"Convergence
is a process whereby discrete elements come together to unite and produce a
single system.
Convergence took place when digital media, telecommunications and computer
technology came together to produce Information
CommunicationTechnologyies (ICT)” (Seepersad,
2014, p. 3 ). Wild 2006 and Singh and Raja, 2010, identified several types of
convergence that occurred in ICT such as technological convergence, media
convergence, telecommunication technology, service convergence, network
convergence, and corporate convergence.
Technological convergence, according to Wild 2006 (APC Issue Papers), occurs when multiple products merge to form one product, with the advantages of all distinct functionalities. In the classroom, the computer is a provider of voice, text and graphics, the internet can be used for web surfing, social interactions and interactive games therefore facilitating interactive teaching and learning.
Service convergence, according to Singh and Raja, 2010 (Seepersad, 2014, p. 4) is "the use of a single network by a firm to provide several communication services that previously required, separate networks.” With the growth of Internet Protocol (IP) networking, packet switching, WiFi, it has become possible to have a single network to converge multiple services including telephone, cable and internet. In the classroom, routers can be used to provide easy access to a wide range of worksheets, interactive activities and learning centers. Network convergence allows interconnectivity giving access to online learning.
Media Technology refers to the technologies that store information. The merging of distinct media technologies that resulted from digitisation has increased storage capacity. New media technologies such as CD ROM, DVD and the Internet are produced from media convergence. Students can now produce podcasts, videos and upload to social network sites. Interactive story- telling on the internet can be done as a result of media convergence. This technology has given teachers and students a wide range of learning materials and reducing costs as these are usually easily and freely downloaded.
Advancement in telecommunication technologies is another factor that contributed to the development of ICT. Wireless and broadband transmission increase the reach, speed, and capacity of data transmitted. Different devices can use the same networks, making communication easier and costs less expensive.
Convergence has also been facilitated by improvements in computer technology such as, improvements in processing speed, development of scanners, web cams and flash storage. Falling prices of computers have made it possible for a greater number of people to gain access to this technology. Wild 2006 identified the removal of regulatory barriers in telecommunications, media and consumer electronics industries as factors that led to convergence. The demand for cheap, high quality services has caused providers to introduce newer technologies another factor for convergence. Convergence has made it possible for students to have easy access to computers and internet. It has reduced the world to a global village with information easily accessible. Students have a wide range of information readily available, making research and completion of projects easier to manage.
The unavailability or unreliability of ICT infrastructure in developing countries such as Trinidad and Tobago impedes implementation. In rural areas of Trinidad and Tobago, the luxury of computer technology and access to ICT services are poor or even non-existent.
Convergence in ICT has led to a higher standard of education, awareness and collaboration in the lives of all. It has brought about globalization that facilitated improvements in communication, productivity and economic growth.
References
Nikov, A. (n.d.). Telecommunications and networks, the Internet. Retrieved from http://www2.sta.uwi.edu/~anikov/info1500/lectures/06-IITF-lect-telecommunications-and-networks-the-internet%20.pdf
Seepersad, R.,(2014). Unit 1 Development and Characteristics of ICT. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5449/mod_resource/content/3/EDTK 2030_Unit%201_Development%20and%20Characteristics%20of%20ICT%20%281%29 .pdf
Wild, K. (2006, October). The Importance of Convergence in the ICT Policy Environment. Retrieved from http://rights.apc.org/documents/convergence_EN.pd
Technological convergence, according to Wild 2006 (APC Issue Papers), occurs when multiple products merge to form one product, with the advantages of all distinct functionalities. In the classroom, the computer is a provider of voice, text and graphics, the internet can be used for web surfing, social interactions and interactive games therefore facilitating interactive teaching and learning.
Service convergence, according to Singh and Raja, 2010 (Seepersad, 2014, p. 4) is "the use of a single network by a firm to provide several communication services that previously required, separate networks.” With the growth of Internet Protocol (IP) networking, packet switching, WiFi, it has become possible to have a single network to converge multiple services including telephone, cable and internet. In the classroom, routers can be used to provide easy access to a wide range of worksheets, interactive activities and learning centers. Network convergence allows interconnectivity giving access to online learning.
Media Technology refers to the technologies that store information. The merging of distinct media technologies that resulted from digitisation has increased storage capacity. New media technologies such as CD ROM, DVD and the Internet are produced from media convergence. Students can now produce podcasts, videos and upload to social network sites. Interactive story- telling on the internet can be done as a result of media convergence. This technology has given teachers and students a wide range of learning materials and reducing costs as these are usually easily and freely downloaded.
