers • Niche areas for computing applications • Transformation of key processes • Total transformation and new ways of working

  14. How would ICT affect education? • What is taught (the syllabus) • Who teaches, how and where (de-institutionalization) • Emergence of teaching and learning networks and learning communities • From exclusive education to inclusive education ( no reservations required…we have no reservation policy for cell phone access)

  15. Some future trends in ICT • Hardware ; getting smaller, more powerful ,less power consumption • Software ; more intelligent, more adaptive • Networking ;more wireless, hand-held devices, Internet 2

  16. The skills of a lifetime become obsolete in an instant • New skill sets wanted; upgrading existing skills • Fall in demand of old skill sets • Life time of particular skill sets decreasing • Learning how to learn is critical

  17. We all know GPS…… • Global Positioning System • GPS devices tell you your exact longitude and latitude (it gets the information from orbiting satellites). • GPS refers to satellite-based radio positioning systems that provide 24 hour three-dimensional position, velocity and time information to suitably equipped users anywhere on or near the surface of the Earth (and sometimes off the earth).

  18. How does one create a GPS for education? • Define a learner’s position on cognitive, affective and psycho-motor dimensions • Target the new location within a defined time span: week, term, year • Design learning interventions to achieve that target • Deploy instruments of measurement for the above

  19. Levels of achievement

  20. In a nutshell • Education & training should encompass domain knowledge and skills for life-long learning • We have to provide both opportunity and support for perseverence • Our sights should be the workplace a decade hence, not what it was half-a –century ago • Create not employment seekers but skill providers and value enhancers

  21. Generic skills needed in tomorrow’s world • ICT fluency • Communication skills both face to face and remote • Adaptive personality • Creativity and innovation • Entrepreneurship • Learnability

  22. Thank You !!!!! To continue interaction Mail to mmpant@mmpant.org

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