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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

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Cite this chapter

• Pedro García-Alcaraz 5 ,
• Valeria Martínez-Loya 6 ,
• Jorge Luis García-Alcaraz 6 &
• Cuauhtémoc Sánchez-Ramírez 7  

Part of the book series: Management and Industrial Engineering ((MINEN))

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In this chapter, the importance of the Information and Communication Technologies (ICT) in education is emphasized, and a case study describes their integration into a higher education institution, specifically, the Instituto Tecnologico de Colima. Since ICT are considered a tool to innovate teaching practices, as well as providing the possibility of including new didactic strategies that arouse the interest and motivation of students to improve the quality of teaching-learning processes inside and outside of the classroom. The case study reports a survey integrated by 43 items related to ICT, which was administered to 469 students of the Instituto Tecnologico de Colima. Using the WarpPLS Software v5.0, the causal relationships that exist between the uses of ICT (independent variables) and the benefits obtained when using ICT (dependent variables) were analyzed. After the analysis, it is concluded that there is sufficient statistical evidence to ensure that academic uses have a direct and positive impact on students’ performance, improving the grades and their psychological state.

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García-Alcaraz, P., Martínez-Loya, V., García-Alcaraz, J.L., Sánchez-Ramírez, C. (2019). The Role of ICT in Educational Innovation. In: Cortés-Robles, G., García-Alcaraz, J., Alor-Hernández, G. (eds) Managing Innovation in Highly Restrictive Environments. Management and Industrial Engineering. Springer, Cham. https://doi.org/10.1007/978-3-319-93716-8_7