Advancement in telecommunication technologies is another factor that contributed to the development of ICT. Wireless and broadband transmission increase the reach, speed, and capacity of data transmitted. Different devices can use the same networks, making communication easier and costs less expensive.
Convergence has also been facilitated by improvements in computer technology such as, improvements in processing speed, development of scanners, web cams and flash storage. Falling prices of computers have made it possible for a greater number of people to gain access to this technology. Wild 2006 identified the removal of regulatory barriers in telecommunications, media and consumer electronics industries as factors that led to convergence. The demand for cheap, high quality services has caused providers to introduce newer technologies another factor for convergence. Convergence has made it possible for students to have easy access to computers and internet. It has reduced the world to a global village with information easily accessible. Students have a wide range of information readily available, making research and completion of projects easier to manage.
The unavailability or unreliability of ICT infrastructure in developing countries such as Trinidad and Tobago impedes implementation. In rural areas of Trinidad and Tobago, the luxury of computer technology and access to ICT services are poor or even non-existent.
Convergence in ICT has led to a higher standard of education, awareness and collaboration in the lives of all. It has brought about globalization that facilitated improvements in communication, productivity and economic growth.
References
Nikov, A. (n.d.). Telecommunications and networks, the Internet. Retrieved from http://www2.sta.uwi.edu/~anikov/info1500/lectures/06-IITF-lect-telecommunications-and-networks-the-internet%20.pdf
Seepersad, R.,(2014). Unit 1 Development and Characteristics of ICT. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5449/mod_resource/content/3/EDTK 2030_Unit%201_Development%20and%20Characteristics%20of%20ICT%20%281%29 .pdf
Wild, K. (2006, October). The Importance of Convergence in the ICT Policy Environment. Retrieved from http://rights.apc.org/documents/convergence_EN.pd
According to Learning-Theories.com, constructivism states that
"learning is an active, contextualized
process of constructing knowledge rather than acquiring it” (para. 3).
ICT tools that can be used in the classroom to enhance the teaching and learning process include a projector and a computer. These ICT tools support constructivism as they promote active learning in the classroom.
A projector is a device that can receive signals from an external device such as a computer and project that signal onto a screen.A projector can be used in the classroom to present diagrams and images.In this way new experiences can be imported to students and these projected visual aids allow the teacher to engage students in the activities.Many concepts that might have been abstract to students can be brought to them , making it easier for them to participate in discussions therefore creating more confident, active learners.
The computer is another ICT tool that has become common in our classrooms.The computer is used for research of projects, giving students the opportunity to learn on their own, creating self directed and independent learners.Computer software consists of a mix of text, pictures, sounds which caters for a variety of learning styles of students. Students using computers can complete tasks at their own speed.This technology will facilitate cooperation and collaboration among students as they will share strategies and activities that may be helpful to others. Through the use of computers, students will learn to communicate with others, writing skills will develop, hand-eye coordination develops as students use the mouse.
Using ICT tools in the classroom promotes active learning. Students learn while having fun.
References:
Learning-Theories.com. (n.d.).Constructivism. Retrieved from http://www.learning- theories.com/constructivism.html
Southwest Educational Development Laboratories (1999).Connecting students learning & technology. Retrieved from http://www.sedl.org/pubs/tec26/cnc.html
The Journal. (2002, January).Multimedia projectors: A key component in the classroom of the future. Retrieved from http://thejournal.com/Articles/2002/06/01/Multimedia-Projectors-A-Key-Component-in-the-Classroom-of-the-Future.aspx?Page=2
Unit 2 Learning theories that guide ICT-mediated learning. (2014, September). Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5455/mod_resource/content/2/EDTK2030_Unit%202_Learning%20Theories%20that%20guide%20ICT.pdf
ICT tools that can be used in the classroom to enhance the teaching and learning process include a projector and a computer. These ICT tools support constructivism as they promote active learning in the classroom.
A projector is a device that can receive signals from an external device such as a computer and project that signal onto a screen.A projector can be used in the classroom to present diagrams and images.In this way new experiences can be imported to students and these projected visual aids allow the teacher to engage students in the activities.Many concepts that might have been abstract to students can be brought to them , making it easier for them to participate in discussions therefore creating more confident, active learners.
The computer is another ICT tool that has become common in our classrooms.The computer is used for research of projects, giving students the opportunity to learn on their own, creating self directed and independent learners.Computer software consists of a mix of text, pictures, sounds which caters for a variety of learning styles of students. Students using computers can complete tasks at their own speed.This technology will facilitate cooperation and collaboration among students as they will share strategies and activities that may be helpful to others. Through the use of computers, students will learn to communicate with others, writing skills will develop, hand-eye coordination develops as students use the mouse.
