Aim And Objectives Of Ict In Education

An aim in a lesson plan is generally thought to encompass the lesson as a whole. The aim broadly focuses on what you plan to do and achieve with your students in a lesson. Experienced, published teacher James Atherton writes, 'Aims are broad statements of what learning you hope to generate. The Aim is the point of the whole thing.' To determine an aim for your lesson, focus on what part of the curriculum you are teaching and how you are going to achieve your goals for the students.

Over the last two decades, the rapid growth of ICT has become one of the most important topics discussed by the scholars in education. This is due to the capability of ICT in providing a dynamic and proactive teaching and learning environment. To share experience and information on common matters and to increase students’ access to higher education finance within and outside Africa. To solicit funds for common development projects. To create a platform for capacity building of its member.

Writing an Aim. Write your aim, or end goal of your lesson, at the top of the lesson plan. Avoid vague and difficult-to-assess words such as 'understand' or 'appreciate.'

Use SMART words like 'design,' 'formulate,' 'practice' and 'analyze.' Describe your aim using active verbs to help track student progress. For example, if you want to teach your students how to do a dance from the movie 'High School Musical,' write your aim as: 'To engage the students in practicing the moves and performing a dance from 'High School Musical' as a class.' Objectives are the smaller steps that will help you achieve your main aim. Break down your aim into small steps that will lead you and your students to the end goal.

Write these objectives, or 'learning outcomes,' underneath your aim. For example, your first objective in the lesson centered on performing a dance can read, '1. To watch a dance scene from 'High School Musical.' ' Include three or four outcomes per one hour of instruction, but adjust the number of outcomes according to your lesson. Remember to make your outcomes SMART.

Hard Targets. In a two-hour lesson with eight objectives, your first six objectives should be 'hard' targets in that they directly relate to the task at hand. Hard targets assess cognitive skills and specific achievements that are part of the curriculum required by the learning institution.

For example, continuing with your objectives on performing a dance, write: '2. Engage the whole class in a warm-up activity'; '3. Practice three sequential moves with a partner;' and '4. Complete three individual moves together as a class.' Complete the fifth and sixth objectives with similar hard targets. Soft Targets.

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Aim And Objectives Of Ict In Education System

This article needs additional citations for. Unsourced material may be challenged and removed.Find sources: – ( March 2016) The Compact Oxford English Dictionary and others interchangeably define the noun 'objective' as, Objective: noun 1 a goal or aim. Although the forms of the three words aim, objective and are often used, professionals in organised define the words aim and objective more narrowly and consider them to be distinct from each other.Aims are concerned with purpose whereas objectives are concerned with achievement.Usually an educational objective relates to gaining an ability, a skill, some knowledge, a new attitude etc. Rather than having merely completed a given task. Since the achievement of objectives usually takes place during the course and the aims look forward into the student's career and life beyond the course one can expect the aims of a course to be relatively more long term than the objectives of that same course.

Sometimes an aim sets a goal for the teacher to achieve in relation to the learners, sometimes course aims explicitly list long-term goals for the learner and at other times there is a joint goal for the teacher and learner to achieve together. While the aim may be phrased as a goal for the teacher within the scope of the course it can also imply goals for the learner beyond the duration of the course. In a statement of an aim the form of the verb with the course, programme or module is often used as an impersonal way of referring to the teaching staff and their goals. Similarly the learner is often referred to in the singular even when he or she is the intended reader. Contents.Course objectives An objective is a (relatively) shorter term goal which successful learners will achieve within the scope of the course itself.

Role Of Ict In Education Pdf

Objectives of ICT Use in Education. The leverage of ICT in education can be broadly separated in three areas: administrative, technical and other supportive functions for education; automation, assistance and support of learning and teaching and completely new teaching and learning methods, techniques and tools.