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• By RTM TECHNOLOGIES PVT LTD
• Introduction
• It is generally agreed that ICT is a crucial resource in education.
• Children use computers from an early age and continue to university level.
• Children taught practical ICT skills that are transferable into the work place.
• Teachers upload course documents so that students misses a lesson, they can download information and do the work in their own time.
• Encourages student-driven lessons, where students take responsibility for their learning.
• Government sponsored learning tools available to students .
• Government promises high-speed broadband internet access for every university, hospital and doctors' surgery which would allow schools to be linked and to share resources.
• Use of packages word-processing, dtp, spreadsheets.
• Special facilities for pupils with disabilities.
• Teacher and pupil communications improve.
• ICT provides links with other schools or with businesses.
• Computers in schools provides wider access to ICT and encourages new ways of learning
• Can repeat work again and again and again
• Interactive Learning packages are available on CD for different subjects.
• Children can learn in varied ways in the classroom.
• There are many CD-ROMs available for each level of the national curriculum.
• Interactive Digital Content
• more emphasis
• on demand learning
• interactive
• Chalk-and-board has long
• ruled the classrooms
• will not be eliminated
• Less emphasis
• Concept Virtual Teacher within a virtual classroom environment
• Intelligent Learning Management System (iLMS)
• Home grown system
• Management of content
• Tracking students
• Administrative features
• Integration with various tools such as chat, forum, e-mail, etc.
• Demo... of Multimedia Learning System (MMLS)
• ICT and e-learning offers opportunity to raise educational standards in schools
• Large range of ICT tools are available for teaching and learning
• Closes the gap of Digital Divide
• Involvement of teachers and parents is important
• Schools will need funding, access and training
• RTM TECNOLOGIES PVT LTD a professional agency with a proven track record, adequate infrastructure and resources. We are capable to install and maintain a broad spectrum of computer machines, Network and System. Further, we have the infrastructure and professional expertise to impart technical training wherever required for the operations and maintenance system.
• RTM TECHNOLOGIE PVT LTD has a comprehensive and diverse of products including desktops, laptops, servers, lifestyle products like dig cams, plasma TV, scanner, MP3 players, 5 in 1 flash drive, Mobile jammers , security equipments, walkie-talkie, video conferencing systems the PC camera and various accessories like pen drive, mouse, etc.
• RTM Technologies Pvt Ltd is having a vision to use I.T. and computer education as a vehicle for economic development and to create a high tech society with a high quality of life in Tamil Nadu.
• To bridge the digital divide in the country and increase the PC penetration providing a computer to all
• Growth of Software, Hardware and services industry in the state has not been consistent with the potential. The objective of the Aesthe-tech Multi Media is to support/encourage IT education and would thus be as follows
• Bringing IT to masses especially to the Secondary and Sr. Secondary Students of Tamil Nadu.
• Accelerate the use of information technology in schools, colleges and educational institutions
• Spurring the Domestic demand for software, hardware and services
• Making Software, Electronics/IT Hardware and ITS/ITES Sectors globally competitive and thereby increasing export earnings
• Facilitating the industry for addressing global markets
• Facilitate formation of value additions for growth of the industry
• Help businesses realise full potential in creating wealth.
• The strategy of RTM Technologies Pvt Ltd is to achieve economic growth through development of nationally and globally competitive industry by facilitation and providing confidence, dedication, purpose and a fertile ground in which investments would flourish.
• A Package of Multimedia Educational School Software's.
• For Primary, Middle, Secondary and Senior Secondary Schools.
• The Software includes subject from Science, Math's, Languages, Social Science, Astronomy to Yoga
• Based on Global Education
• Easy to understand
• EDUCON is a product developed specifically for Indian schools and aims to achieve the following objectives To encourage the use of computers as a means of delivering consistently good and revolutionary education. To create and deliver content that is as good as any other international product but for use by specially Indian students. To develop a nurture a brain trust of concerned parties in the Indian educational system so as to create a product that meets all its needs as they arise. To use the most current and the complex technologies available to develop the product while keeping the user interface simple, attractive, and uncluttered. To encourage the spread of this form of education by being extremely economical and cost effective.
• EDUCON is a fully voiced, full multimedia product, with thousands of pictures, animations, videos and other features.
• EDUCON is India specific, based on Indian CBSE State curriculum.
• EDUCON has a Teachers-Aid module to help a teacher to teach better.
• EDUCON will be upgraded monthly based on user requirements.
• EDUCON is very economical and finally.
• EDUCON is a monopoly and is likely to remain one for many years. In fact most other company use our contents as the center of their product offering.
• Essentially EDUCON is a fully configured computer deliverable multimedia software package. It is programmed to be deliverable over a number of computers connected in a local area network. The entire package is 100 based on the prescribed syllabus on the Indian school board, and in this situations, it is a unique product. Each module of the product uses full color with thousands of graphics, hundreds of videos and animations, Indian professional voices that are easy to understand for Indian children's.
• Easy to learn and understand
• Students have different levels of learning and retention abilities. The programme therefore encourages learning at once own pace. A huge number of self - assessment exercises allow the student to assess himself without an exam phobia. Thousands of pictures, videos, animations and graphics, all in full color are used to make learning easier and pleasurable.Subject available
• The Teaching-aid module offers many full color, animated and fully voiced sequences that a teacher can use to explain to students concepts that are difficult to explain in on blackboards. To begin with at least 100 such modules will be available and they will be added to monthly as mentioned below.
• At this point of time, these modules cover in detail, Science, and Mathematics syllabus from 3rd to10 class. Social Science is upto 5th class and E.V.S is upto 2nd class The coverage is comprehensive and exhaustive. The users of this product will be allowed to access a number of value added programs aimed at improvement of General Knowledge, English, Hindi and vocabulary etc.
• RTM Technologies Pvt Ltd
• B-3/358,Ground Floor,
• Paschim Vihar, New Delhi 110063
• Tel09899281776,09350839078,09268253100
• Tel fax011-65472815
• E-mail info_at_rtmindia.com, info_at_icynspicy.com
• Website www.rtmindia.com

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College of Education

USAID’s Private Sector Partnerships to Strengthen Higher Education Activity teams up with Polymaths and their partner Amazon Web Services to teach Cloud Computing to ICT students from the University of Prishtina “Hasan Prishtina” and the University of Prizren “Ukshin Hoti.”   

Empowering Kosovan ICT students

While still going through the January exam period, information and technology (ICT) students at the University of Prishtina “Hasan Prishtina” and the University of Prizren “Ukshin Hoti” plunged into the new semester with a workshop on cloud computing by Amazon Web Services (AWS). 

USAID's Private Sector Partnerships to Strengthen Higher Education Activity collaborates with Polymaths, one of the activity’s ICT private sector partners, and their partners from Amazon Web Services. This collaboration provides students with training and long-term support to enhance their cloud computing skills. Both universities, with a focus on the faculty of electrical and computer engineering and computer sciences, have shown great commitment to Polymaths' initiative, recognizing the importance of equipping students with additional skill sets crucial for today's ICT market. 

