ICT tools please give me brief notes
Answers
Explanation:
The Internet is not widely available in most LDCs; radio and TV are
Broadcast technologies such as radio and television have a much greater penetration than the Internet throughout much of the developing world, and the substantial gap is not expected to be closed soon.
Radio and TV can have high start-up costs, and reinforce existing pedagogical styles
Educational initiatives that utilize radio and television typically have quite high initial start-up/capital costs, but once they are up and running, on-going maintenance and upgrade costs are much lower (making initiatives utilizing radio and TV for distance learning in the education sector particularly appealing for donor support in many cases). One-to-many broadcast technologies like radio and television (as well as satellite distribution of electronic content) are seen as less ‘revolutionary’ ICTs in education, as their usage is seen as reinforcing of traditional instructor-centric learning models, unlike computers, which many see as important tools in fostering more learner-centric instructional models.
Radio instruction has been used widely and is reasonably well studied
Radio instruction in formal education has been well studied, especially the links between the use of radio in combination with school-based educational resources and a variety of pedagogical practices.
TV has been used with success in a few places
Television has been utilized successfully as a mechanism for reaching out-of-school youth in a number of countries, especially in Latin America and China, and the results of such projects have been widely disseminated.
In some cases, where markets have been liberalized, ICTs are used to distribute educational content regionally within a country
Market liberalization has in many countries allowed for the development of locally- (as opposed to centrally-) controlled distribution channels that utilize ICTs (like radio and the Internet, and to a lesser extent television) to create and broadcast educational content more targeted to the needs of specific communities, and as a result have a greater flexibility to employ local languages.
CAI is not highly regarded by experts and in OECD countries, but still, receives much interest in LDCs
The usefulness of computer-aided instruction (CAI), in which computers are seen as simple replacements for teachers, has been largely discredited, although there appears to still be great interest in CAI in many LDCs where computers are being introduced.