PEDAGOGY – INTEGRATING ICT, CULTURAL INTEGRATION

INTRODUCTION

 Information and Communication Technologies are combined with forums, services, tools, technologies, information, knowledge, etc. which can be used for achieving goals of teaching-learning pedagogy, also enhancing performance. ICT has to contribute to the whole universe. To access to education, impartiality in education, quality in Education, efficient education, also governance and administration.

The entire education system has transformed into an innovative learning system. However, keeping in mind the practical aspects of teaching through ICT, especially in schools of rural and remote areas, it is assumed that the desired goals would be achieved once the computer technology, local area networks, and the information management system are developed. As a result, there are clear and detailed planning, design and well-built technical support system, yet the desired outcomes have not been achieved.

Cultural integration in education refers to education and instruction designed for the cultures of several different races in an educational system. This approach to teaching and learning is based upon consensus building, respect, and fostering cultural pluralism within racial societies.

INTEGRATING ICT WITH PEDAGOGY

The major reasons behind the failure are not integrating the purpose, functions, and procedure of the functional system adequately. That is why ICT fails to function in assisting; spreading information and knowledge, hence, the applications and effects of ICT are not obtained. In the paper there are so many techniques and so many tools are defined to use ICT very effective way. There are countries which incited one step towards to ICT learning. They are allowed you to do online course for the learner and experience about ICT in different sectors. PRAGATIis  a very elegant example of use of ICT technology. PRAGATI is a unique integrating and interactive platform. The platform is aimed at addressing common man’s grievances, and simultaneously monitoring and reviewing important programmes and projects Of the Government of India as well as projects flagged by State Governments

OBJECTIVES

 The main aim to use ICT technology is to serve better education to whole world, providing high quality education with world class facilities to the youth of India and the earth, so that they can compete with the students all over the world.

 − To enhance the efficiency of teachers developing expression power and improve the learning experience

. − To implement the lifelong learning.

− The proper understanding and application of the concepts.

− Elaboration reasoning and critical thinking abilities, also develop proper study habits. − To increase judgment and decision making ability.

 − To encourage for risk taking, scientific temper, etc.

 − To keep up with rapid changes

. − To encourage equal opportunities to achieve better education.

 − To automatically and dynamically adjust the learning delivery.

 − Enable the learners to perform a complete self-assessment that will help them identify their strengths and weaknesses.

 − To understand learners’ grasping power, help with changing the complexity, efficiency, idea, speed, and other characteristics of the course to suit the learner.

MAJOR CHALLENGES OF ICT

There are multiple issues and challenges confronting the implementation of ICT education in schools and educational institutions and the problems are much more magnified in case of schools located rural and remote area when the access to electricity and internet are next to impossible. The biggest challenge is the need for constant renewal in terms of content. The policy makers, educators, administrators and students in higher education are facing certain challenges like, Environmental challenges, Educational challenges and Cultural challenges.

Environmental challenges :There is restriction on infrastructure area for the complete ICTs integration in education. So it becomes very significant for policy makers and planners before any development of ICT in education. Few things which we have to keep in mind when we implement ICT in education like proper classrooms and buildings need to be available for the latest technology as well as availability of telephony and electricity

Educational challenges: It is one of the biggest challenges to develop ICT in education because of balancing educational goals with financial realities. In education, ICTs need huge amount of investments. Additional effort and time required to train teaching manpower, motivate educators and integrate ICT as a tool into their curriculum. In short, development of ICT in education requires to establishment facilities with appropriate infrastructure and adaptation of the latest technologies

Cultural challenges: English is the foremost language of the internet. Miscellanies of culture in different area of the world are also challenges to introducing ICT in education. Almost 80% of online content, educational software are in English. English is not the first language in most of the countries. So it denotes a serious obstacle to integrating ICTs use in education system. For example, in India and Pakistan, almost all the websites are in English. Thus, some people may not access the information due to lack of in English efficiency.

SIGNIFICANCE OF ICT :

Information and Communication Technology (ICT) can allow educators and learners to make important contributions in learning and achieving specific goals. There, needs to define some approaches to use ICT in the formal education sector to be revised and examined. Documentation, research techniques should be applied. Relationships between ICT, curriculum development, pedagogy and practice in classroom setting are considered. The term 'ICT', in curriculum is discussed. A framework for the investigation of contemporary understandings of ICT in pedagogical practice is presented. Three dimensions of ICT curriculum: I) proposed; 2) implemented and 3) achieved are employed in this framework. The structural approaches that can be applied for the examination of ICT in each of these three dimensions are discussed. This study will provide a ;

 E-learning and access to  e-libraries.

− Access to varieties of learning resources.

− Access to online courses of any university.

− Propinquity to information

− Collaborative learning.

− Educational data storage.

− Learning at any time and any place.

− Distance learning.

− Reduces time on many routine tasks.

− Access to the sources and resources of information.

− Touch with any legend researcher.

− Multimedia approach to education.

− Teaching of different subjects made interesting.

− Access e-mail, chat, forum and blogs multiple communication channels.

− Easy, understandable and interesting learning.

ICT IN 21ST CENTURY’S

For improving student learning outcome, we need to improve educational quality. Thus, students can be able to procure the skill which is needed for 21st century learning. Communication and Collaboration, digital literacy, citizenship, critical thinking and problem solving, creativity and being productive users of technology are important for 21st century skills. There are three skills of life and career in 21st Century. 1] Leadership & responsibility 2] Productivity & accountability and 3] Social & cross-cultural skills[1]. In learning environment, 21st century support to the professional learning. So the educators can easily collaborate and share their best practices. It enables students to learn with relevant contexts. It allows teachers for accessing quality teaching and learning tools, technologies and resources. It supports to expand face-to-face and online learning for cross cultures. In 21st century, mainly six key components are defines for learning

1] Emphasize core subjects

 2] Emphasize learning skills

 3] ICT tools to develop teaching and learning skills

4] Teach and learn in a 21st century context

5] Teaching and learning 21st century content and

 6] Use of 21st century assessments that measure 21st century skills