Cloud computing is highly sought after due to its transformative impact on business operations, making this workshop an excellent opportunity for students to broaden their horizons and prepare for careers in ICT markets. Polymaths, one of the leading ICT companies in Kosovo for cloud computing services, exemplifies how businesses can build ties with academia to benefit both their work and student career development.

"We are dedicated to providing high quality Cloud Computing services to our clients, and in pursuit of this commitment, we deeply value our partnership with Amazon Web Services and universities in Kosovo. Together, we hope to support the growth of the Cloud Computing market in Kosovo. Additionally, we are passionate about empowering educational institutions to foster awareness and train future programmers in modern application development. By doing so, we aim to spread awareness about Cloud Computing, connect with promising talent and establish ourselves as a company renowned for delivering highly skilled professionals and competitive services that enrich the experiences of our clients. We're glad for having the Private Sector Partnerships to Strengthen Higher Education Activity join our efforts to engage with students."  – Muharrem Shefkiu, COO of Polymaths This February 2024 workshop marks the continuation of Polymaths’ ongoing efforts with Amazon Web Services to support the educational and career development of Kosovar ICT students, which began several years ago with the establishment of their business in Kosovo. This year, Polymaths and AWS are ready to elevate their partnership with the University of Prishtina “Hasan Prishtina” and the University of Prizren “Ukshin Hoti,” offering free AWS workshops and lectures to FIEK's and FSHK’s students and training professors. This initiative aims to enhance teaching capabilities in cloud computing, empowering professors to better equip their students for the future.

"We extend our heartfelt gratitude to Polymaths and AWS for providing us with this incredible opportunity to participate in today's workshop on AWS Cloud Computing. Their commitment to assisting our university in offering Cloud Computing classes  is truly commendable. With access to AWS and their resources, we now have the opportunity to deepen our understanding and research in cloud computing. For instance, we are now seriously considering selecting this topic for our thesis." – Dominik Pllashniku, third-year student from University of Prishtina “Hasan Prishtina”, Faculty of Electrical and Computer Engineering

USAID's Private Sector Partnerships to Strengthen Higher Education Activity aims to bridge the gap between academia and industry, fostering relationships beneficial for all stakeholders. This initiative serves as a model for future collaborations to drive innovation and enhance educational opportunities in Kosovo's ICT sector.

Collaborative curriculum development: UI, Kosovo public universities partner with industry leaders

UI supports industrial boards at Kosovan public universities

Iowa shares education analytics practices with colleagues from Kosovo's public universities

Wyoming Department of Education

Wyoming Department of Education 122 W. 25th St, Ste E200 Cheyenne, WY 82002 307-777-7675

04-22-2024 Call for Presentation Proposals: Wyoming Innovations in Learning Conference

The eighth annual Wyoming Innovations in Learning Conference will be held October 21–22, in Casper. Advancements in teaching, like personalized and student-centered learning, gamification, virtual learning, and AI, have had dramatic effects on the educational process. The conference committee is seeking proposals from K-12 and postsecondary educators to share their expertise and innovative teaching and learning practices with other educators in areas such as:. 

• The use of technology to encourage student curiosity.
• Strategies to boost student engagement by utilizing digital tools. 
• Strategies to engage struggling learners.
• Tools to empower students and deepen learning in the classroom or online. 

Submit a session proposal by May 20. Selected presenters will be notified by June 30. 

The conference is hosted by the Wyoming Department of Education, Wyoming Distance Education Consortium, Wyoming State Library, University of Wyoming, Wyoming Community Colleges, and school libraries.

For more information, contact Jennifer Davis, Project & Performance Manager, at 307-777-5315 or [email protected] . 

Bestiality references allegedly made during presentation at Renmark High School

Warning for readers: This article contains graphic language.

The South Australian Department for Education is investigating a presentation delivered to year 9 girls in a regional high school that allegedly referenced bestiality as being accepted by the LGBTQIA+ community.

Female students said teachers at Renmark High School told them to leave their lessons and attend a presentation in a separate classroom.

Students who attended the presentation on March 22 say two staff from the Headspace centre in the neighbouring town of Berri introduced a "third-party" presenter who facilitated an hour-long presentation focused on relationships.

Parents said they were not notified about the presentation, nor was it consented to.

