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{{Navigate|Prev=Learning science with simulations|Curr=Concluding Remarks|Next=References}}
The book has introduced you to ICT as a process to support learning. Whether through the creation of a personal digital library for your reference, creation of educational resources in text, image, audio and video formats or through connecting with your colleagues through mobile and email forums, you have experienced the possibilities that ICT provide for creating, connecting and learning. We have also discussed TPACK as a framework through which to explore ICT in teaching learning, through the use of different subject specific applications.
Any book can only introduce and familiarise you to different software applications. The aim of the teacher handbook is not to make you an expert in different tools, as a part of the classroom / ICT Lab activities. For becoming an expert, you will need to spend time, exploring the different menus of any application and check what they do and how it can be useful for you.
An important objective of the ICT syllabus is to make teachers confident users of technology, make critical choices about on integrating technology in their practices as well as facilitate students' learning of ICT. It is hoped that teachers would be able to appreciate the possibilities that ICT provide for bringing about inclusive classrooms where students collaborate and create knowledge outputs for supporting their own learning.
Last but not the least, the book has attempted to sensitize you to the socio political dimension of ICT use. While ICT has potential to benefit, it could also have negative consequences. Developing a critical perspective on ICT integration in education is important for the schools, teachers and students to participate meaningfully in the emerging digital society.
ICT teacher handbook/Concluding Remarks (view source)
Revision as of 13:00, 24 March 2017
, 13:00, 24 March 2017no edit summary
{{Navigate|Prev=Learning science with simulations|Curr=Concluding Remarks|Next=References}}
The book has introduced you to ICT as a process to support learning. Whether through the creation of a personal digital library for your reference, creation of educational resources in text, image, audio and video formats or through connecting with your colleagues through mobile and email forums, you have experienced the possibilities that ICT provide for creating, connecting and learning. We have also discussed TPACK as a framework through which to explore ICT in teaching learning, through the use of different subject specific applications.
Any book can only introduce and familiarise you to different software applications. The aim of the teacher handbook is not to make you an expert in different tools, as a part of the classroom / ICT Lab activities. For becoming an expert, you will need to spend time, exploring the different menus of any application and check what they do and how it can be useful for you.
An important objective of the ICT syllabus is to make teachers confident users of technology, make critical choices about on integrating technology in their practices as well as facilitate students' learning of ICT. It is hoped that teachers would be able to appreciate the possibilities that ICT provide for bringing about inclusive classrooms where students collaborate and create knowledge outputs for supporting their own learning.
Last but not the least, the book has attempted to sensitize you to the socio political dimension of ICT use. While ICT has potential to benefit, it could also have negative consequences. Developing a critical perspective on ICT integration in education is important for the schools, teachers and students to participate meaningfully in the emerging digital society.