Use of ICT in Teaching and Learning

Use of ICT in Teaching and Learning

INTRODUCTION
            According to Young (2012) Information Communication Technology (ICT) is a term that describes types of technology that are used specifically for communications. It is like Information Technology, but ICT focuses more on technologies that deal with communication, like cell phones, the Internet and wireless networks, among other  things. Contemporary teaching methodology is based on the concept of meaningful learning. According to Ausubel (2000), meaningful learning refers to the way of learning where new knowledge is to a great extent based on the previous knowledge. In the cognitive theory of learning, the following main processes of learning are distinguished: knowledge development; new knowledge interaction with existing knowledge; as well as knowledge and reflexivity.. Manyresearchers (e.g., Gibbs, 1988, Kolb, 2005) emphasize that experience is essential in the learning process: students “learn by doing”. However, it should be noted that in order to make experience valuable and relevant, it is essential that students learn “in context” (McLellan, 1994). Information and communication technology allow creating the learning environment suitable for constructive learning as Herrington and Oliver (1995, p. 3) suggest, “the computer can provide an alternative to real life setting […] without  sacrificing  the  authentic  context”.  The  use  of  ICT (information and communications technology) in higher education promotes student-centered learning (cf. Oliver, 2002.Some researchers argue that successful use of ICT in educational practice depends on didactical competence, ICT literacy and ICT pedagogical competence (Andersen and Brink, 2002). To successfully integrate ICT in the translation classroom, it is necessary not only to explain how the tools work, but also to develop digital competence that may also refer to technology/computer/information literacy, as well as e-literacy and multiliteracy.

The Benefits of ICT In Learning?
            The use of ICT is designed and compatible with the needs of the lesson: · seeks to improve the understanding and mastery of the learners of the lesson, Gives equal learning opportunities to all students of various pursuits, · Increases student motivation, · Enables individualized learning · Allows students to access • Enabling students to collect information that need long periods of time or too expensive to collect, • Creating a learning atmosphere that harmonizes and challenges, • Allows learners to try or implement difficult, overpriced, impossible or dangerous experiments to implement in a way • Increase creativity and imagination of learners, • Provide opportunities for learners to learn in a memorable manner with the guidance of minima, • Improve ICT skills.

ICT Used For Welding Learning
            This approach is highly harmonious and underpins the constructivism approach. It is a learning theory that emphasizes critical thinking, problem solving, authentic learning experiences, social negotiation of knowledge and collaboration. Students in the Geography class may refer to the World Facts Book that may be reached on the Central Intelligence Agency (CIA) web page, or to an online Encarta such as Encarta via the Internet, Achievements may also be made at home, for ultimate purposes.
            To solve the problem of slowness, teachers may request the help of computer-savvy teachers to create mirrors of the content of this page into local hard disks using a web-hosting tool such as HTTrack. In addition to achieving continuous editing instead of the Internet, teachers may also use the stored on CD-ROMs such as Ensaiklopedia, database, etc. which may be obtained on the market. The lesson learned can be carried out in isolation or by gathering. Determination of the period should be given attention by the teacher because without guard, the activity of learning may take too long.

Appropriate Situation To Use This Teaching And Learning.
            Appropriate ICT is used for litigation learning in situations: · involving learning activities that are in the form of discovery · Learning leads to real life problem solving · Related Activity Future Review · Simulated learning activities

ICT as an Application Tool.
            ICT is used as an application tool to help learners perform the task of learning. For example the use of word processing by the learner in the writing process activity. Alternatively, the use of electronic overlay software for students to plot graphs. In addition to general application software such as word processing and electronic overlays, special application software such as graphics editors, Computer Aided Design and others are also included in the category of application tools that can be used to help learners implement learning activities.