Students said they were left unsupervised for the duration of the presentation.

Student Courtney White, 14, said she felt confused and blindsided by the presentation.

"We had a teacher that told us to grab a chair and sit in front of the board, and then the Headspace people came in and then [the teacher] left, so then we're sitting in front of a board alone with no teachers, just the Headspace people," she said.

"The first slide of the PowerPoint on the board was 'You can see queerly now' and 'No point hiding.'"

Girls felt 'really uncomfortable'

Fourteen-year-old Emelia Wundenberg said the presenter was graphic when referencing their own sexual preferences and spoke in sexually explicit terms about growing up and being confused about whether they idolised people of the same gender or wanted to be intimate with them.

Students say they were then given an explanation of the initialism LGBTQIA+, with each word and its meaning displayed on the screen.

"There was a slide for what the 'plus' means, and they just started randomly saying words that no-one knew, like bestiality," Emelia said.

"It was on the board when they were showing what the 'plus' meant."

The students said bestiality was then explained in detail and the presenter seemed to imply it was something practised by people who identified as LGBTQIA+.

"They said [the queer community] just accepts all of it, even though … isn't it illegal?" Emelia said.

As the talk went on multiple girls, including Courtney, began to feel uncomfortable and asked to leave the classroom to "go to the bathroom".

"We're all just sitting there like, 'What the hell? What are we doing here? Why are we learning about animals having sex with humans?'" she said.

"It was really disgusting, it was really uncomfortable."

Emelia said many of those who asked to leave the classroom did not return.

When the ABC sought comment from the presenter a response was sent on the person's behalf asking that reporters refrained from reaching out or naming them in its coverage.

'Normal procedure' not followed

Letters seen by the ABC that were sent to parents on behalf of Renmark High School principal Mat Evans stated that the presentation was meant to discuss "respectful relationships".

The letter acknowledged that the school's "normal procedure for notifying parents ahead of specific presentations was not followed".

Mr Evans said the third-party presenter had "been suspended from department schools while the department undertakes an investigation".

"We are undertaking an internal review to ensure that processes around such notifications and procedures with regard to third parties attending at our school are always met," he said.

The ABC contacted the Department for Education, which provided a similar statement and said the presentation was being investigated.

SA education department chief executive Martin Westwell said the presentation was "unacceptable" and "shouldn't have happened".

Speaking with ABC Radio Adelaide on Thursday, Professor Westwell said conversations about sexual health, societal norms, stereotypes and sexuality were normal parts of the Australian curriculum, but the presentation at Renmark High School was not.

"The core idea that students should understand sexuality and other sexualities is, I think, really important — but the way [the presenter] went about it was unacceptable," he said.

"The school has clearly made some mistakes.

"There should have been a teacher in the room when that occurred, but there wasn't and the principal has apologised for that.

"They hadn't reviewed the content.

"There was a few things that went wrong and it ended up with this inappropriate language and a few things being discussed in that session that were just not appropriate."

Support being provided to students

Headspace's national head of clinical leadership Nicola Palfrey said the organisation was aware of concerns raised by members of the Renmark community.

"We take all feedback very seriously and are reviewing how we can support and guide Headspace centres … to ensure presentations they facilitate or deliver are aligned with evidence and best practice and are safe and appropriate for young people," she said.

FocusOne Health Board chair Ian Gartley said the "focus at Headspace Berri, operated under licence by FocusOne Health, is on the mental health and wellbeing of young people".

"We are aware of concerns raised by local members of the Renmark community following a presentation delivered by a lived experience speaker that Headspace Berri facilitated at Renmark High School," he said.

"Our priority right now is ensuring that any young people and their families who may be experiencing distress receive the support they need."

All parties involved in the alleged incident declined to provide the presentation to the ABC.

Following the presentation, a follow-up letter seen by the ABC was sent to parents offering counselling services from the education department, which had arranged a social worker to attend the school to help support affected students.

Parents express shock and outrage

Parents of students who attended the presentation said it was a poor representation of the queer community and had raised many concerns about the school's protocols for third-party presentations.

"Who vetted this material? Who made sure it was safe for 14- and 15-year-old girls? Some of them are still 13," Emelia's mother Kristy Fyfe said.

"It has done a huge disservice to the [queer] community."

Following the presentation, Courtney's mother Nicki Gaylard removed her three children from Renmark High School. 

