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Information and Communication Technology in Learning Essay

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Introduction

Discussion of findings.

The ability to collect information and categorize it for the further critical analysis is an imperative step in education. Therefore, tools for improving the students’ ability to perform the specified actions is needed. ICT should be seen as a critical tool in building the motivation levels among students. Increasing their understanding of the process, and promoting the active learning among them.

The purpose of the paper was to study the effects that the application of ICT produces in the academic setting. Specifically, the connection between the adoption of ICT tools and learners’ propensity toward developing critical thinking skills, as well as general data management abilities, has been examined. It was hypothesized that the adoption of ICT strategies and the use of e-learning tools, particularly, interactive boards, allows improving the quality of learning systematically and helps to teach students to manage data appropriately.

According to the results of the experiment during which the students had to work with an interactive board, the incorporation of ICT into the academic process allows students to acquire the needed abilities faster and teaches them to perform the tasks associated with data management. Students showed the ability to categorize data and manage the recently obtained information respectively, thus building the foundation for the future development of critical skills.

Nevertheless, the incorporation of the specified strategies is recommended to be coupled with the techniques that will involve peer support among learners and the enhancement of teachers’ ability to use the corresponding tools. Thus, a gradual improvement is expected to occur.

The integration of ICT resources into the process of education is critical to the development of skills associated with critical thinking in students. In the current study, an exploration of the ways in which educators deploy ICT in their studies was conducted to determine the significance of the identified approach and determine key themes in the use of the specified technology. The analysis and discussion that ensued showed that the use of ICT tools contributed extensively to learners’ ability to work with vast amounts of information by introducing different categories and assigning specific characteristics to each set of data.

The use of disruptive innovations in the classroom environment opens a plethora of opportunities for enhancing learners’ performance. Studies have shown that there might be a correlation between the introduction of ICT into the academic environment and the performance delivered by students (Khan, Khan, U-Din, & Jan, 2015). For instance, a recent article on the issue of applying IT innovations in the academic setting has shown that the use of ICT, in general, and their integration for the transition to e-learning, in particular, allows for a gradual improvement of skills (Günaydin & Karamete, 2016).

In addition, ITC helps to encourage independence among students, fostering the idea of self-directed learning among them (Gurbuzturk, 2018). Therefore, the application of ICT tools should be seen as the introduction of a range of opportunities for improving students’ academic progress and encouraging them to succeed.

The use of smart boards should be seen as a particularly inspiring opportunity. According to the existing research, smart boards are the perfect tool for building awareness about the importance of self-directed learning, critical skills, and analytical abilities among students (Günaydin & Karamete, 2016). Being one of the most common ICT tools utilized in classrooms, smart boards should be seen as the key tools in introducing learners to multimedia materials and encouraging the further acquisition of knowledge (Gurbuzturk, 2018). Therefore, the incorporation of ICT into the contemporary academic environment is likely to produce the platform for the rapid enhancement of learning and the development of critical thinking skills in students.

An overview of the information obtained in the course of the data collection has shown that the combination of traditional methods of information management and the use of ICT in the classroom environment contributes significantly to the successful learning process. All of the cases considered in the research have shown an increase in the students’ ability to classify data with the help of the proposed devices. As shown in Table 1, the teachers that currently teach at school and apply ICT have contributed to a gradual progress of their students, whereas the D Group respondents have spurred smaller progress. Specifically, the smart board used in several cases has proven to be especially efficient in assisting learners to understand the concept of classification.

Table 1. A and D: Comparison.


Reasoning skills	19	28
Analytical abilities	22	43
Critical thinking	21	23
Engagement with the materials	4	7
Proper use of technology	1	4
Allocation of the available resources	15	23
Self-directed learning	3	8
Collaboration	26	59

Specifically, teachers from Group A claim that technology has opened new opportunities for their students’ progress. According to one of the participants, ICT “means creating engaging lessons which incorporate ICT to move students more actively engaged.” Thus, the inclusion of the specified tools is critical to the enhancement of learning.

The observed phenomenon signifies that ICT are not only valuable but also critical additions to the academic setting due to the opportunities for increasing learners’ ability to collect, arrange, and analyze data. The specified skill has become especially important in the modern environment, where the data flow is unceasing and increasingly vast (Khan et al., 2015). Thus, by using ICT tools that will help learners to manage information properly, educators will create the platform for students’ further academic progress. As the line chart in Figure 1 shows, both A and D groups utilizing IT techniques have affected students’ performance positively.

