PEDAGOGY – INTEGRATING ICT, CULTURAL INTEGRATION

PEDAGOGY – INTEGRATING ICT, CULTURAL INTEGRATION

INTRODUCTION

 Information and Communication Technologies are combined with forums, services, tools, technologies, information, knowledge, etc. which can be used for achieving goals of teaching learning pedagogy , also enhancing performance. ICT has contributing to whole universe. To access to education, impartiality in education, quality in Education, efficient education, also governance and administration. 

The entire education system has transformed into an innovative learning system. However, keeping in mind the practical aspects of teaching through ICT, especially in schools of rural and remote areas, it is assumed that the desired goals would be achieved once the computer technology, local area networks and the information management system are develop. As a result, there are clear and detailed planning, design and well-built technical support system, yet the desired outcomes have not been achieved.

Cultural integration in education refers to education and instruction designed for the cultures of several different race in an educational system. This approach to teaching and learning is based upon consensus building, respect, and fostering cultural pluralism within racial societies.

INTERGRATING ICT WITH PEDAGOGY

The major reasons behind the failure are not integrating the purpose, functions and procedure of functional system adequately. That is why ICT fails to function in assisting; spreading information and knowledge, hence, the applications and effects of ICT are not obtained. In paper there are so many techniques and so many tools are defined to use ICT very effective way. There are countries which incited one step towards to ICT learning. They are allowed you to do online course for the learner and experience about ICT in different sectors. PRAGATIis  a very elegant example of use of ICT technology. PRAGATI is a unique integrating and interactive platform. The platform is aimed at addressing common man’s grievances, and simultaneously monitoring and reviewing important programmes and projects Of the Government of India as well as projects flagged by State Governments

OBJECTIVES

•  The main aim to use ICT technology is to serve better education to whole world, providing high quality education with world class facilities to the youth of India and the earth, so that they can compete with the students all over the world.
  
•  − To enhance the efficiency of teachers developing expression power and improve the learning experience
  
• . − To implement the lifelong learning. 
  
• − The proper understanding and application of the concepts. 

• − Elaboration reasoning and critical thinking abilities, also develop proper study habits. − To increase judgment and decision making ability.
  
•  − To encourage for risk taking, scientific temper, etc.
  
•  − To keep up with rapid changes
  
• . − To encourage equal opportunities to achieve better education.
  
•  − To automatically and dynamically adjust the learning delivery.
  
•  − Enable the learners to perform a complete self-assessment that will help them identify their strengths and weaknesses.
  
•  − To understand learners’ grasping power, help with changing the complexity, efficiency, idea, speed, and other characteristics of the course to suit the learner.
  

MAJOR CHALLENGES OF ICT

• There are multiple issues and challenges confronting the implementation of ICT education in schools and educational institutions and the problems are much more magnified in case of schools located rural and remote area when the access to electricity and internet are next to impossible. The biggest challenge is the need for constant renewal in terms of content. The policy makers, educators, administrators and students in higher education are facing certain challenges like, Environmental challenges, Educational challenges and Cultural challenges.
  
• Environmental challenges :There is restriction on infrastructure area for the complete ICTs integration in education. So it becomes very significant for policy makers and planners before any development of ICT in education. Few things which we have to keep in mind when we implement ICT in education like proper classrooms and buildings need to be available for the latest technology as well as availability of telephony and electricity
  
• Educational challenges: It is one of the biggest challenges to develop ICT in education because of balancing educational goals with financial realities. In education, ICTs need huge amount of investments. Additional effort and time required to train teaching manpower, motivate educators and integrate ICT as a tool into their curriculum. In short, development of ICT in education requires to establishment facilities with appropriate infrastructure and adaptation of the latest technologies
  
• Cultural challenges: English is the foremost language of the internet. Miscellanies of culture in different area of the world are also challenges to introducing ICT in education. Almost 80% of online content, educational software are in English. English is not the first language in most of the countries. So it denotes a serious obstacle to integrating ICTs use in education system. For example, in India and Pakistan, almost all the websites are in English. Thus, some people may not access the information due to lack of in English efficiency.
  

SIGNIFICANCE OF ICT :

• Information and Communication Technology (ICT) can allow educators and learners to make important contributions in learning and achieving specific goals. There, needs to define some approaches to use ICT in the formal education sector to be revised and examined. Documentation, research techniques should be applied. Relationships between ICT, curriculum development, pedagogy and practice in classroom setting are considered. The term 'ICT', in curriculum is discussed. A framework for the investigation of contemporary understandings of ICT in pedagogical practice is presented. Three dimensions of ICT curriculum: I) proposed; 2) implemented and 3) achieved are employed in this framework. The structural approaches that can be applied for the examination of ICT in each of these three dimensions are discussed. This study will provide a ;
•  E-learning and access to  e-libraries. 
• − Access to varieties of learning resources. 
  
• − Access to online courses of any university. 
  
• − Propinquity to information 
  
• − Collaborative learning. 
  
• − Educational data storage. 
  
• − Learning at any time and any place. 
  
• − Distance learning. 
  
• − Reduces time on many routine tasks. 
  
