The Impact of ICT on Education Sectors

The Impact of ICT on Education Sectors Knowledge, innovation and Information and Communication Technology have had strong on many economic sectors, e.g. the informatics and communication, finance, and transportation sectors. The knowledge-based economy sets a new scene for education and new challenges and promises for the education sector. Education is a requirement of the knowledge-based economy, the production and use of new knowledge both require a more educated population and workforce. Besides that, Information and Communication Technology is a very powerful tool for distributed knowledge and information, a fundamental aspect of the education process. The education sector has so far been characteristic by rather slow progress in terms of innovation development which impact on teaching activities. Educational research and development does not play a strong role as a factor of enabling the direct production of systematic knowledge. The fact, education is not a field that lends itself easily to experimentation, partly because experimental approaches in education are often impossible to describe in precisely enough to be sure that they are really being replicated. There is little classify knowledge in the department of education and only weak developed mechanisms whereby communities of faculty collectively can capture and benefit from the discoveries made by their colleagues. Information and communication technology potentially offer increased possible for codification of knowledge about teaching and for innovation in teaching activities through being able to deliver learning and cognitive activities. There are some real facts in the modern education. First, the Information and communication technology has been developing very rapidly nowadays. Therefore, in order to balance it, the whole educational system should be reformed and Information and communication technology should be integrated into educational activities. Other than that, the influence of Information and communication, especially the internet cannot be ignored in our studentà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s lives. So, the learning activities should be to formulate again, from the manual source centered to the open source ones. In this case the widely use of internet access has been an unavoidable policy that should be anticipated by schools authorities. Besides that, the companionship of games by internet have another serious problem that should be wisely handled by the educational institutions. The students cannot really extinguish from games. They can have and do with it wherever and whenever they want. In some situation, education establishment play an very important role to extinguish these problems. One of which is by facilitating the students to do edutainment or educational games. Schools can let their students be familiar with educational games adjusted by their teachers. Besides, they can also support and facilitate their students to have their own blogs in the internet. A lot of WebBlog providers are free to the users, such as WordPress. In their blogs, the students can create and write something, like an article, poem, news, short stories, features, or they can also express their opinion by an online forum provided in the internet. They are able to share experiences throughout their blogs to others from all over the world. I think it will be an interesting activity for them, and it will lessen their time to visit the negative or porn sites existed. I think our young generation will get more and more information and knowledge by browsing in the internet. So that, they can also create more new things in web design that it may be out of the formal curriculum content, but it will be useful for their future. Advantages of ICT on education sectors The first advantage is up to date and real world technology, to prepares the children for the modern world. Second, can let us more comfortable and reliability to the ICT when we are studying or working as well. Disadvantages of ICT on education sectors The disadvantage is never enough resources like computer for each classroom and you cant expect parents to buy their children a laptop to take to school and some teachers are from the old school and refuse to embrace it in their classrooms. Skills Needed in the Workplace of the Future Digital Age Literacy Functional literacy-Ability to decipher meaning and express ideas in a range of media; this includes the use of images, graphics, video, charts and graphs or visual literacy Scientific literacy-Understanding of both the theoretical and applied aspects of science and mathematics Technological literacy-Competence in the use of information and communication technologies Information literacy-Ability to find, evaluate and make appropriate use of information, including via the use of ICTs Cultural literacy-Appreciation of the diversity of cultures Global awareness-Understanding of how nations, corporations, and communities all over the world are interrelated Inventive Thinking Adaptability-Ability to adapt and manage in a complex, interdependent world Curiosity-Desire to know Creativity-Ability to use imagination to create new things Risk-taking-Ability to take risks Higher-Order Thinking-Creative problem-solving and logical thinking that result in soundjudgments Effective Communication Teaming-Ability to work in a team Collaboration and interpersonal skills-Ability to interact smoothly and work effectively with others Personal and social responsibility -Be accountable for the way they use ICTs and to learn to use ICTs for the public good Interactive communication-Competence in conveying, transmitting, accessing and understanding information High Productivity-Ability to prioritize, plan, and manage programs and projects to achieve the desired results. Ability to apply what they learn in the classroom to real-life contexts to create relevant,high-quality products The uses ICTs help improve the quality of education Information and communication can improving the quality of education and training is a critical issue, particularly at a time of educational expansion. Information and communication also can enhance the quality of education in several ways, first, by the increasing learner motivation and engagement, by facilitating the acquisition of basic skills, and by enhancing teacher training.14 Information and communication