Using ICT tools in the classroom promotes active learning. Students learn while having fun.
References:
Learning-Theories.com. (n.d.).Constructivism. Retrieved from http://www.learning- theories.com/constructivism.html
Southwest Educational Development Laboratories (1999).Connecting students learning & technology. Retrieved from http://www.sedl.org/pubs/tec26/cnc.html
The Journal. (2002, January).Multimedia projectors: A key component in the classroom of the future. Retrieved from http://thejournal.com/Articles/2002/06/01/Multimedia-Projectors-A-Key-Component-in-the-Classroom-of-the-Future.aspx?Page=2
Unit 2 Learning theories that guide ICT-mediated learning. (2014, September). Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5455/mod_resource/content/2/EDTK2030_Unit%202_Learning%20Theories%20that%20guide%20ICT.pdf
Authenticity of Information
In the educational realm authenticity is important as ideas that you find on a site can be related to a particular author or organization so that there will be a degree of accountability for the ideas and content expressed on the page. Inaccurate content can discredit the site and sponsor or host of the web page and can also be useless to a student. When one is doing a research it is important to know the author's qualification to know if the article consists of intelligent, credible information. Citation and referencing can assist the researcher to confirm if factual information is accurate. In education, wrong information is misleading and can cause students to learn wrong content which can have negative consequences for students.
As educators, we have to ensure that our students are finding suitable, reliable information from internet sites. Providing students with suggestions of links to webpages that are credible for their research is an excellent means for ensuring that students are finding accurate information. When students are involved in research, educators should insist on proper citation and referencing to ensure that the material is reliable.
Reference
Seepersad, R. (2014). Lecture on Unit3 use of the internet and the world wide web in education. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5461/mod_resource/content/2/EDTK2030_Unit%203_Use%20of%20the%20Internet%20and%20the%20WWW.pdf
In the educational realm authenticity is important as ideas that you find on a site can be related to a particular author or organization so that there will be a degree of accountability for the ideas and content expressed on the page. Inaccurate content can discredit the site and sponsor or host of the web page and can also be useless to a student. When one is doing a research it is important to know the author's qualification to know if the article consists of intelligent, credible information. Citation and referencing can assist the researcher to confirm if factual information is accurate. In education, wrong information is misleading and can cause students to learn wrong content which can have negative consequences for students.
As educators, we have to ensure that our students are finding suitable, reliable information from internet sites. Providing students with suggestions of links to webpages that are credible for their research is an excellent means for ensuring that students are finding accurate information. When students are involved in research, educators should insist on proper citation and referencing to ensure that the material is reliable.
Reference
Seepersad, R. (2014). Lecture on Unit3 use of the internet and the world wide web in education. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5461/mod_resource/content/2/EDTK2030_Unit%203_Use%20of%20the%20Internet%20and%20the%20WWW.pdf
Readily accessible ICT tools include:
computers, smartphones digital cameras, DVD, Projectors, tablets, video cameras
ICT tools help to make learning more fun for students. These tools promote active learning and develop critical thinking skills in students.
computers, smartphones digital cameras, DVD, Projectors, tablets, video cameras
ICT tools help to make learning more fun for students. These tools promote active learning and develop critical thinking skills in students.
To make a classroom inclusive, the correct assistive tools
in technology can be used. These tools may include:
- enlarged pens, jumbo crayons
- voice command software
- touch screen computers
- touch pads, using laptops instead of mouse and keyboard
- braille versions for games
- computer outputs that place emphasis on sounds
- Kindle which is easy to adjust the font for easier reading
- use of talking books, audio books
- television and video can incorporate captioning
- use of texts
- word predictive software
Reference
Seepersad, R. (2014). Lecture on Unit 6 assistive technologies in education. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5479/mod_resource/content/2/EDTK2030_Unit%206_Assistive%20Technologies%20in%20Education.pdf
- enlarged pens, jumbo crayons
- voice command software
- touch screen computers
- touch pads, using laptops instead of mouse and keyboard
- braille versions for games
- computer outputs that place emphasis on sounds
- Kindle which is easy to adjust the font for easier reading
- use of talking books, audio books
- television and video can incorporate captioning
- use of texts
- word predictive software
Reference
Seepersad, R. (2014). Lecture on Unit 6 assistive technologies in education. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5479/mod_resource/content/2/EDTK2030_Unit%206_Assistive%20Technologies%20in%20Education.pdf
According to Bruner, "Discovery learning is an inquiry-based, constructive learning theory that takes place in problem solving situations where the learner draws on his/her past experiences and existing knowledge to discover facts and relationships and new truths to be learned”(Learning-Theories.com). ICT mediated instruction supports this theory as students are allowed to be creative, innovative and to be actively involved in their learning.
