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A Case Study to understand the challenges and opportunities of technology enabled learning in Oman . Chakraborty , Manishankar , Ph.D. Venkatraman , Raghuraman , Ph.D. Lecturer-Business Studies, Ibra College of Technology. ICT. The Importance of ICT Based Higher

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a case study to understand the challenges and opportunities of technology enabled learning in oman

A Case Study to understand the challenges and opportunities of technology enabled learning in Oman

Chakraborty, Manishankar, Ph.D.

Venkatraman, Raghuraman, Ph.D.

Lecturer-Business Studies, Ibra College of Technology

slide5
ICT
  • The Importance of ICT Based Higher

Education System for Students

Information and communication technology. Provide various opportunities to higher Education learners. It removes the barriers of space and time by providing most of their courses on the web.

contents
Contents
  • Introduction to Information Communication and Technology
  • Role of ICT in education sector
  • Teaching in 21st century
  • ICT tools and usage
  • ICT Stakeholders opportunities and benefits
  • Learning the ICT way
  • The way forward
  • Conclusion
introduction to information communication and technology
Introduction to Information Communicationand Technology
  • Information and communication technologies are fast and automated, interactive and multimodal, and they support the rapid communication and representation of knowledge to many audiences and its adaptation in different contexts.
  • They transform the ways that students think and learn and give them greater control over how, where and when they learn.
role of ict in education
Role of ICT in education
  • Pedagogies that integrate information and communication technologies can engage students in ways in many possible ways, enhance achievement, create new learning possibilities and extend interaction with local and global communities.
break
BREAK
  • SKIT
  • By Dr.Mani
  • By.Dr.Raghu
authors experiences
Authors Experiences
  • https://www.facebook.com/pages/manishankarthetrainerblogspotcom/200629686674250?ref=hl (Face book page for community learning)
  • https://www.facebook.com/DrManisPageForHisLearnerAndTrainees?ref=hl (Face book page for institution focused learning)
  • www.manishankarthetrainer.blogspot.com
  • www.manishankarscribbles.wordpress.com
  • http://www.youtube.com/watch?v=5OeSk90yDlk&feature=youtu.be
  • http://www.youtube.com/watch?v=OObF-JRAQ1E
  • http://www.youtube.com/watch?v=EpWgx6y_kgs
iiict tools and usage

Student and mentor activities were observed on the Facebook group page. Four student activities wereobserved on the page, which were either administrator-driven or mentee-driven (See Table 1). Five mentor activitieswere prevalent on the page and were driven by either mentor or mentee (See Table 2).

ACTIVITY TYPE OFACTIVITYEXAMPLE

Respond to prompts/Facebook activitiesAdministrator-driven Response to “What did you guys think about our first fieldtrip? Share your favorite moments and funny stories here”“The trip was very challenge, but was a eye opener becausenow I know I am afraid of heights. But in all it was pretty coolI learn a lot about the people I knew and the people im gettingto know! Environmentors going hard in the paint! Leave youflying (singing voice)”Ask questions aboutresearch proceduresMentee-driven “Where can I test water for different minerals?”Share feelings about theclub or projectMentee-driven “Red bean plants are so cool, this will be my third year doingthis experiment and it just gets better with time…” “I reallyenjoy the environmental project we are doing”“EnvironMentors ROCK”Posting non-science,non-project/club relatedcommentsMentee-driven “the cookies were awesome!!!!!”

Table 1.

Student Activities on the Facebook page

IIICT Tools and Usage
ict tools and usage2

Student and mentor activities were observed on the Facebook group page. Four student activities wereobserved on the page, which were either administrator-driven or mentee-driven (See Table 1). Five mentor activitieswere prevalent on the page and were driven by either mentor or mentee (See Table 2).

