Balancing ICT Integration in Teacher Education

Integration of ICT into Education Courses
The available literature suggests that separate ICT units with a focus on the development of computing skills do not necessarily lead to their transfer to the classroom (Albion, 2000; Watson, Proctor, Finger and Lang, 2004; and Steketee, 2005). Steketee (2005) in her review of the literature classified the ICT integration into four approaches:
1. ICT skills development approach - inclusion of a core computer education unit to the teacher education programs
2. ICT pedagogy approach – inclusion of pedagogical units to show students how to integrate ICT in the classroom
3. Subject-specific approach – integration of ICT into specific subject areas (curriculum units such as Mathematics, English, Science, and Human
Environment)

4. Practice-driven approach – where students design ICT resources for their practicum experiences

Regardless of the approach adopted in NSW graduate teachers are expected to demonstrate the following sets of ICT skills:
• Basic operational skills
• Information technology skills
• Software evaluation skills
• Effective use of the internet
• Pedagogical skills for classroom management.

Use of computers to meet professional, academic and personal needs
All the respondents in the study have indicated that they had used the computer professionally. The most common uses of the computers by the group were:
- Preparation to teach;
- Lecturing
- Organisation and time management
- Communication and correspondence
- Uploading resources to the net and downloading students’ assignments
- Library searches and
- Writing academic and professional papers.

Most of the educators indicated that they used the computers between 30 and 40 hours
per week.
Meaning of ICT integration
Although the educators have expressed their understanding of “ICT integration” in their own ways, there were common elements in their understanding. Most of them saw integration as using the computer as a tool for teaching and leaning.
ICT integration means using ICT as a tool in teaching wherever it
does the job better than the corresponding traditional tool. (Michael)

Commonly used software
According to the reflections, the lecturers/tutors have used many types of software in their teaching. For example Word, Excel and PowerPoint were commonly used by staff and students. In addition to these common applications some staff members use programs that help students develop their thinking skills such as Inspiration and Webquest. Others have used Dreamweaver and Frontpage. The diversity of the software and programs might have reflected the targets of the Module 1 of the integration programs that appear below:

- Understanding the scope of ICT for learning: processes, application and
equipment
- Introducing ICT as a medium for evidence of professional practice
- Managing personal and shared ICT spaces
- Developing ICT skills for learning
- Developing information skills for effective learning
- Considering a pedagogy for learning with ICT

Impact on student learning
The teacher educators have been in agreement in their views on the positive impact of the integration on student learning and in some cases, where the students have a weekly school visit built in and scheduled with their programs, the integration helped them develop resources to be used in the classroom. The following series of quotations shows the appreciation of these educators to the impact of the integration, regardless of their concerns:
The students appeared to like completing the basic ICT skill acquisition activities in class, especially since most of them achieved success. They all have learned from their experience in this unit. Students have come up with some very creative ICT applications for classroom learning in their KLA, based on the skill acquisition activities. I feel that we have sewn the seeds for students to implement ICT into their classrooms in the future. This is evidenced by their
portfolios. (Michael)
The ICT workshops introduced students to the wide range of software applications that they as teachers need to be familiar with. After each ICT workshop students developed an awareness of the capabilities of each software application and how to apply the skills monstrated in creating a relevant teaching and learning resource for students.

The following list is a summary of the benefits of the integration program that have been put forward by the participating teacher educators:

- Students used on line support to help them solve the problems they faced in completing their learning and assessment tasks.
- Students engaged actively in the discussion boards and in posting their contributions and positions.
- Students developed their reflective skills through their use of journals and portfolio activities.
- Students developed their computing skills particularly in the use of programs such as Word, Excel, PowerPoint, and Film Makers.
- Students developed teaching resources that would help them during their
practice teaching rounds.

Issues and challenges
The participating teacher educators felt challenged by the implementation of the ICT
integration program though they benefited themselves in gaining skills and improving their teaching resources. They also perceived that the integration was a challenge to many of their students in terms of lack of prior computing skills and the increased workload.

The following points are the various challenges and issues that have been put forward in the journals or during the interviews:

1. The teacher educators differed in their ICT skills. Some were highly skilled in ICT and very experienced. While the experiences of some of the learning and development educators were limited to the use of Word or email (professionally or at a personal level). They also differed in their enthusiasm to implement the integration. These differences in expertise, self-efficacy and
enthusiasm have hindered the cooperation within the one team and resulted in some “lack of ownership”.
2. Increased workload and uneven distributions of the responsibility within the unit. It seems that the ICT skilled tutors and some of the learning and development tutors who were enthusiastic to the integration had to shoulder a great deal of responsibility in supporting students and in assessment.
3. Difficulty with assessing students’ assignments by the educators with limited backgrounds in ICT.
4. Technical difficulties that relate to the use of certain platforms such as WebCT
5. Student challenges. These relate to differences of student backgrounds as
indicated earlier and the increased workload.

