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ASSIGNMENT 1 - ICT

DEADLINE: Wednesday March 8, 2023 at 11:59 pm

Read Lesson 1.2, part of Section 4 (pp 14, 15) of the paper: CeSCI. 2011. ICT, Education, Development, and the Knowledge Society plus other related literatures to research and find out how education in your country is keeping up with the trends and challenges created by ICT in the context of the following:

Education planning;

Access to education;

Curriculum development;

Knowledge society development;

then, write position paper in which you discuss how the the above issues are affected in your educational area/settings/domain (Basic Education, Higher Education, Technical & Vocational Education, Adult/continuing education etc.). Your paper must range from 1000 to 1500 words (1.25 spacing) Your are expected to cite at least six literature sources.

4 A Few Key Trends and Challenges If the creation and sustenance of a knowledge society is a policy goal, then there are several trends and challenges introduced by ICT which cut across all sectors in society. A society that wishes to create, share, and use knowledge for socio-economic development must be aware of these trends and their related challenges, paying particular attention to how these challenges impact on the education sector, which feeds and supports all other sectors. The past 20 years has seen rapid development in ICT in all economic sectors. Lagging behind this rapid development, there has been an accompanying explosion of ICT-related activity in the education sector in the last decade. Education institutions and national systems can no longer ignore ICT, and now grapple with the challenge of how best to deploy ICT to the benefit of students, academics, and countries. The long-term impact of ICT on education is still largely a matter of conjecture (often driven by ideological determinism or commercial marketing), and will only really start to become fully clear over the next ten to 15 years. Nevertheless, certain trends in ICT use that are evident across sectors, but are particularly relevant to education, are emerging: 1) ICT is expanding the range of options available to education planners in terms of the teaching and learning strategies they choose to use, providing an often bewildering array of choices in terms of systems design options, teaching and learning combinations, and strategies for administering and managing education. 2) ICT is allowing for exponential increases in the transfer of data through increasingly globalized communication systems, and connecting growing numbers of people through those networks. 3) ICT networks have significantly expanded the potential for organizations to expand their sphere of operations and influence beyond their traditional geographical boundaries. 4) ICT is reducing barriers to entry of potential competitors to traditional education institutions, by reducing the importance of geographical distance as a barrier, by reducing the overhead and logistical requirements of running education programmes and research agencies, and by expanding cheap access to information resources. 5) There has been an explosion in collective sharing and generation of knowledge as a consequence of growing numbers of connected people, and the proliferation of so-called Web 2.0 technologies. 31 Consequently, collective intelligence and mass amateurization are pushing the boundaries of scholarship, while dynamic knowledge creation and social computing tools and processes are becoming more widespread and accepted. 6) Digitization of information in all media has introduced significant challenges regarding how to deal with issues of intellectual property and copyright. Copyright regimes, and their associated business models, that worked effectively prior to the development of ICT are increasingly under threat, and in some cases rapidly becoming redundant. 7) Systemically, ICT is tending to accentuate social disparities between rich and poor. Increasingly, investment in ICT is being seen by education policy makers and planners as a necessary part of establishing national competitive advantage, because it is attractive to students (particularly in those parts of the world where young people have increasingly ubiquitous access to ICT) and because it is deemed essential by governments, parents, employers, and other key funders of education. Despite this, it is becoming clear that there is no direct correlation between increased spending on ICT and improved performance of education systems. Benefit and impact, to the extent that it can be reliably measured at all, is more a function of how ICT is deployed than what technologies are used. Hopefully, as this knowledge becomes more widespread, it will help education systems around the world whatever their current resourcing constraints - to harness ICT over the coming years to improve education delivery and reduce its cost, rather than creating additional expenses, exacerbating operational complexities, and generating new problems. 31 Wikipedia notes that 'Web 2.0...refers to a supposed second generation of Internet-based services - such as social networking sites, wikis, communication tools, and folksonomies - that emphasize online collaboration and sharing among users... In the opening talk of the first Web 2.0 conference, Tim O'Reilly and John Battelle summarized key principles they believed characterized Web 2.0 applications: - The Web as a platform - Data as the driving force - Network effects ereated by an architecture of participation - Innovation in assembly of systems and sites composed by pulling together features from distributed, indenendent develoners (a kind of "onen souree" develonment)