The chosen lesson plan was in the area of Science.Students are expected to learn about insects. The assessment used was for students to create a poster based on the topic "Insect”.
Link for lesson:http://teachers.net/lessons/posts/4565.html
The lesson starts with a story about a hungry caterpillar, students are asked to make predictions and write these predictions on a post it note. As the story develops, students are involved in questions and answers and discussions. At the end of the story students are asked to reflect on their predictions and revise if necessary. Students then recall facts about the caterpillar which the teacher writes on the board. Students are now given a project to research, on the computer, an insect of their choice and make a poster with the factual information gathered from their research. The teacher employs activities such as making predictions, questioning, discussions, reflection, recalling facts and research in this lesson. These activities encourage a student centered approach to learning. The teacher uses an assessment where students create a poster based on the facts gathered about the insect. This assessment fosters flexibility, independence, creativity and innovation in students.
One area or concept where your learners have the opportunity to problem solve, construct new models of thinking, and discover new connections.
Students were asked to choose an insect, here they use their knowledge of what an insect is to make a suitable choice. They are actively involved in their learning as they were asked to research the insect of their choice. They are required to gather the relevant information on insects, according to the topics outlined by the teacher, this will give them an opportunity to use problem solving skills. In doing their research, students will learn about other insects apart from the one done in class. They may also learn new facts about insects that are seen in their real life situations. (University of the West Indies, Open Campus, 2014, p. 42) Here students will be able to form links of what they have learnt about the particular insect to what they observe in real life instances. The assessment method used by the teacher provides students an opportunity to be creative, innovative and empowered as they feel a sense ofaccomplishment and ownership of their learning experiences and discoveries.
References
Learning-Theories.com. (2014).Discovery learning (bruner). Retrieved from http://www.learning-theories.com/discovery-learning-bruner.html
Teachers.net. (2014).#4565.Insects. Retrieved from http://teachers.net/lessons/posts/4565.html
University of the West Indies, Open Campus. (2014).Unit 2 - learning theories that guide ict-mediated learning. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5455/mod_resource/content/2/EDTK2030_Unit 2_Learning Theories that guide ICT.pdf
The chosen lesson plan was in the area of Science.Students are expected to learn about insects. The assessment used was for students to create a poster based on the topic "Insect”.
Link for lesson:http://teachers.net/lessons/posts/4565.html
The lesson starts with a story about a hungry caterpillar, students are asked to make predictions and write these predictions on a post it note. As the story develops, students are involved in questions and answers and discussions. At the end of the story students are asked to reflect on their predictions and revise if necessary. Students then recall facts about the caterpillar which the teacher writes on the board. Students are now given a project to research, on the computer, an insect of their choice and make a poster with the factual information gathered from their research. The teacher employs activities such as making predictions, questioning, discussions, reflection, recalling facts and research in this lesson. These activities encourage a student centered approach to learning. The teacher uses an assessment where students create a poster based on the facts gathered about the insect. This assessment fosters flexibility, independence, creativity and innovation in students.
One area or concept where your learners have the opportunity to problem solve, construct new models of thinking, and discover new connections.
Students were asked to choose an insect, here they use their knowledge of what an insect is to make a suitable choice. They are actively involved in their learning as they were asked to research the insect of their choice. They are required to gather the relevant information on insects, according to the topics outlined by the teacher, this will give them an opportunity to use problem solving skills. In doing their research, students will learn about other insects apart from the one done in class. They may also learn new facts about insects that are seen in their real life situations. (University of the West Indies, Open Campus, 2014, p. 42) Here students will be able to form links of what they have learnt about the particular insect to what they observe in real life instances. The assessment method used by the teacher provides students an opportunity to be creative, innovative and empowered as they feel a sense ofaccomplishment and ownership of their learning experiences and discoveries.
References
Learning-Theories.com. (2014).Discovery learning (bruner). Retrieved from http://www.learning-theories.com/discovery-learning-bruner.html
Teachers.net. (2014).#4565.Insects. Retrieved from http://teachers.net/lessons/posts/4565.html
University of the West Indies, Open Campus. (2014).Unit 2 - learning theories that guide ict-mediated learning. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5455/mod_resource/content/2/EDTK2030_Unit 2_Learning Theories that guide ICT.pdf
There have been
numerous plans to have ICT-based education in the Caribbean, but our region is
lacking in many regards.It is the role of everyone in the education sector to
ensure that implementation is successful.
