Difference between revisions of "ICTs: Society"
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| + | ''[http://karnatakaeducation.org.in/KOER/index.php/ಐಸಿಟಿ-ಸಮಾಜ ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div> | ||
ICTs play a singularly important role in the creation of a knowledge society. To allow for sustainable, equitable and creative participation by all in such a knowledge society, the education system must develop ICT competencies and skills through the school years. If the students must develop ICT skills, it goes without saying that the teachers must be equipped to facilitate them to acquire these skills. In addition to building skills and knowledge, ICTs have an enormous potential to bring administrative and managerial efficiencies to the school systems. The scope for ICT in Education has three broad strands – in the school and the teaching-learning process, in teacher-education model and in the building of administrative and academic support structures. | ICTs play a singularly important role in the creation of a knowledge society. To allow for sustainable, equitable and creative participation by all in such a knowledge society, the education system must develop ICT competencies and skills through the school years. If the students must develop ICT skills, it goes without saying that the teachers must be equipped to facilitate them to acquire these skills. In addition to building skills and knowledge, ICTs have an enormous potential to bring administrative and managerial efficiencies to the school systems. The scope for ICT in Education has three broad strands – in the school and the teaching-learning process, in teacher-education model and in the building of administrative and academic support structures. | ||
Revision as of 10:20, 5 November 2015
ICTs play a singularly important role in the creation of a knowledge society. To allow for sustainable, equitable and creative participation by all in such a knowledge society, the education system must develop ICT competencies and skills through the school years. If the students must develop ICT skills, it goes without saying that the teachers must be equipped to facilitate them to acquire these skills. In addition to building skills and knowledge, ICTs have an enormous potential to bring administrative and managerial efficiencies to the school systems. The scope for ICT in Education has three broad strands – in the school and the teaching-learning process, in teacher-education model and in the building of administrative and academic support structures.