In conclusion, it describes the ICT integration from the point of view of the educators. It shows that the experiences of these educators are not uniform. They have, on the whole, supported the integration but they differed in their perceptions of its meaning and perhaps its goals as well as their sense of efficacy in using ICT for teaching and learning. The paper indicates that the success of this innovation depended to a great extent on the support and the effort of the educators. However, it shows that their roles will become more effective and more consistent if they receive the appropriate training themselves.

ICT-Pedagogy Integration in Teacher Training

Today, a variety of ICT can facilitate not only delivery of instruction, but also learning process itself. Moreover, ICT can promote international collaboration and networking in education and professional development. There's a range of ICT options – from videoconferencing through multimedia delivery to web sites - which can be used to meet the challenges teachers face today. In fact, there has been increasing evidence that ICT may be able to provide more flexible and effective ways for lifelong professional development for today’s teachers. Because of rapid development in ICT, especially the Internet, traditional initial teacher training as well as in- service continued training institutions worldwide are undergoing a rapid change in the structure and content of their training and delivery methods of their courses. However, combining new technologies with effective pedagogy has become a daunting task for both initial teacher training and in-service training institutions.

Teacher Training Approaches

Research indicates that ICT can change the way teachers teach and that it is especially useful in supporting more student-centered approaches to instruction and in developing the higher order skills and promoting collaborative activities (Haddad, 2003). Recognizing the importance of ICT in teaching and learning, a majority of the
countries in the world have provided ICT teacher training in a variety of forms and degrees. Even though many teachers report that they have not had adequate training to prepare themselves to use technology effectively in teaching and learning, there seem to be several efforts around the world in which countries are effectively using
technology to train teachers, and/or are training teachers to use technology as tools for enhancing teaching and learning.

ICT teacher training can take many forms. Teachers can be trained to learn HOW to use ICT or teachers can be trained VIA ICT. ICT can be used as a core or a complementary means to the teacher training process (Collis & Jung, 2003). It has organizes various ICT teacher training efforts found in different countries into four
categories using the framework of Figure 1.

The Education Podcast Network

The Education Podcast Network is an effort to bring together into one place, the wide range of podcast programming that may be helpful to teachers looking for content to teach with and about, and to explore issues of teaching and learning in the 21st century.
Recently Added
• Last Chance For Justice- The History Of The Supreme Court
• Suzhou,China--A Paradise on the Earth
• Dose of Motivation
• The History Faculty
• Pritzker Podcast
Most of the producers of these programs are educators, who have found an avenue through which they can share their knowledge, insights, and passions for teaching and learning and for the stories that they relish and teach. The directory will grow as more people come forward with their stories and ideas, and we hope that you will start to share your ideas with the larger education community by producing your own program.

A podcast

A podcast is a series of digital media files (either audio or video) that are released episodically and downloaded through web syndication.
The mode of delivery differentiates podcasts from other ways of accessing media files over the Internet, such as simple download or streamed webcasts: a centrally-maintained web feed on the distributor's server lists all files associated with a given series, and special client software applications known as podcatchers (e.g., iTunes, Zune, Juice, and Winamp) are used that can automatically identify and download new files in the series when they are released, by checking the feed for updates. New files are thus downloaded automatically and stored locally on the user's computer or other device ready for offline use, giving simpler access to episodic content. The most common audio file format used is MP3

The global digital divide

The global digital divide is a term used to describe “great disparities in opportunity to access the Internet and the information and educational/business opportunities tied to this access … between developed and developing countries”. Unlike the traditional notion of the "digital divide" between social classes, the "global digital divide" is essentially a geographical division.

The promise and potential of the Internet
The Internet has been hailed as a “great equalizer” (Brynjolfsson and Smith 2000),” allowing the smallest of businesses to access markets and have a presence that allows them to compete against the giants of their industry (Borland, 1998). It is also a revolutionary technological tool that enables efficient transfer of information on a global scale. This global information could be used for international trade, online digital libraries, online education, telemedicine, e-government and many other applications that would solve vital problems in the developing world. Norris states that, “in poorer villages and isolated communities, a well-placed computer, like a communal well or an irrigation pump, may become another development tool, providing essential information about storm warnings and crop prices for farmers, or medical services and legal land records for villagers”.

The fundamental commonality of this class of problems is the realization that the developed nations have in abundance many of the resources that the developing ones could use to solve some of their problems, but geographical, political, philosophical, ideological, and cultural barriers exist that make it difficult or impossible for these solutions to be transferred effectively.

Sources of widespread public information such as broadcast television, telephone services, educational institutions and public libraries are considered a norm in developed countries. In developing countries, however, these modes of communication and information sources are not easily accessible. This limits citizens’ ability to gather information and coordinate with each other to solve their problems. The Internet’s ability to promote the efficient dissemination of information promises huge improvements to internal communications in and among developing countries.