"My kids are in limbo," she said.

"They're not in an education department at this point.

"I'm not putting them anywhere until I know this won't happen again.

"Under no circumstances should a child in that school ever feel trapped and unsafe without someone with their certificate, meaning a teacher."

The ABC has spoken to five other parents whose children attended the presentation.

They substantiated the two girls' claims.

LGBTQIA+ educators condemn 'slur'

Sexuality educators and LGBTQIA+ inclusion advocates Mel Brush and Eleonora Bertsa-Fuchs conduct consent and queer inclusion training for schools, parents and workplaces via their social enterprise Let's Talk About X.

Both are secondary teachers and Mx Bertsa-Fuchs said queer education was important but should be delivered in a safe and appropriate setting.

"The teachers are the people that these young people have a relationship with, that they are familiar with, that they're comfortable with," Mx Bertsa-Fuchs said.

"When you're in a vulnerable situation, like a respectful relationships workshop or seminar, there should be someone in the room that you are familiar with."

Mx Brush said the alleged use of the word bestiality in the presentation was damaging to the queer community.

"It's pretty shocking to think about that term being thrown around like that, especially given how loaded it is, and for a historical context of the way that it's been used as a slur and to discriminate against LGBT+ people," Mx Brush said.

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Salt Lake City School District pauses plan to train all students on what restrooms they can use

A presentation planned for students aimed to instruct kids to use the restroom of the gender they were assigned at birth..

(Rick Egan | The Salt Lake Tribune) Salt Lake City School District Superintendent Elizabeth Grant speaks during a board meeting at Glendale Middle School, on Monday, Nov. 20, 2023.

The Salt Lake City School District told parents Friday it would scrap its plan to deliver a presentation to all students about Utah’s new transgender public restroom ban, informing children about which restrooms they could use at school.

The presentation was meant to tell students, “If your sex is designated as this, you go to this bathroom, and designated as that, you go to that bathroom,” Superintendent Elizabeth Grant said at a recent school board meeting.

But a copy shared with parents beforehand apparently did not “acknowledge the existence” of transgender and nonbinary children, prompting blowback from student families, said Emerson Elementary parent Kristen Kinjo.

The district initially planned to share the presentation with students while they were in class — during homeroom or a school’s weekly broadcast, for example — by May 1, the day certain enforcement mechanisms of the law, HB257 , will go into effect.

Instead, district officials are now reaching out to impacted families directly to make sure transgender and nonbinary children “have the information they need to create a plan that meets both their student’s needs and the requirements of the law,” according to an email the district sent to parents late Friday afternoon.

If a student is not comfortable in a school restroom that the law requires them to use, the district will help them create a support plan outlined in the district’s G-24 Gender Inclusion policy , Grant said at the board meeting.

“We have students who are going to be placed in very difficult positions by this bathroom bill,” Grant added. “And what our team has done has been sensitive and attentive to the law at the same time.”

‘Lack of clarity’ on how districts should be notifying students

District spokesperson Yándary Chatwin said the district decided to roll back its original plan because of a “lack of clarity” in the law, not parent feedback.

According to the bill’s language , school districts are only required to give notice to students of how the law will work, not necessarily share a presentation like the one the district planned with all children during class.

“We were erring on the side of notifying all students, and some folks were interpreting it differently,” she said. “Our intent has been to follow the laws — to make sure that we’re complying with the requirements of us as a school district.”

Utah State Board of Education spokesperson Ryan Bartlett said in a clarifying statement sent to “education partners” Tuesday that the board “has not provided guidance or direction, nor has USBE been directed by the state Legislature to issue guidance or direction, to [local education agencies, such as school districts] regarding this bill.”

He added that school districts “will determine how best to communicate the requirements listed in the bill to the students and families in their respective communities.”

Bill sponsor Rep. Kera Birkeland, R-Morgan, later reiterated USBE’s message in a statement Thursday.

“Recognizing that each school and school district is unique, with unique students, families, and communities, that requirement is left to the determination of [local education agencies], so as long as it is communicated in a common sense, age-appropriate manner that accounts for the needs of all students,” she wrote.

School ‘should be a safe place’

The Salt Lake City School District’s initial plans also changed Friday after the wave of parent feedback, said Kinjo, whose fourth grader goes to Emerson.