Most of the teachers at my school were privileged to be given the opportunity to participate in ICT workshops.These workshops covered the basic enabling teachers with skills to use the computer.The focus was not on using these tools to facilitate teaching and learning.As a senior teacher, I can have staff development with my staff, thereby providing teachers with adequate skills in using various ICT tools to support teaching and learning.Classes need to be timetabled to use the computer lab providing opportunities, especially for students who may have no computers at home.
To ensure that learners develop 21st century skills, appropriate software and hardware materials should be provided. These materials should include reinforcement games and activities.Students need to be given the opportunity to use computers to develop these skills. The introduction of a Computer Club can help to increase the time that students spend on computers. According to research, the major barriers of implementation of ICTinclude crowded classrooms, lack of computers and other presentation equipment in classrooms and lack of computer labs for use in free time (Goktas, Yildirim, & Yildirim, 2009).
References
Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs. Educational Technology & Society, 12 (1), 193-204.Retrieved from http://www.ifets.info/journals/12_1/15.pdf
Seepersad, R. (2014). Lecture on Unit 7- regional initiatives for ICT in education. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5485/mod_resource/content/2/EDTK%202030%20Unit7-1.pdf
Most of the teachers at my school were privileged to be given the opportunity to participate in ICT workshops.These workshops covered the basic enabling teachers with skills to use the computer.The focus was not on using these tools to facilitate teaching and learning.As a senior teacher, I can have staff development with my staff, thereby providing teachers with adequate skills in using various ICT tools to support teaching and learning.Classes need to be timetabled to use the computer lab providing opportunities, especially for students who may have no computers at home.
To ensure that learners develop 21st century skills, appropriate software and hardware materials should be provided. These materials should include reinforcement games and activities.Students need to be given the opportunity to use computers to develop these skills. The introduction of a Computer Club can help to increase the time that students spend on computers. According to research, the major barriers of implementation of ICTinclude crowded classrooms, lack of computers and other presentation equipment in classrooms and lack of computer labs for use in free time (Goktas, Yildirim, & Yildirim, 2009).
References
Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs. Educational Technology & Society, 12 (1), 193-204.Retrieved from http://www.ifets.info/journals/12_1/15.pdf
Seepersad, R. (2014). Lecture on Unit 7- regional initiatives for ICT in education. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5485/mod_resource/content/2/EDTK%202030%20Unit7-1.pdf
An ICT/education related policy in my country is the smarTT National ICT Plan 2014 – 2018. According to this policy, approximately sixteen thousand laptops are distributed annually to students entering secondary school through the e-Connect and Learn Program. The smarTT National ICT plan (2013) states “interest in ICT must be cultivated from an early age and sustained on an on-going basis” (p. 28). The plan also established that this can be achieved by “setting up computer clubs at various levels of education to raise media and technical” (smarTT National ICT Plan 2013, p. 28).
Classrooms and teachers are not provided with laptops to work along with the students. These laptops were distributed to students and are to be kept by the students. Teachers have limited access to these laptops and will usually ask students to bring to school to do lessons. Some students who received laptops have no internet connection, therefore research work is difficult to complete.
Since all students have laptops at their disposal, a class intranet can be establish which could be used for assignments, research papers, quizzes and reinforcement exercises.
There are no support systems in place for students who have technical difficulties with their laptops. Students are not at liberty to repair these laptops and there is no repair assistance available. Many of these laptops issued to students are non functional.
Reference
Government of Trinidad and Tobago. (2013). smartt national ict plan 2014- 2018. Retrieved from http://www.scitech.gov.tt/downloads/smarTT Draft 2014-05-07.pdf
Classrooms and teachers are not provided with laptops to work along with the students. These laptops were distributed to students and are to be kept by the students. Teachers have limited access to these laptops and will usually ask students to bring to school to do lessons. Some students who received laptops have no internet connection, therefore research work is difficult to complete.
Since all students have laptops at their disposal, a class intranet can be establish which could be used for assignments, research papers, quizzes and reinforcement exercises.
There are no support systems in place for students who have technical difficulties with their laptops. Students are not at liberty to repair these laptops and there is no repair assistance available. Many of these laptops issued to students are non functional.
Reference
Government of Trinidad and Tobago. (2013). smartt national ict plan 2014- 2018. Retrieved from http://www.scitech.gov.tt/downloads/smarTT Draft 2014-05-07.pdf