Obstacles to overcoming the global digital divide
Many argue that basic necessities need to be considered before achieving digital inclusion, such as an ample food supply and quality healthcare. Minimizing the global digital divide requires considering and addressing the following types of access:

Physical Access
Involves, “the distribution of ICT devices per capita…and land lines per thousands” (Wilson, III. E.J., 2004, p. 306). Individuals need to obtain access to computers, landlines, and networks in order to access the Internet.

Financial Access
The cost of ICT applications, technician and educator training, software, maintenance and infrastructures require ongoing financial support.

Cognitive Access
In order to use computer technology, a certain level of information literacy is needed. Further challenges include information overload and the ability to find and use reliable information.

Design Access
Computers need to be accessible to individuals with different learning and physical abilities including complying with Section 508 of the Rehabilitation Act.

Institutional Access
In illustrating institutional access, Wilson (2004) states “the numbers of users are greatly affected by whether access is offered only through individual homes or whether it is offered through schools, community centers, religious institutions, cybercafés, or post offices, especially in poor countries where computer access at work or home is highly limited” (p. 303).

Political Access

Information and Communication Technologies for Development (ICT4D) is a general term referring to the application of Information and Communication Technologies (ICTs) within the field of socioeconomic development or international development. ICT4D concerns itself with directly applying information technology approaches to poverty reduction. ICTs can be applied either in the direct sense, wherein their use directly benefits the disadvantaged population, or in an indirect sense, wherein the ICTs assist aid organisations or non-governmental organizations or governments or businesses in order to improve general socio-economic conditions. In many impoverished regions of the world, legislative and political measures are required to facilitate or enable application of ICTs, especially with respect to monopolistic communications structures and censorship laws.

ICT for improving educational management

Green computing or green IT, refers to environmentally sustainable computing of IT. It is "the study and practice of designing, manufacturing, using, and disposing of computers, servers, and associated subsystems—such as monitors, printers, storage devices, and networking and communications systems—efficiently and effectively with minimal or no impact on the environment. Green IT also strives to achieve economic viability and improved system performance and use, while abiding by our social and ethical responsibilities. Thus, green IT includes the dimensions of environmental sustainability, the economics of energy efficiency, and the total cost of ownership, which includes the cost of disposal and recycling. It is the study and practice of using computing resources efficiently."

With increasing recognition that man-made greenhouse gas emissions are a major contributing factor to global warming, enterprises, governments, and society at large now have an important new agenda: tackling environmental issues and adopting environmentally sound practices. Greening our IT products, applications, services, and practices is both an economic and an environmental imperative, as well as our social responsibility. Therefore, a growing number of IT vendors and users are moving toward green IT and thereby assisting in building a green society and economy.

The goals of green computing are similar to green chemistry; reduce the use of hazardous materials, maximize energy efficiency during the product's lifetime, and promote recyclability or biodegradability of defunct products and factory waste.

Genomics Digital Lab

Genomics Digital Lab (GDL) is a browser based series of educational games, simulations, and animations created by Spongelab Interactive. It is designed to teach high school students about biology including photosynthesis, respiration, transcription and translation. Genomics Digital Lab was released in 2009 and is available for purchase at home or school, or as a free 7 day trial.

Additional educational features

• Plant Anatomy Explorer - includes whole plant anatomy, leaf structure, leaf tissue structure, plant cells, and major cell organelles
• Particle Map - a glossary of all the molecules, indexed by their organelle location with a brief description
• Notepad - online notebook where students can record their observations
• Available in English and French
• Compatible with digital whiteboards

Pedagogical approaches or perspectives

It is possible to use various pedagogical approaches for eLearning which include:
Instructional design - the traditional pedagogy of instruction which is curriculum focused, and is developed by a centralized educating group or a single teacher.
social-constructivist - this pedagogy is particularly well afforded by the use of discussion forums, blogs, wiki and on-line collaborative activities. It is a collaborative approach that opens educational content creation to a wider group including the students themselves. The One Laptop Per Child Foundation attempted to use a constructivist approach in its project.
Laurillard's Conversational Model is also particularly relevant to eLearning, and Gilly Salmon's Five-Stage Model is a pedagogical approach to the use of discussion boards.
Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works.[35]
Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc.
Behavioural perspective focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.
Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure

Pedagogical elements

Pedagogical elements are an attempt to define structures or units of educational material. For example, this could be a lesson, an assignment, a multiple choice question, a quiz, a discussion group or a case study. These units should be format independent, so although it may be in any of the following methods, pedagogical structures would not include a textbook, a web page, a video conference or Podcast.

When beginning to create e-Learning content, the pedagogical approaches need to be evaluated. Simple pedagogical approaches make it easy to create content, but lack flexibility, richness and downstream functionality. On the other hand, complex pedagogical approaches can be difficult to set up and slow to develop, though they have the potential to provide more engaging learning experiences for students. Somewhere between these extremes is an ideal pedagogy that allows a particular educator to effectively create educational materials while simultaneously providing the most engaging educational experiences for students.