ACTIVITY TYPE OFACTIVITYEXAMPLE

Respond to prompts/Facebook activitiesAdministrator-driven Response to “What did you guys think about our first fieldtrip? Share your favorite moments and funny stories here”“The trip was very challenge, but was a eye opener becausenow I know I am afraid of heights. But in all it was pretty coolI learn a lot about the people I knew and the people im gettingto know! Environmentors going hard in the paint! Leave youflying (singing voice)”Ask questions aboutresearch proceduresMentee-driven “Where can I test water for different minerals?”Share feelings about theclub or projectMentee-driven “Red bean plants are so cool, this will be my third year doingthis experiment and it just gets better with time…” “I reallyenjoy the environmental project we are doing”“EnvironMentors ROCK”Posting non-science,non-project/club relatedcommentsMentee-driven “the cookies were awesome!!!!!”

Table 1.

Student Activities on the Facebook page

ICT Tools and Usage
ict tools and usage3

Student and mentor activities were observed on the Facebook group page. Four student activities wereobserved on the page, which were either administrator-driven or mentee-driven (See Table 1). Five mentor activitieswere prevalent on the page and were driven by either mentor or mentee (See Table 2).

ACTIVITY TYPE OFACTIVITYEXAMPLE

Respond to prompts/Facebook activitiesAdministrator-driven Response to “What did you guys think about our first fieldtrip? Share your favorite moments and funny stories here”“The trip was very challenge, but was a eye opener becausenow I know I am afraid of heights. But in all it was pretty coolI learn a lot about the people I knew and the people im gettingto know! Environmentors going hard in the paint! Leave youflying (singing voice)”Ask questions aboutresearch proceduresMentee-driven “Where can I test water for different minerals?”Share feelings about theclub or projectMentee-driven “Red bean plants are so cool, this will be my third year doingthis experiment and it just gets better with time…” “I reallyenjoy the environmental project we are doing”“EnvironMentors ROCK”Posting non-science,non-project/club relatedcommentsMentee-driven “the cookies were awesome!!!!!”

Table 1.

Student Activities on the Facebook page

ICT Tools and Usage
ict tools and usage4

Student and mentor activities were observed on the Facebook group page. Four student activities wereobserved on the page, which were either administrator-driven or mentee-driven (See Table 1). Five mentor activitieswere prevalent on the page and were driven by either mentor or mentee (See Table 2).

ACTIVITY TYPE OFACTIVITYEXAMPLE

Respond to prompts/Facebook activitiesAdministrator-driven Response to “What did you guys think about our first fieldtrip? Share your favorite moments and funny stories here”“The trip was very challenge, but was a eye opener becausenow I know I am afraid of heights. But in all it was pretty coolI learn a lot about the people I knew and the people im gettingto know! Environmentors going hard in the paint! Leave youflying (singing voice)”Ask questions aboutresearch proceduresMentee-driven “Where can I test water for different minerals?”Share feelings about theclub or projectMentee-driven “Red bean plants are so cool, this will be my third year doingthis experiment and it just gets better with time…” “I reallyenjoy the environmental project we are doing”“EnvironMentors ROCK”Posting non-science,non-project/club relatedcommentsMentee-driven “the cookies were awesome!!!!!”

Table 1.

Student Activities on the Facebook page

ICT Tools and Usage
slide31

References

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  • R. Krishnaveni and J. Meenakumari, “Usage of ICT for information administration in higher education institutions-A Study,” International Journal of Environmental Science and Development, 2010,vol.1,no.3
  • Massy, W. F. &Zemsky, R. (1996).Information technology and academic productivity.Educom Review, 31(1), 12-14.
  • Mee Chin Wee and Zaitum Abu Bakar,“Obstacles towards the use of ICT tools in teaching and learning of information systems in Malaysian universities,” The International Arab Journal of Information Technology , 2006, Vol3, No. 3
  • Pulkkinen, J. (2007). Cultural globalization and integration of ICT in education.InK.Kumpulainen (Ed.), Educational technology: Opportunities and challenges (13-23). Oulu, Finland: University of Oulu.