“All the parent chats were blowing up,” she said, noting that the district gave parents the choice to opt their children out of the presentations. “Everyone wanted to keep their kids out of this training.”

In response, Kinjo organized a “15-minute dance party” outside of her child’s school on Friday, protesting the new law as well as the school’s planned presentation to students. There, they passed out transgender pride flags, buttons and stickers.

The school had planned to run the district’s K-5 version of the presentation during its morning announcements that day, but pulled it after Grant told all district schools to do so, according to an email Emerson’s principal sent families 35 minutes before the “dance party” and rally.

A copy of the slideshow, which Kinjo shared with The Tribune, stated: “If you were assigned a girl at birth, you need to use the girl’s bathroom ... if you were assigned a boy at birth, you need to use the boy’s bathroom at school.”

Kinjo said her issue with the district’s planned presentation was that it essentially told students they are either a boy or a girl.

“We see that as threatening an already vulnerable population of children, to tell them that they don’t exist in a space that should be a safe place,” Kinjo said.

Grant told The Tribune that she will be working with her team “about what our next steps are” regarding notifying district students of the new law.

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ICT in Education

Oct 05, 2014

260 likes | 792 Views

ICT in Education. Mrs. Preeti Kamra Dept. of Computer Science. What is ICT…. ?. Common and conventional ICT in education. ICT in Education.

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• erp systems
• tracking student
• student attendance
• capture student performance
• ict hardware interactive whiteboards

Presentation Transcript

ICT in Education Mrs. Preeti Kamra Dept. of Computer Science

What is ICT…. ?

Common and conventional ICT in education

ICT in Education • Academic :- Learning Management Systems - Software and statistical application tools that covers Student Grading, Graphical Analysis, Inter-academic performance, Measurement &Understandingof subject based on Conceptual, Factual, Analytical and Application aspect of a topic ; Comparative Analysis ; Lesson Plan Adherence of teachers; Digital Classroom, Digital Content ; Online/computer based testing environments; Educational Blogs, Wikis, Collaborative learning, ICT Hardware – Interactive Whiteboards, Multimedia Projectors, Digital Slate, Wireless Personal response systems and much more… • Non- Academic :- .NET based/LAMP (Linux, Apache, MySQL, PHP) based ERP Systems, Interlinking various functions of an institution and integration with communication services like email, SMS, Automated calls etc. Automatic Time table generation, Fee Management, Leave Management, Online Attendance, GPS tracking of vehicles, Dynamic website, Student and Teacher Information Management, Library Automation, Inventory Tracking, Accounting and General Office

Latest ICT Applications • ERP Systems for educational institutions • Automation and integration of all departments through a scalable, secure , distributed application environment • Learning Management Systems to capture student performance, grades, understanding of subject, topic and sub topic for timely intervention and improve results • Dynamicinstitution website to display student information, performance, grades on real-time basis. • Integration of ERP, application with communication services like SMS, Email and Auto Dialers for better information flow to students/parents.

Example of ERP System

Latest ICT Hardware • Tablet PCs , Touch Screen Enabled PCs • Interactive White Boards (IWBs) • Interactive Panel • Digital Slate • Personal Response System • DLP Projectors, Short Throw Projectors • DLP Magnifiers • Laser Pointers • White Board Capturing Devices • Wifi Hotspots • Wireless Microphones, Echo Cancellers, Voice Recorders. • CCTV, IP Cameras • Thin Client based– N Computing products

Benefits of ICT In education • The digital content enhances the quality of teaching and learning effectivenessthrough enriched multimedia teaching aids. • Dynamic information available in terms of student attendance, online lesson plan, Lesson plan compliance and other student activities. • Online trackingof student LMS performance, student grades and analytical reports through teacher’s web-based login. • Real-time calendar based lesson plan scheduling and tracking for transparentand effective compliance of curriculum delivery. • Inter academic performance analysisof the students. • Adaptive and curriculum mapped online lab based assessment for tracking student’s learning effectiveness within and across the subjects.