Communication technologies used in e-learning

Communication technologies are generally categorized as asynchronous or synchronous. Asynchronous activities use technologies such as blogs, wikis, and discussion boards. The idea here is that participants may engage in the exchange of ideas or information without the dependency of other participants involvement at the same time. Electronic mail (Email) is also asynchronous in that mail can be sent or received without having both the participants’ involvement at the same time.

Synchronous activities involve the exchange of ideas and information with one or more participants during the same period of time. A face to face discussion is an example of synchronous communications. Synchronous activities occur with all participants joining in at once, as with an online chat session or a virtual classroom or meeting.

Virtual classrooms and meetings can often use a mix of communication technologies.

In many models, the writing community and the communication channels relate with the E-learning and the M-learning communities. Both the communities provide a general overview of the basic learning models and the activities required for the participants to join the learning sessions across the virtual classroom or even across standard classrooms enabled by technology. Many activities, essential for the learners in these environments, require frequent chat sessions in the form of virtual classrooms and/or blog meetings. Lately context-aware ubiquitous technology has been providing an innovative way for written and oral communications by using a mobile device with sensors and RFID readers and tag

Approaches to E-Learning Services

E-learning services have evolved since computers were first used in education. There is a trend to move toward blended learning services, where computer-based activities are integrated with practical or classroom-based situations.
Computer-based learning
Computer-based learning, sometimes abbreviated to CBL, refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used for teaching purposes. The concept is generally seen as being distinct from the use of computers in ways where learning is at least a peripheral element of the experience (e.g. computer games and web browsing).

Computer-Based Training
Computer-Based Trainings (CBTs) are self-paced learning activities accessible via a computer or handheld device. CBTs typically present content in a linear fashion, much like reading an online book or manual. For this reason they are often used to teach static processes, such as using software or completing mathematical equations. The term Computer-Based Training is often used interchangeably with Web-based training (WBT) with the primary difference being the delivery method. Where CBTs are typically delivered via CD-ROM, WBTs are delivered via the Internet using a web browser. Assessing learning in a CBT usually comes in the form of multiple choice questions, or other assessments that can be easily scored by a computer.

CBTs can be a good alternative to printed learning materials since rich media, including videos or animations, can easily be embedded to enhance the learning. Another advantage to CBTs are that they can be easily distributed to a wide audience at a relatively low cost once the initial development is completed.
However, CBTs pose some learning challenges as well. Typically the creation of effective CBTs requires enormous resources. The software for developing CBTs (such as Flash or Adobe Director) is often more complex than a subject matter expert or teacher is able to use. In addition, the lack of human interaction can limit both the type of content that can be presented as well as the type of assessment that can be performed. Many learning organizations are beginning to use smaller CBT/WBT activities as part of a broader online learning program which may include online discussion or other interactive elements

Computer-supported collaborative learning (CSCL)
"Computer-supported collaborative learning (CSCL) is one of the most promising innovations to improve teaching and learning with the help of modern information and communication technology. Collaborative or group learning refers to instructional methods whereby students are encouraged or required to work together on learning tasks. It is widely agreed to distinguish collaborative learning from the traditional 'direct transfer' model in which the instructor is assumed to be the distributor of knowledge and skills.

Technology-enhanced Learning (TEL)
Technology enhanced learning (TEL) has the goal to provide socio-technical innovations (also improving efficiency and cost effectiveness) for e-learning practices, regarding individuals and organizations, independent of time, place and pace. The field of TEL therefore applies to the support of any learning activity through technology

Goals and benefits of e-learning

E-Learning can provide benefits for the organizations and individuals involved.

1.Improved performance: A 12-year meta-analysis of research by the U.S. Department of Education found that higher education students in online learning generally performed better than those in face-to-face courses.[3]
2.Increased access: Instructors of the highest calibre can share their knowledge across borders, allowing students to attend courses across physical, political, and economic boundaries. Recognized experts have the opportunity of making information available internationally, to anyone interested at minimum costs. For example, the MIT OpenCourseWare program has made substantial portions of that university's curriculum and lectures available for free online.
3.Convenience and flexibility to learners: in many contexts, eLearning is self-paced and the learning sessions are available 24x7. Learners are not bound to a specific day/time to physically attend classes. They can also pause learning sessions at their convenience.The High technology is not necessary for all online courses. Basic internet access, audio, and video capabilities are common requirements. [4]
4.To develop the skills and competencies needed in the 21st century, in particular to ensure that learners have the digital literacy skills required in their discipline, profession or career Bates (2009) states that a major argument for e-learning is that it enables learners to develop essential skills for knowledge-based workers by embedding the use of information and communications technologies within the curriculum.
He also argues that using e-learning in this way has major implications for course design and the assessment of learners.