• − Access to the sources and resources of information. 
  
• − Touch with any legend researcher. 
  
• − Multimedia approach to education. 
  
• − Teaching of different subjects made interesting. 
  
• − Access e-mail, chat, forum and blogs multiple communication channels. 
  
• − Easy, understandable and interesting learning. 

ICT IN 21ST CENTURY’S

For improving student learning outcome, we need to improve educational quality. Thus, students can be able to procure the skill which is needed for 21st century learning. Communication and Collaboration, digital literacy, citizenship, critical thinking and problem solving, creativity and being productive users of technology are important for 21st century skills. There are three skills of life and career in 21st Century. 1] Leadership & responsibility 2] Productivity & accountability and 3] Social & cross-cultural skills[1]. In learning environment, 21st century support to the professional learning. So the educators can easily collaborate and share their best practices. It enables students to learn with relevant contexts. It allows teachers for accessing quality teaching and learning tools, technologies and resources. It supports to expand face-to-face and online learning for cross cultures. In 21st century, mainly six key components are defines for learning

1] Emphasize core subjects

 2] Emphasize learning skills

 3] ICT tools to develop teaching and learning skills 

4] Teach and learn in a 21st century context 

5] Teaching and learning 21st century content and

 6] Use of 21st century assessments that measure 21st century skills.

CULTURAL INTEGRATION

All of us are concerned about diminishing moral values and the growing intolerance among communities, castes and groups that make up our great

nation . What is depressing is the sad reality that spread of education in the Country has made no serious difference in this regard. In fact, there are at

least some of us who suspect that the perfunctory education provided through our schools may have, to some extent, contributed to this distressing situation. Our school education relies almost exclusively on predetermined sets of

‘competencies’ to be acquired through rote memorization, thereby denying our children opportunities to exercise their innate thinking capabilities and their individual creativity. Our classroom pedagogy deprives children opportunities

to learn in a collaborative, reflective manner that would have at least helped them acquire basic social skills. Our outdated system of examination has contributed to a mad rush for ‘ranks’, ‘seats’ and ‘jobs’…making us wonder

whether we have, at some point in time, lost sight of the real.

 objectives of education.

• We are bothered about the declining awareness among our children about
  
• their own cultural backgrounds. Another cause for concern is the fact that
  
• education is looked upon by marginalized sections of the society to get
  
• ‘cultured’ in order to ‘get out of the rut’. Literacy, while opening up the entire
  
• world to these sections may also alienate them from their basic cultural
  
• strengths. We need to ensure that children from these sections recognize the
  
• strengths of their own ethos…and build up on those.
  
• It was in this context that the reconstituted CABE’s Committee of ‘Integration of Culture Education in the School Curriculum’ was given the rather broad
• mandate: to look into the ‘what’, the ‘why’ and the ‘how’ of inculcating cultural values through the School Curriculum.
• The Terms of Reference for the Committee are challenging:
  

a) To suggest ways of enhancing the quality of cultural awareness

among school going children.

b) To suggest ways of introducing both in curricular and extra curricularbways, the learning of our traditional, folk, classical and contemporary art forms

c) To suggest ways of helping the students to appreciate the world of

arts, music and literature

d) To suggest ways of introducing a capsule on the appreciation of arts

in the curriculum of teacher education

e) To suggest ways of introducing art appreciation as an elective

subject in the universities

d) To help understand the status of art and music schools and colleges

in the country.

Processes adopted

a) The sub-committee first met in Delhi and discussed the issue of

teaching /learning process of culture in schools on 2nd November 2004.

b) Some educationists, writers and theatre activists met in Mysore, RIE

and discussed the problems of cultural education broadly. The meeting

was held on March 10, 2005

c) A meeting of painters, musicians, writers and activists involved in

primary education were called in Bangalore from 23rd March 2005 to

26th March. 

d) Second meeting of the sub committee was held in Delhi, NCERT on March 31, 2005

e) Some further suggestions received from Shri Javed Akhtar with emphasis on exposing the child to popular arts. These ideas were generated after the second Delhi meet, 

f) Some further suggestions on the holistic use of the concept of

‘integration’ in a multi-cultural society by Ms Krishna Sobti. These ideas were generated during the discussion in the second Delhi meet. 

g) A detailed account of the integration of culture education in the school and college curriculum. This document was prepared after talking to school and college students, teachers, and parents by the Spic Macay. Dr Kiran Seth one of the members has got this done. 

CONCLUSION

The modern science, engineering and technology are based on Information and Communication Technology. ICT is a developmental tool and this technology can be helpful in meeting the governance, employment, education, health and commercial needs of the nation. To integrate ICT into the curriculum, institutions should provide suitable support to the teachers in terms of finance, infrastructure and e-resources. The success of ICT in rural areas will require many changes to the current landscapes, for example increased availability of education, training, infrastructure, and affordable ICT capital.

REFERENCE

• International Journal of Computer & Mathematical Sciences IJCMS ISSN 2347 – 8527 , Priyanka Patel, Nehal Patel., Volume 6, Issue 5 May 2017
  
• http://ictliteracy.info/rf.pdf/UsingICTQuality.pdf
  

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