ICT Learning In Schools: A Holistic Approach Essay.

Importance of Lifelong Learning through ICT

Discuss about the ICT and Learning Process for Journal of Technology.

In the age of the 21^st century the schools should incorporate the students with a concept of learners for lifelong. The students directly learn how to directly seek out the new information, show initiatives and think critically. The study which is related to the information and communication technology (ICT) in schools have recognized the factor that the ICT facilitates the processes which are related to the lifelong learning. It can be stated here that the research studies in the ICT need to alter the focus towards the entire configuration which is related to the contents, activity and processes which are interpersonal taking into consideration that ICT would be used in schools (Mourshed et al., 2015). Such types of studies can be stated to be very much important to the research sector of education where basic concept of the object of the review is not simply the knowledge. The term knowledge in the context of the ICT can be stated as a ““responsive to the current or emerging needs of practitioners and ultimately to the solution of professional and social problems”. The main aim of the essay is to take into consideration the holistic approach which is related to the ICT popular schools take into consideration the perspectives that inform the aspect if teaching and learning practices which is related to the ICT environment.

As the overall scenario of the sociocultural setting which is related to the ICT enters the school it “weaves itself into the leaning in many more ways than its original promoters could have anticipated”. It can be stated that changes in the activities, interpersonal relation aspect in the environment of the learning provides a trigger change in the framework of the ICT. From this prospective, ICT can be considered as a mediational tool which is incorporated within the learning of the environment with goals and purpose for the students. The setting of the concept are obviously interpreted with other practices of knowing and getting a indulgent of the organised manner in the learning aspect.  

The employment of the mediation tool in the concept of the ICT can be considered to be fundamentally helping in shaping the activity which are involved into the learning environment. When the opportunity which is related to the ICT are taken up and directly integrated within the concept of the enactment, planning and assessment of both the sector of learning and teachning activity, a precise change in the pedagogy is very much needed. Taking into consideration the role of the teacher it can be stated that they have to reconsideration the purpose of the learning, the landscape of the task which has to be set and the accessing of the criteria which has to be done by the student. On the other hand taking into consideration the aspect of the teachers it can be stated that they have to rethink their own approach and take into consideration how the new tools which are involved in the ICT learning can be used for a better learning process. The concept of the ICT can be beneficial in the aspect of learning as well as concept of teaching.

The Mediation Tool: Shaping Learning Activities

The power which is related to the meditation tool in the activity is often not deliberately recognised by those who actually use them. This concept basically adds to the aspect of the belief that the cultural tool are the product if natural or necessary factors rather than of sociocultural actual factors. According to the recent research it can be stated that the aspect which is related to the cognitive opportunity relating to the ICT are not mechanically taken up in the aspect of the knowledge environment. In the study which is provided by (Mourshed et al., 2015) it was stated that most students used the aspect of the ICT for the purpose of correction of grammar error and to make minor stylish documents. Only the ones who are highly experienced use the concept for the aspect of design of the documents and take advantage of the process. (Heeks, Subramanian & Jones, 2015) claims that the most advanced package which is related to the ICT do not involve much of the impact on the sector of the learning and the aspect of the teaching in school, this is due to the factor that small portions of the aspect are basically used and it is not exploited in a full form manner (Brundu et al., 2017) 

It can be stated here that the tools of meditation are “products of cultural, historical, and institutional forces that may have little obvious relevance to the local settings in which they are employed, they shape these settings in ways that might otherwise not be deemed appropriate from the perspective of interdental and incremental functioning” (Heeks, Subramanian & Jones, 2015). No tool in this context which is related to the ICT can be considered as a good or a bad tools. It depends highly on how the tools are utilised and what is the final outcome of the process. Therefore it can be stated that the ICT education cannot be fractured form the environment of learning in which it is directly located. The concept of the ICT may trigger the changes in the activity, interpersonal relationship and curriculum, and it can be considered to be very much reciprocal which is directly related to the changes. The ICT learning in the schools can be considered to be a social process which are supported by the ICT during the circumstances of the use, and how the ICT involvement is directly combined into the address of the develop of the learning which can be considered to be high education (Heeks, Subramanian & Jones, 2015).