E-learning

E-learning (or electronic learning or eLearning) encompasses forms of technology-enhanced learning (TEL) or very specific types of TEL such as online or Web-based learning. Nevertheless, the term does not have a universally accepted definition[1] and there are divides in the e-learning industry about whether a technology-enhanced system can be called e-learning if there is no set pedagogy as some argue e-learning is: "pedagogy empowered by digital technology"

The term e-learning is ambiguous to those outside the e-learning industry, and even within its diverse disciplines it has different meanings to different people [1]. For instance in companies, it often refers to the strategies that use the company network to deliver training courses to employees and lately in most Universities, e-learning is used to define a specific mode to attend a course or program of study where the students rarely or never meet face-to-face, nor access on-campus educational facilities, because they study online.

Authoring tool

An authoring tool is a software package which developers use to create and package content deliverable to end users.
Though authoring tools have a range of uses, they are commonly used to create e-learning modules. These modules are generally written to conform to some international standard, such as SCORM (Shareable Content Object Reference Model) or AICC (CBT) (Aviation Industry CBT Committee).CBT
Distribution of content created with authoring tools also varies. Distribution methods include: web, kiosk, interactive CD-ROM, and executable file.
Since the term is somewhat general, many programs can be considered authoring tools, including web editors, Flash, and PowerPoint. However, only a small group of programs specifically include support for e-learning content standards including LectureMAKER, e2train Compose, Atlantic Link Content Point, Macromedia (Adobe) Authorware, Director, Dynamic PowerTrainer, Lectora, ToolBook, Compendle and RWD uPerform, STT Trainer by Kaplan IT.

Authoring systems

The "Intelligent tutoring system" research community uses the term authoring systems to refer to a computer based system that allows a general group (including non-programmers) to create (i.e., author) content for intelligent tutoring systems. While a few intelligent tutoring systems have been successfully created, they are very costly to construct.

A recent book reviews some attempts to build authoring tools.

In Tom Murray, Stephen Blessing, and Sharon Ainsworth, editors, Authoring Tools for Advanced Technology Learning Environ-ment. Kluwer Academic Publishers, Dordrecht, 2003

In the development of educational software, an Authoring System is a program that allows a non-programmer to easily create software with programming features. The programming features are built in but hidden behind buttons and other tools, so the author does not need to know how to program. Generally Authoring Systems provide lots of graphics, interaction, and other tools educational software needs.

Authoring Systems are related to Authoring Languages. An Authoring Language is the programming language that is behind the Authoring System, available for the programmer who is also developing educational software. This programmer can take advantage of the tools built into the Authoring System (easy graphics placement, color, animations, etc.) and then fine tune the product by accessing the language behind it.

While true Authoring Systems, with easy, effective use by a domain area specialist like an English teacher, may be few and far between, many educators can and do use commercial products such as Adobe's Dreamweaver and Flash, and Microsoft's Power Point to create tutorials for their students.

ADL Registry

The ADL Registry was developed by the ADL Initiative and is the central search point for the discovery of DoD training, education, performance, and decision-aiding content that can be redeployed, rearranged, repurposed, and rewritten. In much the same way that a card from the card catalog contains descriptive information about books in a library, the ADL Registry contains all of the registered entries that contain metadata about the content in a repository.

The ADL Registry provides centrally searchable information, in the form of metadata records (not actual content). The metadata describes many different kinds of objects to enable their discovery and reuse regardless of their location or origin. Like SCORM, DoD Instruction (DoDI) 1322.26 Development, Management, and Delivery of Distributed Learning. DoDI 1322.26 requires that all acquired or developed SCORM content packages shall include metadata, be registered in the ADL-R, and be maintained in DoD Components’ repositories that are searchable and accessible.

SCORM

The Sharable Content Object Reference Model, integrates a set of related technical standards, specifications, and guidelines designed to meet SCORM’s high-level requirements—accessible, reusable, interoperable, and durable content and systems. SCORM content can be delivered to learners via any SCORM-compliant Learning Management System (LMS) using the same version of SCORM.

SCORM was developed as a result of extensive collaboration across the public and private sectors. President Clinton issued an Executive Order identifying ADL as the model other Federal Agencies should follow in developing and distributing online learning in the Federal Government. DOD subsequently issued a Directive requiring the military to adopt SCORM. The Office of Personnel Management (OPM) and the Department of Labor (DOL) have also assumed major roles in promoting use of ADL and the SCORM standard. DoD Instruction (DoDI) 1322.26 Development, Management, and Delivery of Distributed Learning. DoDI 1322.26 imposes the following requirements related to SCORM content developed by and for the US Department of Defense:

Embedded training and distributed learning shall be the first option to meet DoD training requirements
DoD components shall share training resources to the maximum extent possible
All acquired or developed systems and content packages shall conform to SCORM (current version)
SCORM is now the de facto standard for e-learning content around the world. It has been adopted not only in the US government, but also in K-12 education, higher education, and corporate training around the world. Hundreds of learning management system vendors have produced SCORM-compliant systems on which SCORM content can be deployed.

Advanced Distributed Learning

Advanced Distributed Learning (ADL) is the product of the ADL Initiative, established in 1997 to standardize and modernize training and education management and delivery. The Department of Defense (DoD) Office of the Under Secretary of Defense for Personnel and Readiness (OUSD P&R) oversees the ADL Initiative. The vision of the ADL Initiative is to provide access to the highest-quality learning and performance aiding that can be tailored to individual needs and delivered cost-effectively, at the right time and in the right place.