Furthermore, the study has shown that the application of interactive boards as the means of assisting students in systematizing the obtained information also spurs the students’ ability to conduct research and perform both inductive and deductive reasoning (Gurbuzturk, 2018). The fact that ICT allow learners to obtain an intrinsic ability to understand the nature of research shows that the specified technology has to be included into the range of tools used in classrooms.

The identified outcomes align with the assumptions made by Günaydin and Karamete (2016). Moreover, the specified devices will help to create the platform based on which learners will engage in evidence-based research and, thus become able to connect theoretical ideas and the practical application thereof (Gurbuzturk, 2018). Thus, the outcomes of the study indicate that using ICT as the foundation for promoting critical thinking, analytical abilities, and reasoning skills is essential.

Technological innovations have become an inseparable part of the modern education, and ICT tools are likely to have a profoundly positive effect on students’ ability to think critically, collect data, categorize it, and process it to produce meaningful outcomes. The integration of ICT into the learning process is an essential stage in improving the quality of education and promoting lifelong learning. For this purpose, the application of integrated instructions involving peer assessment and the active communication among learners is required. Therefore, using ICT, in general, and interactive boards, in particular, to illustrate specific information and assist students in collecting and analyzing data is necessary.

Günaydin, S., & Karamete, A. (2016). Material development to raise awareness of using smart boards: An example design and development research . European Journal of Contemporary Education, 15 (1), 114-122.

Gurbuzturk, O. (2018). Investigation of elementary education students’ attitudes towards the use of smart boards. International Electronic Journal of Elementary Education, 11 (1), 55-61.

Khan, M. S., Khan, I., U-Din, S., & Jan, R. (2015). The impacts of ICT on the students’ performance: A review of access to information. Research on Humanities and Social Sciences, 5 (1), 85-94.

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Essay on Information Technology in 400 Words

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Apr 26, 2024

Essay on Information Technology: Information Technology is the study of computer systems and telecommunications for storing, retrieving, and transmitting information using the Internet. Today, we rely on information technology to collect and transfer data from and on the internet. Say goodbye to the conventional lifestyle and hello to the realm of augmented reality (AR) and virtual reality (VR).

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Paragraph on Information Technology

Information Technology (IT) sector is considered as the backbone of the digital work. It drives innovation, connectivity, and efficiency in almost every business across the world. Technological developments have transformed our way of living. Information technology was initially established as a software system to assist businesses in smooth functioning. Today, the global economies heavily rely on this sector. The IT sector facilitates instant communication, supports businesses with data analytics and automation, and provides us with an ocean of information. Its impact on education, healthcare, entertainment, etc. has significantly changed our way of living. The IT sector is a dynamic and influential force and continues to drive progress.

Short Essay on Information Technology

Check out the short essay on information technology from below:

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Ans: Information technology is an indispensable part of our lives and has revolutionized the way we connect, work, and live. The IT sector involves the use of computers and electronic gadgets to store, transmit, and retrieve data. In recent year, there has been some rapid changes in the IT sector, which has transformed the world into a global village, where information can be exchanged in real-time across vast distances.

Ans: The IT sector is one of the fastest-growing sectors in the world. The IT sector includes IT services, e-commerce, the Internet, Software, and Hardware products. IT sector helps boost productivity and efficiency. Computer applications and digital systems have allowed people to perform multiple tasks at a faster rate. IT sector creates new opportunities for everyone; businesses, professionals, and consumers.

Ans: There are four basic concepts of the IT sector: Information security, business software development, computer technical support, and database and network management.

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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To support teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful implementation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

India [ PDF ]
Detroit, USA [ PDF ]
Finland [ PDF ]
Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.' ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
"Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

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Best topics on Information Technology

1. The Benefits of Information Technology: Empowering the Modern World

2. Issues and Challenges in Information Technology: Exploring the Landscape

3. Information Technology in Education: Empowering Learning in the Digital Age

4. The Future of Information Technology: Navigating the Digital Frontier

5. The Advantages of Information Technology: Transforming the Modern World

6. Disadvantages of Information Technology: Navigating Digital Downsides

7. The History of Information Technology: From Abacus to AI

8. The Ubiquitous Role of Information Technology in Daily Life

9. The Evolution of Information Technology Entrepreneurship

10. The Ethical Behavior When Using Information Communication And Technology

11. Overview Of Information And Communication Technology In Bangladesh Context

12. Comsats Institute Of Information Technology

13. The Integration Of Information And Communication Technology In Education

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The Widespread Impact of ICT on Society: An In-Depth Analysis

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