Challenges and Opportunities for Teachers and Students

The aspect relating to analysis of unit, I order to deal with the task which are related to the framework of the ICT, theoretical framework is adopted which is mainly used for the aspect of the adaptation of the intimate mechanism which is linked to the ICT, sociocultural setting and learning. The activity theory can be directly used by the teachers to get an overview of the knowledge which is being gained from the end of the student. Another aspect which can be judged form the aspect is how the students are utilizing the tools of the ICT in order to gain benefit in different sectors. The main consequence which is related to the meditation tool is that “instead of applying the knowledge directly into the natural function to the solution of a particular task, the learners (student) puts between them an auxiliary means, by this medium the student performs the tasks”. Taking into consideration this prospective cognition which is no longer studied in this aspect. The main emphasis would be on the individual learning with a tools which are of large scale. The tools can be used according to the requirement which would be beneficial in the learning process.

One of the aspects which can be stated with the sector of the ICT is that Singapore master plan for the ICT was developed in the year 1997. One of the goals which was related to the organisation was to ensure that by the end of the 2002, all the school which had a count of 368 in Singapore would be equipped with the important software, infrastructure and hardware which be supporting the aspect of the ICT integrated environment of learning. It was seen that the plan was a major success and the implementation of the school was very much successful which directly helped the education sector and enhanced its performance (Albino, Berardi & Dangelico, 2015).

The Sociocultural aspect which is related to the study of the ICT is being rejected in the school as a fashion of isolated learning. The concept should be implemented in an openly manner which would be helping each of the students as well as the teachers to gain knowledge. In most of the cases it is seen that the advantage which can be achieved from the concept of the learning are not indicated or are not known proper this forms a very basic problem related to the aspect. The leaning aspect which is related to the ICT should be very much open which would be helping the overall learning aspect. The essay which is stated above gives a direct overview of the holistic approach which is related to the learning of the ICT in schools by means of achieving the standard of sociocultural prospective. The ICT proposes a framework which is related to the activity of the system as an analysis of the unit which is surrounded by different types of level of ecological circle.

References

Albino, V., Berardi, U., & Dangelico, R. M. (2015). Smart cities: Definitions, dimensions, performance, and initiatives. Journal of Urban Technology, 22(1), 3-21.

Brundu, F. G., Patti, E., Osello, A., Del Giudice, M., Rapetti, N., Krylovskiy, A., ... & Acquaviva, A. (2017). Iot software infrastructure for energy management and simulation in smart cities. IEEE Transactions on Industrial Informatics, 13(2), 832-840.

Harris, I., Wang, Y., & Wang, H. (2015). ICT in multimodal transport and technological trends: Unleashing potential for the future. International Journal of Production Economics, 159, 88-103.

Heeks, R., Subramanian, L., & Jones, C. (2015). Understanding e-waste management in developing countries: Strategies, determinants, and policy implications in the Indian ICT sector. Information Technology for Development, 21(4), 653-667.

Manvi, S. S., & Shyam, G. K. (2014). Resource management for Infrastructure as a Service (IaaS) in cloud computing: A survey. Journal of Network and Computer Applications, 41, 424-440.

Mijumbi, R., Serrat, J., Gorricho, J. L., Latre, S., Charalambides, M., & Lopez, D. (2016). Management and orchestration challenges in network functions virtualization. IEEE Communications Magazine, 54(1), 98-105.

Mourshed, M., Robert, S., Ranalli, A., Messervey, T., Reforgiato, D., Contreau, R., ... & Lennard, Z. (2015). Smart grid futures: Perspectives on the integration of energy and ICT services.

Songu, T., Powell, A., Barry, B., & Brar, P. (2016). Improving Quality Education and Research Capacity through Advanced ICT Services: Lessons of NREN Implementation in Sierra Leone.