Objectives are often worded in course documentation in a way that explains to learners what they should try to achieve as they learn. Some educational organisations design objectives which carefully match the borrowed from the business world.Learning outcomes Since both aim and objective are in common language synonymous with goal they are both suggestive of a form of education. For this reason some educational organisations use the term learning outcome since this term is inclusive of education in which learners strive to achieve goals but extends further to include other forms of education.

• Curriculum development should have two major outcomes. Students should acquire the same knowledge from the same courses, regardless of teacher and students should finish a course ready to move on to the next course, year, or life stage. These goals and objectives aim to standardize learning objectives for all students.
• The Aims and Objectives of Missionary Education in the Colonial Era in India 121 monograph on South Asia published in the US in 1969–70.) presented this Orientalist in the front line of the change. Kopf basically presented the idea that Indian thinkers were caught between their loyalty to their own cultural heritage.

For example, in children are not made aware of specific goals but planned, beneficial outcomes result from the activity nevertheless.Therefore, the term learning outcome is replacing objective in some educational organisations. In some organisations the term learning outcome is used in the part of a course description where aims are normally found.

One can equate aims to intended learning outcomes and objectives to measured learning outcomes. A third category of learning outcome is the unintended learning outcome which would include beneficial outcomes that were neither planned nor sought but are simply observed.See also., a classification of learning objectives.References.

Guided by the NationalPolicy on ICT in School Education (see §3.1), the curriculum forstudents is designed to promote creativity, problem solving, andintroduce students to the world of information and communicationtechnologies with the specific purpose of widening their horizons andbetter informing them of choices in their career pursuits. Inparticular, the curriculum focuses on training the student to workingwith a variety of resources; learning to critically appraiseinformation and resources; and making safe, productive, ethical andlegal use of these resources a habit.Students are alsointroduced to ICT outside the classroom context. Their curiosity anddesire to learn will prompt them to more intensely participate in ICTactivities. While introduction to social networks and blogging wouldbecome inevitable, making them aware of cyber bullying or other meansof violating their rights should become an essential part of thetraining. While experimenting with hard and software the range oflearning is very high. Channelising these tendencies and co-optingthem into the teaching-learning process can help teachers create ablesupport to the ICT system in the school.The impact of ICT on theoverall development of the personality can be extremely significant.In particular its effect on the improvement of communication skillsis treated as a central goal of the ICT curriculum.

Language barriersand isolation can deny students access to the wide range ofdigital information andresources. Physically challenged particularly the visually impairedand auditory impaired needs additional support. Heightened awarenesson the part of the system will help address these students’problems of access.Based on theavailability of ICT infrastructure and the provisioning of an ICTclass in the timetable, different schools or Boards of SchoolEducation can exercise the choice to begin the ICT programme with anyappropriate class, but ensure that every student completes theadvanced stage outlined in the National Policy on ICT in SchoolEducation before completing schooling.This curriculum isrecommended for use with students of classes 6-12. It should not beused at the primary stage (classes 1 to 5).

A structured ICTprogramme at the primary stage is not desirable and can becounterproductive. The ICT curriculum for students is also conceivedas an important vehicle for the realisation of the goals of theNational Curriculum Framework. It attempts tointroduce students to adynamic, immensely popular field, exposing them to a wide range ofinformation and resources, motivating them to explore and participatein. It can not only support learning, but also introduce them todiverse activities which challenge their intellect and imagination.To this end, thecurriculum is organised into four strands:1. Connecting with theworld2. Connecting with eachother3.

Creating with ICT4. Interacting with ICTThe scope of thesestrands remains the same as that for teachers. In terms of activitieshowever, the syllabus articulates content differently, taking intoconsideration the age profile of students, their unique needs and theobjective of preparing them for their future.The ICT curriculumbroadly attempts to equip students with an ability to negotiate arange of devices, tools, application, information and resources. Thecourse is offered in chunks of three periods in a week, which includeone teacher led session and two hands on sessions. The teacher ledsession aims to demonstrate techniques and processes and prevent acontext to the learning.