ICT and Raising Standards
Recent research also points to ICT as a significant contributory factor in the raising of standards of achievement in schools.
- Schools judged by the school inspectors to have very good ICT resources achieved better results than schools with poor ICT.
- Schools that made good use of ICT within a subject tended to have better achievement in that subject than other schools.
- Socio-economic circumstances and prior performance of pupils were not found to be critical.
- Secondary schools with very good ICT resources achieved, on average, better results in English, Mathematics and Science than those with poor ICT resources.
A range of research indicates the potential of ICT to support improvements in aspects of literacy, numeracy and science.
- Improved writing skills: grammar, presentation, spelling, word recognition and volume of work .
- Age-gains in mental calculations and enhanced number skills, for example the use of decimals .
- Better data handling skills and increased ability to read, interpret and sketch graphs Improvements in conceptual understanding of Mathematics (particularly problem solving) and Science (particularly through use of simulations)
The use of ICTs help improve the quality of education
ICTs
can enhance the quality of education in several ways: by increasing
learner motivation and engagement by facilitating the acquisition of
basic skills, and by enhancing teacher training. ICTs are also
transformational tools which, when used appropriately, can promote the
shift to a learner-centered environment.
Motivating to learn.
ICTs such as videos, television and multimedia computer software that
combine text, sound, and colorful, moving images can be used to provide
challenging and authentic content that will engage the student in the
learning process. Interactive radio likewise makes use of sound effects,
songs, dramatizations, comic skits, and other performance conventions
to compel the students to listen and become involved in the lessons
being delivered. More so than any other type of ICT, networked computers
with Internet connectivity can increase learner motivation as it
combines the media richness and interactivity of other ICTs with the
opportunity to connect with real people and to participate in real world
events.
Facilitating the acquisition of basic skills.
The transmission of basic skills and concepts that are the foundation
of higher order thinking skills and creativity can be facilitated by
ICTs through drill and practice. Educational television programs such as
Sesame Street use repetition and reinforcement to teach the alphabet,
numbers, colors, shapes and other basic concepts. Most of the early uses
of computers were for computer-based learning (also called
computer-assisted instruction) that focused on mastery of skills and
content through repetition and reinforcement.
Enhancing teacher training.
ICTs have also been used to improve access to and the quality of
teacher training. For example, At Indira Gandhi National Open
University, satellite-based one-way video- and two-way
audio-conferencing was held in 1996, supplemented by print-materials and
recorded video, to train 910 primaryschool teachers and facilitators
from 20 district training institutes in Karnataka State. The teachers
interacted with remote lecturers by telephone and fax
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