are also transformational tools which, when used appropriately. Advancing knowledge and the (knowledge) economy: the promises of e-learning The emergence of information and communication is represents high promises for the tertiary education sector. information and communication ia could indeed play a role on three fundamental aspects of education policy, is very access, quality and cost. information and communication is could possibly advance knowledge by expanding and widening access to education, by improving the quality of education and reducing its cost. All this would build more capacity for the advancement of knowledge economies. This section summarises the main arguments backing the promises. E-learning is a promising tool for the expanding access to tertiary education. Because they relax space and time constraints, ICTs can allow new people to participate in tertiary education by increasing the flexibility of participation compared to the traditional face-to-face model: working students and adults, people living in remote areas (e.g. rural), non-mobile students and even foreign students could now more easily participate in education. Thanks to ICT, learners can indeed study where and/or when they have time to do soà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬rather than where and/or when classes are planned. While traditional correspondence-based distance learning has long played this role, ICT have enhanced traditional distance education enabled the rise of a continuum of practices between fully campus-based education and fully distance education. More specifically, fully online learning can allow large numbers of students to access education. The constraints of the face-to-face learning experience, that is, the size of the rooms and buildings and the students/teacher ratio, represents another form of relaxation of space constraints. ICTs indeed allow a very cheap cost of reproduction and communication of a lesson, via different means like the digital recording and its (ulterior or simultaneous) diffusion on TV, radio or the Internet. The learning process or content can also be codified, and at least some parts be standardised in learning objects, for example a multimedia software, that can in principle be used by millions of learners, either in a synchronous or asynchronous way. Although both forms might induce some loss in terms of teachers-learners interactivity compared to face to face teaching, they can reach a scale of participation that would be unfeasible via face-to-face learning. When the needs are huge, fully online learning can be crucial and possibly the only realistic means to increase and widen rapidly access to tertiary education. Some developing countries have huge cohorts of young people and too small an academic workforce to meet their large unmet demand: given training new teachers would take too much time, notwithstanding resources, e-learning might represent for many potential students and learners the only chance to study (rather than an alternative to full face-to-face learning) (World Bank, 2003). E-learning can also be seen as a promising way for improving the quality of tertiary education and the effectiveness of learning. These promises can be derived from different characteristics of ICTs: the increased flexibility of the learning experience it can give to students; the enhanced access to information resources for more students; the potential to drive innovative and effective ways of learning and/or teaching, including learning tools, easier use of multimedia or simulation tools; finally, the possibility to diffuse these innovations at very low marginal cost among the teachers and learners. Distance E-learning has not only the virtue to be inclusive for students that cannot participate in tertiary education because of time, space or capacity constraints, as it was shown above. It can also in principle offer to students more personalised ways of learning than collective face-to-face learning, even in small groups. Although learning is often personalised to some extent in higher education through the modularity of paths, ICTs allow institutions to give students to choose a wider variety of learning paths than in non-ICT supplemented institutions à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ not the least because of the administrative burden this would represent in large institutions. This means that students can experiment learning paths that best suit them. Moreover, e-learning can potentially allow students to take courses from several institutions, e.g. some campus-based and others fully online. This possible flexibility of individual curricula can be seen as an improvement of the overall stude nt experience, regardless of pedagogical changes. In one word, e-learning could render education more learner-centred compared to the traditional model. CONCLUSION It is clear that ICT capacity will continue to expand at a rapid rate throughout the world. This expansion will be driven primarily for commercial purposes, but it will also provide the opportunity for economically important educational opportunities. Probably no country can afford to ignore this development. However, virtual education requires a very stringent set of conditions for it to work successfully. For these conditions to be met, there is a high cost in terms of investment and training. Most importantly of all, the technological infrastructure must be in place. While the technology underpinning virtual education is developing rapidly, the most valuable developments for poorer countries are not yet commercially available or developed. Virtual education is not the answer to many of the most pressing educational problemsfaced particularly by poorer developing nations. Other strategies, such as open universities, can provide greater access and more cost-effective delivery of education. Governments can do much to encourage the right environment for virtual education.Indeed, governments cannot afford not to expose at least a minimum number of its nationals to the benefits of virtual education. The poorer the country, the more focused itsefforts to support virtual education will need to be. Partnership with more developed countries, collaboration between countries with similar cultures and stages of economic development and well-targeted, small-scale projects will all help develop capacity and skills in virtual education.

