1. INFORMATION AND COMMUNICATION TECHNOLOGY BY IFTIKHAR HUSSAIN BABUR

2. T ECHNOLOGY Derived from Greek word ‘technikoes’: an art related with skill and dexterity. Implies application of science to art. “Technology does not necessarily imply the use of machines, as many seem to think, but refers to any practical art using scientific knowledge.” (Paul Saettler, a historian of instructional technology)

3. M EANINGS OF INSTRUCTIONAL TECHNOLOGY Technology as objects Technology as Knowledge Technology as Activities Technology as Process Technology as a Socio-technical System

4. I NSTRUCTION “A deliberately arranged set of external events designed to support internal learning processes.” (Gagne Briggs and Wager 1992) An act of imparting learning is instruction The process used to impart that learning is called education

5. L INKING OF INSTRUCTION WITH TECHNOLOGY The exploding world population The exponential rate at which new knowledge is being created The changing science and technology of our times

6. I NSTRUCTIONAL T ECHNOLOGY “Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.” (Association for Educational Communications and Technology, 1994) “Educational Technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” (AECT, 2008)

7. I NSTRUCTIONAL T ECHNOLOGY Two main characteristics of every technology: 1. Systematic application of scientific knowledge to the practical tasks, and 2. The division of the practical tasks into sections and subsections. Any subject that meets these two characteristics is called instructional technology.

8. Educational ICT tools can be divided into 3 categories: Input source, Output source and Others.

9. W HY I CT ? Worldwide research: ICT can lead to improved student learning and better teaching methods. A report made by the National Institute of Multimedia Education in Japan an increase in student exposure to educational ICT through curriculum integration has: a significant and positive impact on student achievement, especially in terms of " Knowledge ・ Comprehension " · " Practical skill " and " Presentation skill " in subject areas such as mathematics, science, and social study.

10. W HY I CT ? Many education technology solutions provided in the world which may cause confusion among educators How to choose the right ICT solution. Let's have a look at the advantages and disadvantages of ICT tools for education Discover what kind of education ICT solution is suitable for your school needs.

11. MAIN ADVANTAGES OF ICT TOOLS FOR EDUCATION 1 ‧ Through ICT, images can easily be used in teaching and improving the retentive memory of students. 2 ‧ Through ICT, teachers can easily explain complex instructions and ensure students' comprehension. 3 ‧ Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable, which could improve student attendance and concentration.

12. 3 MAIN DISADVANTAGES OF ICT TOOLS FOR EDUCATION 1. Setting up the devices can be very troublesome. 2 ‧ Too expensive to afford 3 ‧ Hard for teachers to use with a lack of experience using ICT tools

13. R OLE OF ICT IN LEARNING 1. Modern developments in information and communication technologies (ICT) provide exciting possibilities to enhance the quality of education. Interactive education software, open access digital libraries, and cheaper and more intuitive technology may facilitate new forms of interaction between students, teachers, education employees and the community and enhance the quality of education by making it more accessible.

14. 2. Education may be enriched by integrating such technologies into traditional educational activities. However, it must be recognized that ICT may never displace the relationship between teacher and learner which is crucial to the learning and development process.

15. 3. ICT has the capacity to enhance the learning process and facilitate communications within education institutions and between educators and learners but it must be used in education institutions under the supervision of qualified well-trained professionals with the expertise in pedagogy and in education to ensure that its impact does not damage or undermine the learning process or the development of learners.