the following are the advantages of technology information and communication:
1. Help speed up human work.
By using information and communication technology, human work will become faster and easier. For example, the process of making a social yaysan proposal, when using a typewriter, it takes a long time and with low accuracy. Another case when done using a computer and printer to print it, this job will be more quickly and accurately to prepare a proposal to be done.
2. Simplify remote communication.
            Before the existence of information and communication technology as it is today, the communication process is still analog. To send news to distant family, must menggunkan letter with travel time more than 2 days, and even then sometimes do not get to goal. With technology now, can use sms, e-mail and so on which is a product of information technology. By using it, the distance is no longer a barrier in communicating, travel time becomes relatively short with the accuracy of which is guaranteed.
3. Facilitate the process of financial transactions
Before the development of information and communication technology, the process of financial transactions carried out conventionally. The customer must go to the Bank to transact, as well as if the transaction will be conducted, the buyer must meet with the seller to then transact directly. However, now, the transaction process can be done through various ways, which can melelui ATM, SMS Banking and E-Banking. In this way, the two parties involved in the transaction do not have to meet.
4. Information technology as entertainment
ICTs offer games that can eliminate boredom and can lead to strategies for thinking.

Lack of Technology and Information:
1. Communication becomes hollow
Prior to the existence of communications technology, to communicate, must meet between one pihka with the other, so that the communication process becomes real and transparent. Right now, the communication process does not have to be face to face, so it feels less satisfied.
2.  Abuse for financial theft
Lately there is news about burglary customer money, from this it is clear that the ability in the field of information and communication technology is not balanced with a strong faith, then someone can fall into the act of theft through the internet media.
3.  The emergence of individualism attitude
the more human dependence with technology the less socials they prefer to be alone with technology than to follow rship
4.  humans become lazy on the move.

HOW TO SEND AN EMAIL

Step 1: Log in to your Gmail account so that you are on the dashboard (main page) of your mail account.

Step 2: Click Compose.

Step 3: A new blank email window will open up. In the ‘To’ box, type in the email address of the recipient.

 

Step 4: You might want to include someone else in your email to ‘keep them in the loop’. You can do this by clicking Cc or Bcc, which will open another field. ‘Cc’ means ‘carbon copy’ and ‘Bcc’ means ‘blind carbon copy’. Adding an email address to the ‘Cc’ field means that that person will receive a copy of the email and all the other recipients will see their email address. If an email address is put into the 'Bcc’ field, the person will get a copy of the email but no other recipient will see that address.

If you are sending the same email to lots of different people, it’s a good idea to put all the email addresses in the ‘Bcc’ field to keep your ‘mailing list’ confidential. That way, there’s no chance that it could fall into the hands of a spammer or hacker.

Step 5: The subject field allows you to give the recipient an idea of the topic of your email, like a heading. You don’t have to put anything in the subject box, but it can help when viewing and sorting email.

Step 6: Email text can be formatted in a similar way to text in a word document. You can change the font style, colour and size using the formatting icons. You can also create bullet points and check the spelling of your email. Choose your formatting from the menu shown.

Step 7: Type your message in the main body field of your email.

 

You can format your email using the options that are available on the toolbar. To add a link in the body of your email click on the insert link icon, then add the 'Text to display' and then a web or email address, finally click OK.

Step 8: When you’re happy with your email, click the blue Send button at the bottom of the compose window.

Step 9: The email you’ve sent will now be stored in the ‘Sent Mail’ folder on your Gmail dashboard. You may have to run your mouse pointer over the Inbox folder link to see the other folders.

Step 10: You may start an email but then decide to come back to it later rather then sending it straightaway. Gmail saves your drafts automatically. So you can simply close the email and the unfinished email will be saved to your ‘Drafts’ folder.  When you decide that you’re ready to send it, you can retrieve it from the ‘Drafts’ folder by clicking Drafts and then clicking the correct item in the ‘Drafts’ folder list. Finish the email and click Send as normal.

REFERENCES

            Andressen, B. B., & Brink, K. (2002). Multimedia in education: Specialized training course. Specialised Training Course. UNESCO Institute for Information Technologies in Education, Moscow.

Kolb, A., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management

            McLellan, H. (1994). Situated learning: Continuing the conversation. Educational Technology, 34(10),7–8.

            Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic: Oxford.

            Young. (2012). An introduction to information and communication technology. Retrieved from https://free.regenesys.net/pages/BBA/Year%202/BBA2_ICT_SG.pdf.

            Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Kluwer Academic Publishers. ISBN 9780792365051.

            Oliver, R. (2002). The role of ICT in higher education for the 21st century: ICT as a change agent for education. Proceedings of the Higher