The ADL Initiative developed SCORM and the ADL Registry. ADL uses structured and collaborative methods to convene multi-national groups from industry, academia, and government who develop the learning standards, tools, and content.

Software for specific educational purposes

There are highly specific niche markets for educational software, including:

*Language learning software (Kverbos or English in a Flash, for example)
*Typing tutors (Mario Teaches Typing or Mavis Beacon, for example)
*Driving test software
*Software for enabling simulated dissection of human and animal bodies

*Interactive geometry software
*Medical and healthcare educational software
* Spelling tutor software

Software in corporate training and tertiary education

Earlier educational software for the important corporate and tertiary education markets was designed to run on a single desktop computer (or an equivalent user device). The history of such software is usefully summarized in the SCORM 2004 2nd edition Overview (section 1.3), unfortunately, however, without precise dates. In the years immediately following 2000, planners decided to switch to server-based applications with a high degree of standardization. This means that educational software runs primarily on servers which may be hundreds or thousands of miles from the actual user. The user only receives tiny pieces of a learning module or test, fed over the internet one by one. The server software decides on what learning material to distribute, collects results and displays progress to teaching staff. Another way of expressing this change is to say that educational software morphed into an online educational service. US Governmental endorsements and approval systems ensured the rapid switch to the new way of managing and distributing learning material.

Computer games with learning value

These are games which were originally developed for adults or older children and which have potential learning implications. For the most part, these games provide simulations of different kinds of human activities, allowing players to explore a variety of social, historical and economic processes.
For example:
City-building games such as the SimCity series (1989-2003) and Caesar (video game) (1993-2006) invite players to explore the social, practical and economic processes involved in city management;
Empire-building games such as the Civilization (video game) series (1991-2005) and the Europa Universalis series (2000-2007) help players to learn about history and its political, economic and military aspects;
Railroad management games such as Railroad Tycoon (1990-2003) and Rails Across America (2001) illuminate the history, engineering and economics of railroad management.
Do games such as these qualify as edutainment? To do so, they would need to have been created with a clear educational intent. In their publicity material, the developers of these games such as these generally focus more on the 'fun' aspects of the games rather than their educational potential. This might be taken as evidence of an absence of educational intent. On the other hand, large amounts of information of an overtly educational nature may be found within the manuals of many of these games (for example, Europa Universalis, Railroad Tycoon and Rails Across America), suggesting that education was indeed very much in the minds of the developers. Accordingly, these games may be classified as edutainment.

In any event, the games have been enthusiastically received in some educational circles and even passed into academic literature

Edutainment

In a broader sense, the term edutainment describes an intentional merger of computer games and educational software into a single product (and could therefore also comprise more serious titles described above under children’s learning software). In the narrower sense used here, the term describes educational software which is primarily about entertainment, but tends to educate as well and sells itself partly under the educational umbrella. Software of this kind is not structured towards school curricula, does not normally involve educational advisors, and does not focus on core skills such as literacy and numeracy.

Classroom aids

A further category of educational software is software designed for use in school classrooms. Typically such software may be projected onto a large whiteboard at the front of the class and/or run simultaneously on a network of desktop computers in a classroom. This type of software is often called classroom management software. While teachers often choose to use educational software from other categories in their IT suites (e.g. reference works, children’s software), a whole category of educational software has grown up specifically intended to assist classroom teaching. Branding has been less strong in this category than in those categories orientated towards home users. Software titles are often very specialised and produced by a wide variety of manufacturers, including many established educational book publishers.

Courseware

Courseware is a term that combines the words 'course' with 'software'. Its meaning originally was used to describe additional educational material intended as kits for teachers or trainers or as tutorials for students, usually packaged for use with a computer. The term's meaning and usage has expanded and can refer to the entire course and any additional material when used in reference an online or 'computer formatted' classroom. Many companies are using the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed. The courseware itself can be in different formats, some are only available online such as html pages, while others can be downloaded in pdf files or other types of document files. Many forms of e-learning are now being blended with term courseware. Most leading educational companies solicit or include courseware with their training packages. In 1992 a company called SCORE! Educational Centers formed to deliver to individual consumers courseware based on personalization technology that was previously only available to select schools and the Education Program for Gifted Youth.

Children's learning and home learning

An immense number of titles, probably running into the thousands, were developed and released from the mid-1990’s onwards, aimed primarily at the home education of younger children. Later iterations of these titles often began to link educational content to school curricula (such as England’s National Curriculum). The design of educational software programmes for home use has been influenced strongly by computer gaming concepts – in other words, they are designed to be fun as well as educational. However as far as possible a distinction should be drawn between proper learning titles (such as these) and software where the gaming outweighs the educational value (described later).

The following are examples of children’s learning software which have a structured pedagogical approach, usually orientated towards literacy and numeracy skills.