Prophets :: essays research papers

The Prophets The Prophets, religious sages and charismatic figures, who were perceived as endowed with a divine gift of revelation, preached during the period of the monarchy until a century after the destruction of Jerusalem (586 B.C.E.). Whether as advisers to kings on matters of religion, ethics and politics, or as their critics, under the primacy of the relationship between the individual and God, the prophets were guided by the need for justice and issued powerful commentaries on the morality of Jewish national life. Their revelatory experiences were recorded in books of inspired prose and poetry, many of which were incorporated into the Bible. The enduring, universal appeal of the prophets derives from their call for a fundamental consideration of human values. Words such as those of Isaiah (1:17) -- "Be good, devote yourselves to justice; aid the wronged, uphold the rights of the orphan; defend the cause of the widow" -- continue to nourish humanity's pursuit of social justice. The primary job of a prophet was to arouse the people and the government to repentance and observance. The traditional view is that prophecy was removed from the world after the destruction of the First Temple. Those prophets who are mentioned after that were alive at the time of the destruction. Several explanations are offered for why prophets no longer exist: 1. The fact that the Jews did not heed the calls to repentance of the prophets showed that they were not worthy. When most of the Jews remained in exile after Ezra returned, they showed that they were still not worthy of that level of holiness. The second temple did not have the level of kedushah [holiness] of the first Temple even from the beginning. 2. This was actually a sign of Gd's mercy. Had the Jews had a prophet and continued to disobey (as was probable based on the behavior of the following centuries) even after the punishment of the exile, they would have merited complete destruction. Now they could say that had a prophet come they would have obeyed and thus mitigate the punishment (though some consider the current exile (i.e., the diaspora) to be harsh enough). 3. After the destruction of the first Temple the sages prayed for the removal of the "Evil Inclination" of idolatry.

Postal Service Case Analysis

Postal Service Case Analysis The United States Postal Service receives no tax dollars from the federal government for their operations. They are a self-supporting agency, using the revenue from the sales of postage and postage-related products to pay expenses. Each year the postal service delivers 212 billion pieces of mail to over 144 million homes, businesses and Post Office boxes in virtually every state, city and town in the country, including Puerto Rico, Guam, the American Virgin Islands and American Samoa. Delivering this much mail, requires managing almost 800,000 employees and contractors, 38,000 facilities and 214,000 vehicles. Managing 214,000 vehicles to deliver an abundance of mail, it is no wonder that accidents happen but many can be avoided. According to www. usps. com, in 2005, the Postal Service incurred $49 million for traffic accidents and in 2006 reported 100,000 motor vehicle accidents. How can the United States Postal Service reduce the annual number of motor vehicle accidents thus saving money? The three options to address the issue of reducing the amount of motor vehicle accidents per year are as illustrated below. One option is to offer an accident-free incentive plan to drivers. Regardless of fault, if a driver remains accident-free during the course of a year, they will receive a bonus. The bonus amount will fluxuate each year depending on the dollar amount saved on accident reductions that year. So for example, if the Postal Service saves $10 million in 2007, the bonus amount would be a certain percentage of the $10 million. Another option is to offer annual driver training. Each year, drivers would have to attend a drivers training in-service in order to continue driving a motor vehicle for the Postal Service. The in-service would be a hands-on training session where the drivers would need to pass a road course. Lastly, the Postal Service can execute a more stringent driving record policy. Upon hire, the candidate would need to provide a certified driving record as a condition of employment. On an ongoing basis, the Postal Service would run annual driving record checks. If any new traffic violations appear, depending on the severity of the violation, the employee would be transferred to a position that does not require driving or their employment would be separated. The time it would take to implement the accident-free incentive option would be 6-12 months. The policy would need to be developed and approved, then an effective date would need to be determined, it could be the first of the year or the beginning of the fiscal year for the Postal Service. The cost and ease of implementation would be fairly straightforward, just the cost and resources utilized to develop the policy. The annual bonus payout wouldn’t be determined until the savings from the year is figured out. Once the savings is figured out, the bonus would be a percentage of that amount and of course, each year that amount would vary. Having an incentive for drivers to take the time and think about their actions while driving, could result in a high return on investment for the Postal Service. If traffic accidents decrease even the slightest bit, the cost savings could be hundreds of thousands of dollars. The time and cost to implement the annual drivers training option would be more lengthy and expensive. The Postal Service would need to locate a facility in each state to hold the driver training and hire qualified trainers. Providing more intensive driver training could also result in decreased traffic accidents for the Postal Service. The problem with this option is not only is it costly, employees may not take the training seriously. There have been many trainings that I have attended where employees tend to goof-off and not take it as seriously as they should. The last option regarding implementing driving record checks would be relatively inexpensive. Upon hire, the candidate would absorb the initial cost of obtaining their driving record but going forward on annual basis, the Postal Service would be responsible for the cost. A driving record costs around $10. 00 and with an estimated 214,000 drivers, the annual cost would be around $2,140,000. This option seems costly; however, if the traffic accidents decrease as a result of the checks, the amount of money saved would more than the Postal Service pays for the driving record checks. To conclude, the option I think would be best is the accident-free driver’s incentive plan. When a company offers an incentive to earn more money, employees seem to respond. Not only will employees take this option seriously, the Postal Service would see a dramatic decrease in traffic accidents. By putting the onus on employees and providing them a bonus opportunity they are more likely to make better decisions when driving. Source: www. usps. com OptionsCriteria 1Criteria 2Criteria 3Criteria 4 Time to implementCostEase of ImplementationReturn on Investment Accident-free incentive plan6-12 monthsVaries depending on cost savings on accidentsRelatively easy-policy development and researchPotentially high-money talks to employees Annual Driver TrainingMore lengthyExpensive-need to buy/rent land and/or building plus equipment, trainer, etc. DifficultPotentially low-employees may not take training as seriously More stringent driving record checksImmediate~$2-3 million per yearEasyUnknown-Could lose employees due to results of check

