Changes

==== Digital ICT ====

==== Digital ICT ====

We are now perhaps in the middle of the next epochal movement in the history of ICTs - the use of digital methods of accessing, creating, modifying sharing, storing information as well as for communication. Most of you would have been born after the beginning of the mass use of cell phones (the second generation or 2G cell phone technology was available for mass use from 1991), towards the end of the first millennium, while many teacher educators would have been born before this period! This phenomenon creates an interesting inversion in the school environment, in almost all other areas, the teacher (teacher­ educator) is more familiar than the learner (student­ teacher), while in case of ICTs (more specifically in the skill of using ICT devices and methods), it can often be the opposite! Research also suggests that younger people are quicker to pick up a technology than older people. ''Hence this course may require the student­ teacher to help the teacher educators to acquire some of the skills covered and support 'collaborative   learning   amongst   student­ teachers   and   teacher­ educators!  On the other hand,   the   experience   and insights of teacher educators can help student teachers to develop a critical perspective towards digital ICTs, which is essential, since digital ICTs have huge potential for doing good as well as harm.''  

We are now perhaps in the middle of the next epochal movement in the history of ICTs - the use of digital methods of accessing, creating, modifying sharing, storing information as well as for communication. Most of you would have been born after the beginning of the mass use of cell phones (the second generation or 2G cell phone technology was available for mass use from 1991), towards the end of the first millennium, while many teacher educators would have been born before this period! This phenomenon creates an interesting inversion in the school environment, in almost all other areas, the teacher (teacher­ educator) is more familiar than the learner (student­ teacher), while in case of ICTs (more specifically in the skill of using ICT devices and methods), it can often be the opposite! Research also suggests that younger people are quicker to pick up a technology than older people. ''Hence this course may require the student­ teacher to help the teacher educators to acquire some of the skills covered and support 'collaborative   learning   amongst   student­ teachers   and   teacher­ educators!  On the other hand,   the   experience   and insights of teacher educators can help student teachers to develop a critical perspective towards digital ICTs, which is essential, since digital ICTs have huge potential for doing good as well as harm.''  

One point to note is that, one ICT does not replace the earlier ones, rather the earlier technologies tend to continue, to meet varying needs and contexts.  

One point to note is that, one ICT does not replace the earlier ones, rather the earlier technologies tend to continue, to meet varying needs and contexts.  

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|'''Student activity time''' - Your teacher demonstrated different kinds of websites above. In groups, look for websites in the different categories. In each group search and make a list of 3-5 websites. Enter these addresses in your note book.

|'''Student activity time''' - Your teacher demonstrated different kinds of websites above. In groups, look for websites in the different categories. In each group search and make a list of 3-5 websites. Enter these addresses in your note book and download information, consisting of web pages, image, videos, etc relevant to your topic.  

 

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