Disney Interactive learning titles based on characters such as Winnie-the- Pooh Aladdin.The Jungle Book and Mickey Mouse
GCompris, contains numerous activities, from computer discovery

to science Knowledge Adventure’s JumpStart and Blaster Learning System series
The Learning Company’s Reader Rabbit, The ClueFinders and Zoombinis series

Major types of educational software

Educational software is computer software, the primary purpose of which is teaching or self-learning.

Major developments in educational software in the early and mid 1990s were made possible by advances in computer hardware. Multimedia graphics and sound were increasingly used in educational programs. CD-ROMs became the preferred method for content delivery. With the spread of the internet in the second half of the 1990s, new methods of educational software delivery appeared. In the history of virtual learning environments, the 1990s were a time of growth for educational software systems, primarily due to the advent of the affordable computer and of the Internet. Today Higher Education institutions use virtual learning environments like Blackboard Inc. to provide greater accessibility to learners.

Network Software

Network Software is a set of primitives that define the protocol between two machines. The network software resolves an ambiguity among different types of network making it possible for all the machines in the network to connect and communicate with one another and share information.
Network software is the information, data or programming used to make it possible for computers to communicate or connect to one another.
Network software is used to efficiently share information among computers. It encloses the information to be sent in a “package” that contains a “header” and a “trailer”. The header and trailer contain information for the receiving computer, such as the address of that computer and how the information package is coded. Information is transferred between computers as either electrical signals in electric wires, as light signals in fiber-optic cables, or as electromagnetic waves through space.

Networking Hardware

Workstation

All of the computers connected to the file server on a network are called workstations. A typical workstation is a standard computer that is configured with a network interface card, networking software, and the appropriate cables. Workstations do not necessarily need floppy disk drives or hard drives because files can be saved on the file server.

Repeater

When a signal travels along a cable, it tends to degenerate or lose strength. A repeater is a device that boosts a networks signal as it passes through. The repeater does this by electrically regenerating the signal it receives and rebroadcasting it. Repeaters can be separate devices or they can be incorporated into a concentrator. They are used when the total length of your network cable exceeds the standards set for the type of cable being used.
A good example of the use of repeaters would be in a local area network using a star topology with unshielded twisted-pair cabling. The length limit for unshielded twisted-pair cable is 100 meters. The most common configuration is for each workstation to be connected by twisted-pair cable to a multi-port active concentrator. The concentrator regenerates all the signals that pass through it allowing for the total length of cable on the network to exceed the 100 meter limit.

Server

A file server stands at the heart of most networks. It is a very fast computer with a large amount of RAM and storage space, along with a fast network interface card. The network operating system software resides on this computer, along with any software applications and data files that need to be shared.
The file server controls the communication of information between the nodes on a network. For example, it may be asked to send a word processor program to one workstation, receive a database file from another workstation, and store an e-mail message during the same time period. This requires a computer that can store a lot of information and share it very quickly.

Bridge

A bridge is a device that allows you to segment a large network into two smaller, more efficient networks. If you are adding to an older wiring scheme and want the new network to be up-to-date, a bridge can connect the two.
A bridge monitors the information traffic on both sides of the network so that it can pass packets of information to the correct location. Most bridges can "listen" to the network and automatically figure out the address of each computer on both sides of the bridge. The bridge can inspect each message and, if necessary, broadcast it on the other side of the network.
The bridge manages the traffic to maintain optimum performance on both sides of the network. You might say that the bridge is like a traffic cop at a busy intersection during rush hour. It keeps information flowing on both sides of the network, but it does not allow unnecessary traffic through. Bridges can be used to connect different types of cabling, or different types of topologies. Bridges must be used between networks with the same protocol, however.

Router

A router is used to translate information from one network to another -- it is similar to a superintelligent bridge. It selects the best path to route a message, based on the destination address and origin. The router can direct traffic to prevent head-on collisions, and it is smart enough to know when to direct traffic along back roads and shortcuts.
While bridges know the addresses of all the computers on each side of the network, routers know the address of the computers plus the address of all the bridges and other routers on the network. One of the most useful things routers can do is to "listen" to the entire network to determine what sections are busiest -- they can then redirect data around those sections until they clear up.

Internet

The Internet is a global collection of computers and computer networks using TCP/IP protocol. It allows for electronic mail and the accessing and retrieval of information from remote sources. Direct Internet access can be made available to a local area network through the use of a dedicated phone line connected to the network through a router.

Concentrator/Hub

A concentrator is a device that provides a central connection point for cables from workstations, servers, and peripherals. In a star topology, twisted-pair wire is run from each workstation to a central concentrator. Hubs are modular devices into which can be plugged a number of multi-port concentrators. Some concentrators are passive, that is they allow the signal to pass from one computer to another without any change. Most concentrators are active, that is they electrically regenerate the signal as it moves from one device to another. Active concentrators are used like repeaters to extend the length of a network.