How to Implement ICT in an institution ? • Facilitating learning and improving performance by creating, using and managing appropriate technological processes, applications, softwares and communication resources. • Educational Technology includes, but is not limited to, software, hardware, as well as Internet applications and activities. DigitalClasschats PodcastswebsitesMP3 players CD-ROMs SkypewikisDVDsm-learning Second Life BlogsIPodsConcordancers webquestsePortfoliosSocial Bookmarking

Factors for Success • Cutting edge products relevant to the Educational context • Teachers are ready to integrate technology (trained, networks created) • User-friendly technology and complete solutions • Support from Management, Regulatory Authority, University, Ministry of HRD

Case Study – Ireland

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ICT in Religious Education

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「10人超が一斉に」異動や若手教員の離職が多い学校で見た、校長・教頭の姿勢とは

4/23(火) 8:02 配信

写真：東洋経済education × ICT

人間誰しも、愚痴を聞いてほしいときもあれば、喜びを分かち合いたいときもある。それは学校の教員も同じだ。つらい経験に共感したり、笑い話にほっこりしたり、はたまた、成功体験をシェアしたり――、そんな学校現場の知られざる「リアル」をお届けしていく。　 今回、話を聞いたのは小学校教頭の長澤隆之さん（仮名）。管理職となってから、若手教員に対する校長や教頭の態度に問題を感じているという。いったい、どんな態度なのか。「校長・教頭のリアル」に迫った。 投稿者:長澤隆之（仮名） 年齢:50歳 勤務先:公立小学校教頭

営業職から転身、前例踏襲の教育現場に危機感を覚えた

長澤さんは、もともと教員志望ではなかった。大学でも教職課程を履修せず、卒業後は大手IT企業に就職。営業職として順調なキャリアを歩んでいた。 「仕事にも収入にも特に不満はありませんでした。ただ、役職がついて数年経つと地方に転勤するのが慣例だったので、転勤を前に、このまま働いていきたいか、ほかにやりたいことがないか見つめ直してみたのです」 その頃、教育界では大きな変化が起きていた。いわゆる「ゆとり教育」の始まりだ。いじめや校内暴力、不登校の増加や価値観の多様化などが背景にあるが、長澤さんの心を揺り動かしたのは、1998年に改訂された学習指導要領に盛り込まれた『生きる力の育成』という言葉だった。 「子どもたちと一緒に夢を育む人生も面白いんじゃないかと思いました。全国を転々とするよりも、地元に戻って地域のために働きたいという気持ちもありました」 30歳を目前にしての思い切った転身。毎月「数字」を求められる営業職と違い、長期間にわたって子どもの成長を見守ることができるのは、長澤さんに新鮮な喜びをもたらした。 他方で、「子どもたちの未来のために、できるだけのことをしたい」という思いが強くなるにつれ、教員の置かれている環境に危機感を抱くようになる。 「毎日遅くまで残業して、土曜も当たり前のように出勤する。やるべきことをやるためならいいのですが、実はそうでもないんですね。効率化しようと思えばできるのに、前例踏襲を優先して過重労働になっている部分が多いんです」 例えば、通知表の作成。通知表には法的根拠がなく、様式や内容の規定もない。しかし、一人ひとりの所見を記すのが一般的だ。 「この所見が意外と大変なんです。表現に配慮しながら書いていると、1人30分以上はかかります。それを30人以上ですから、チェックの時間も含めるとかなりの時間を要します」 30人でも15時間。それだけの時間をかける意義があるならともかく、所見を基に個別の対策を立てるわけでもない。「少なくとも、毎学期必要なものとは思えない」と長澤さんは話す。 「通知表は校長の判断だけで『出す』『出さない』を決められますし、内容も変えられます。実際、必要ないと感じている先生も多いんです。でも、前例を踏襲するほうが楽だから校長は変えない。こうした非合理が積み重なると不満もたまるので、職員室全体がギスギスしていきます」

• 「教員の多忙化に違和感」と語る民間人校長の視点
• 「お前は使えない」2年で退職した新人教員の叫び
• 元超優良企業の教員が激白、教員不足の学校の今
• 再任用教員経験者が語る、「意欲を削がれる扱い」
• 「高偏差値で進学不振な中堅校」と某名門高校の差

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職員に「死ね」「三流大学以下」複数のハラスメント認定された愛知・東郷町長 会見開き進退について説明へ

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大人気の宮内庁インスタに、「秋篠宮家」が登場されない「衝撃の理由」

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小室さん夫妻の新居は「温水プール」「ドッグラン」つきラグジュアリー仕様高級マンション　“全米で最も住みやすい都市”でテレワークか