Squealers Influence on the Outcome of Animal Farm by...

To what extent does Squealer influence the outcome of the revolution in Animal Farm? â€Å"A lie that is half-truth is the darkest of all lies†, this quote by the poet Alfred Tennyson was supremely important to relate to the role of Squealer in Animal Farm. Squealer was the an allegorical figure who spreads all of Napoleon’s propaganda, including using demonstrations, which was parallel to Pravda, the official newspaper of Soviet Union. In Animal Farm, Squealer was known for his friendly, disarming charm. He used strategies to manipulate emotions of animals, to articulate Napoleon’s policies and reconciled on two levels: to maintain a unity between the rest of the animals and the pigs, and also to explain there is no contradiction between the original seven commandments and the subsequent amendments made by the pigs. In chapter five, the animal’s windmill had been destroyed overnight. Squealer convinced the animals that Snowball was a criminal and also a traitor, by using propaganda. He used propaganda to spread what happened and claimed that apart from Snowball, no one else would have wanted to tear down the windmill. In addition, he was able to use Boxer’s weakness; his quote â€Å"Napoleon is always right† to win the hearts and minds of the animals. Squealer worked closely with Napoleon since he was the animal in charge. As a result, most of the animals obeyed his ruling. He also created a sense of fear through the dogs, making the animals have a sense of uncompromisingShow MoreRelatedGeorge Orwell s Animal Farm1255 Words   |  6 Pagesitself; George Orwell’s Animal Farm follows the rise of Animalism which serves as an allegorical reflection of the 1917 Russian revolution that led into the Stalinist era. Many revolutions throughout history follow the same path as the newly installed government always become indistinguishable from those who ruled before them. The reasons exhibited in the novel are the distortion of revolutionary ideas, the abuse of language to manipulate the naà ¯ve working class and the corrupting influence of powerRead MorePower of Peer Pressure Essay683 Words   |  3 Pages Peer pressure can be used in many ways. Animal Farm is an allegory by George Orwell. It is about farm animals that weren’t satisfied of how their farm is run so they rebel. They make 7 commandments being â€Å"All animals are equal† the most important one. The book shows how total equality is hard to achieve and power corrupts. The novel uses peer pressure to control and manipulate what is happening on the farm. It is evident on how the action of the animals changes. It is evident on how Boxer’s wayRead MoreAnimal Farm/V for Vendetta2476 Words   |  10 PagesVendetta - Animal Farm In many great texts concerning the politics, it can be observed that the context in which the piece was created greatly influences the ways in which values and themes are presented and the form in which it is produced. Major ground shaking events have the power to transform paradigms of individuals and whole societies, and in turn morph and influence the themes a text created in the same time period implores. Warner Brothers 2005 film V for Vendetta and George Orwells 1945Read MoreAnimal Farm, by George Orwell2347 Words   |  10 PagesAnimal Farm is a novel about the pigs leading a rebellion, overthrowing their farmer, and then taking control of the farm. The setting of the story is Manor Farm in England with Mr. Jones, the farmer. The main characters include Old Major, Snowball, and Napoleon. Each of these pigs helped to lead the animals into rebellion. Major was the initial one to start the movement and the other two were the main leaders that carried it on after he passed away. When the animals became tired of Mr. Jones’s