Hardware Components

Networking hardware includes all computers, peripherals, interface cards and other equipment needed to perform data-processing and communications within the network.
This section provides information on the following components:

* File Servers
* Workstations
* Network Interface Cards
* Concentrators/Hubs
* Repeaters
* Bridges
* Routers

Teacher Training Approaches

Research indicates that ICT can change the way teachers teach and that it is especially useful in supporting more student-centered approaches to instruction and in developing the higher order skills and promoting collaborative activities (Haddad, 2003). Recognizing the importance of ICT in teaching and learning, a majority of the countries in the world have provided ICT teacher training in a variety of forms and degrees. Even though many teachers report that they have not had adequate training to prepare themselves to use technology effectively in teaching and learning, there seem to be several efforts around the world in which countries are effectively using technology to train teachers, and/or are training teachers to use technology as tools for enhancing teaching and learning.
ICT teacher training can take many forms. Teachers can be trained to learn HOW to use ICT or teachers can be trained VIA ICT. ICT can be used as a core or a complementary means to the teacher training process (Collis & Jung, 2003). This paper organizes various ICT teacher training efforts found in different countries into four categories using the framework of Figure 1.
Figure 1. Categories for ICT in teacher training (adapted from Collis & Jung, 2003, p.176)

ICT Teacher Training

Teaching is becoming one of the most challenging professions in our society where knowledge is expanding rapidly and modern technologies are demanding teachers to learn how to use these technologies in their teaching. While new technologies increase teachers’ training needs, they also offer part of the solution. Information and communication technology (ICT) can provide more flexible and effective ways for professional development for teachers, improve pre- and in-service teacher training, and connect teachers to the global teacher community. This paper analyses and organizes a variety of approaches found in ICT uses in teacher training into a four-cell matrix. Based on the analysis of those approaches, it discusses new possibilities and challenges that ICT has brought to teacher training and professional development. It concludes with discussion of emerging research issues with respect to ICT integration into teacher training and networking.

Information Communication Technology

http://C:\Documents and Settings\gowtham\Local Settings\Temporary Internet Files\Content.IE5\WFL180RT\pesentationict[1].zip

Techno-Pedagogy

Talking Toward Techno-Pedagogy is a collaborative, cross-college, cross-constituency effort that uses the advent and proliferation of new information technologies as an occasion to rethink all aspects of educational practice. Talking Toward Techno-Pedagogy takes collaboration on teaching and learning as its main goal. Many approaches to the integration of technology into teaching start and end with the technology. With support and in collaboration with members of the college community differently positioned vis-à-vis teaching and learning, we have developed a workshop that aims to support a rethinking of people's roles and responsibilities regarding the integration of technology into teaching. This workshop is designed for teams, and it starts with pedagogy - the teaching and learning goals of the team members. Through organizing conversations among teachers and learners from different constituencies: professors, librarians, information technologists, students, and other participants in the teaching and learning efforts of a college we aim to:

foster communication across constituencies who are often separated by institutional structures
encourage each team member to reconsider what he or she as well as what other participants in the workshop have to contribute to the teaching and learning goals of a particular course

ensure that teams leave the workshop with a specific curricular project to be implemented in the coming year

help to build foundations for future, long-term collaborative relationships.

Open Learning

Open learning is supposed to allow pupils self-determined, independent and interest-guided learning.An approach to learning that gives students flexibility and choice over what, when, at what pace, where, and how they learn. Open learning often includes aspects of e-learning.It is a flexible approach to a course of study that allows individuals to learn at a time, place, and pace to suit their needs. A typical open learning program might offer the student a variety of delivery methods, including tutorials, workshops, formal lectures, and the Internet, supported by a variety of learning materials such as textbooks, workbooks, and video, audio, and computer-based materials

e-Learning

Electronic learning (or E-Learning or eLearning) is a term for all types of technology-enhanced learning (TEL), where technology is used to support the learning process. Often the medium of instruction is through computer technology, particularly involving digital technologies. E-learning has been defined as "pedagogy empowered by digital technology". In some instances, no face- to- face interaction takes place. E-learning is used interchangeably in a wide variety of contexts. In companies, it refers to the strategies that use the company network to deliver training courses to employees. In the United States, it is defined as a planned teaching/learning experience that uses a wide spectrum of technologies, mainly Internet or computer-based, to reach learners. Lately in most Universities, e-learning is used to define a specific mode to attend a course or programmes of study where the students rarely, if ever, attend face-to-face for on-campus access to educational facilities, because they study online

Defining ICT in Education

Information and communication technologies in education deal with the use of Information and Communication Technologies (ICTs) within educational technology. The purpose of ICT in education is generally to familiarise students with the use and workings of computers, and related social and ethical issues. ICT has also enabled learning through multiple intelligence as ICT has introduced learning through simulation games; this enables active learning through all senses.

Educational Technology

Educationl Technology
Educational technology (also called learning technology) is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources." The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability. Educational Technology includes, but is not limited to, software, hardware, as well as Internet applications and activities