Introduction to ICT Tools in Education: A Pedagogical Approach

This report provides an introduction to Information and Communication Technology (ICT) tools in education, highlighting their increasing role in modern classrooms. It discusses how ICT tools enhance traditional teaching methods and create engaging learning environments through visuals, animations, and interactive content. The report explores the creation of learner-centered environments, facilitation of learner autonomy via tools like tablets and smartphones, and the importance of monitoring student progress. It emphasizes the need for focus discussions, exercises to improve critical thinking, and activities that foster reasoning, understanding, and creativity. The report concludes that while ICT offers significant advantages in education, a teacher's role remains crucial for identifying learning gaps and ensuring effective student engagement. This report emphasizes the importance of monitoring the use of ICT tools and the need to design sessions to ensure that students are applying the concepts of the reasoning and creativity while addressing the course of learning of the subject. The report also recommends the use of ICT tools in the classroom to enhance student engagement and classroom environment.

Introduction
Information and Communication Technology tools are emerging as the pen and paper of the 21st
century. In the year 2020, it will too early to say that ICT has become the next medium of
learning. However, it is creating an interesting interface where ICT tools are increasing the
effectiveness of regular methods of teaching in the classroom. The current assignment is an
attempt to set an introduction for these tools, functions that are becoming a part of the modern-
day pedagogies and methods of monitoring the success ratio of these tools.
The methods to encourage students for ICT
 The creation of the advantage points in a mixed Pedagogy
The presence of a teacher in the classroom cannot be equated with any other technology
because a teacher can identify the gaps in the learning and improvise the content to make it
easier for the students to grasp. Visuals and animations attached in an ICT tool can bring
down the mental strain levels of a student and act as an agent for a positive engagement in
the class. The intervention of ICT can be utilized as a tool to create advantage points for the
students by using them as an interest generator (Moselay, 2010).
 The creation of a learner-centered environment
A teacher can play a passive role in a class facilitated by ICT solutions. Content developed
by ICT solutions can be designed in a fashion where it can allow choices to the students.
Since ICT is sharing the burden of telling the lesson from the teacher, a teacher can focus

more on the student and develop a learner-centered environment to motivate the students
more actively (Morison, 2014).
 Facilitation of the Learner Autonomy
Gadgets like Tabs and smartphones can be applied as a “learner autonomy” tools. Under the
concept of learner autonomy, certain interactive lessons can be given to the students. This
autonomy given by the tool will help them in increasing the margin for the trials and errors.
The additional time gained by the student will make him comfortable with the lesson and
increase his engagement with the process of learning (Moselay, 2010).
 Creation of the entertaining learning environments
ICT tools can act as a leveler in the processing of learning environments. Additional
multimedia and appealing graphics can add entertainment value in the learning environment
and a teacher can take advantage of these features while playing the role of a navigator for
the students (Morison, 2014).
Monitoring of the ICT media tools on the merits of content and Impact
ICT driven education tools can sometimes become overpowering enough to distract a student
from the lesson. This is why the creation of an environment with a culture for monitoring the
growth of the students is required (Morison, 2014).
The inclusion of Focus Discussions in the pedagogy
A teacher can devise a breakdown for each ICT session and insert small focus discussions to
ensure that every student has learned about the crux of the lesson. These focus discussions

can also act as an agent of “noise cancellation” caused by the appealing nature of the ICT
tool.
Exercises to improve the thinking range of the students
Powerful ICT tools can sometimes steal the “critical thinking” powers of a student because of
the strong messages attached to them. This decrease in the thinking range can further hamper
the “critical assimilation” faculty of the brain of a student. In order to complete the curve of
the learning a teacher can insert exercises between the ICT sessions to improve the “thinking
range of the students.”
Exercises to facilitate reasoning, understanding, and creativity
The powerful impact of an ICT solution can sometimes block the reasoning, ability of
questioning and creativity to address a subject. While implementing an ICT driven pedagogy
or support a teacher should always design certain sessions to ensure that students are
applying the concepts of the reasoning and creativity while addressing the course of learning
of the subject (Moselay, 2010).
Conclusion
The versatility, standardization of the presentation without any generation loss is among a
few feats that can be achieved with the help of ICT. A teacher can utilize this power of ICT
in engaging the students by enhancing the environment of the classroom with the help of
entertainment tools attached to the ICT lessons. However, a strong culture of the monitoring
the output is very important because a teacher or the facilitator is the best person or the tool

in any setup to judge the gaps in the education caused by noise in the communication and
other interpersonal factors that can affect the learning process in a negative fashion.
Bibliography
Morison, J. (2014). 8 Ways Technology Improves Education. E-Learning Industry,
https://elearningindustry.com/technology-improves-education-8-ways.
Moselay, D. (2010). Ways forward with the ICT. University of New Castle,
http://www.leeds.ac.uk/educol/documents/00001369.htm.