Information Network Technology Definition – Conceptual map of the use of information and communication technologies (information) in educational assessment according to the International Federation of Information and Communication Technologies (IFGICT)
Information and Communication Technology (ICT) is an external name for Information Technology (IT), emphasizing the role of unified communications.
Information Network Technology Definition
The integration of telecommunications (telephone lines and wireless signals) and computers, along with the necessary software, middleware, storage, and audio-visual equipment, to enable users to access, store, transmit, understand, and manipulate information.
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ICT is also used to refer to the fusion of audiovisual and telephone networks with computer networks over a single cable or link system. Merging the telephone network with the computer network system through a single unified system of wiring, signal distribution and management was a major economic move. ICT is a general term that includes any communications equipment, radios, televisions, mobile phones, computers and networking equipment, satellite systems, etc. ICT also includes analog technologies, such as paper-based communications, and any means of transmitting communications.
It covers any product that stores, retrieves, manipulates, transmits or receives information electronically in digital format (for example, personal computers including smartphones, digital television, email or robots). The Information Age Skills Framework is one of many models for describing and managing the capabilities of 21st century IT professionals.
The acronym “TIC” became popular after it was used by Dnis Stevson in a report to the UK government in 1997,
And th in the 2000 revised National Curriculum for England, Wales and Northern Ireland. However, in 2012, the Royal Society recommended that UK schools stop using the term “ICT” “because it attracts too many negative connotations”. “.
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Since 2014, the national curriculum has used the term informatics, reflecting the inclusion of computer programming in the curriculum.
Variations of this phrase have spread around the world. The United Nations has established a “United Nations Information and Communication Technology Working Group” and an internal “Information and Communication Technology Office”.
In 2017, the annual growth rate since 2009 was less than 5%. The growth rate of ICT tires is expected to be 5% in 2018. New technology areas (Internet of Things, Robotics, AR/VR and AI) are expected to grow by 16%.
IT costs as a percentage of corporate magazines have grown 50 percent since 2002, putting pressure on IT budgets. When looking at a company’s IT budget today, 75% is recurring costs for the IT department to “keep running” and 25% is the cost of new initiatives for technology development.
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The world’s technical capacity to store information has grown from 2.6 (best compressed) exabytes in 1986 to 15.8 exabytes in 1993, to over 54.5 exabytes in 2000, to 295 (best compressed) exabytes in 2007 , about 5 zetabytes in 2014.
That’s the equivalent of 1.25 stacks of CD-ROMs traveling from the Earth to the Moon in 2007, and 4,500 stacks of printed books traveling from the Earth to the Sun in 2014. The world’s technological capacity to receive information in one direction The information volume of the broadcast network was 432 exabytes (best compression) in 1986, 715 exabytes (best compression) in 1993, 1.2 zettabytes (best compression) in 2000 compressed), 1.9 zettabytes in 2007.
The effective capacity of the world to exchange information via two-way telecommunications networks was 281 PB (best compressed) of information in 1986, 471 PB in 1993, 2.2 (best compressed) exabytes in 2000, 65 (best compressed) in 2007 ) exabytes.
Below is a list of the ICT sector’s share of total value added in OECD countries in 2013.
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The ICT Development Index ranks and compares the level of ICT use and access in different countries around the world.
In 2014, the ITU (International Telecommunication Union) released the latest IDI ranking, Denmark topped the list, followed by South Korea. The top 30 countries include most of the high-income countries with above-average quality of life, including European countries and other regions such as “Australia, Bahrain, Canada, Japan, Macau (China), New Zealand, etc.” Singapore and the United States, almost All countries surveyed improved their IDI rankings this year.
On December 21, 2001, the United Nations General Assembly adopted Resolution 56/183, agreeing to hold the World Summit on the Information Society (WSIS) to discuss the opportunities and challenges facing the current information society.
According to the resolution, the General Assembly linked the summit to the goals of the United Nations Millennium Declaration, implementing ICT to achieve the Millennium Development Goals. It also highlights a multi-stakeholder approach to achieving these goals, drawing on all stakeholders, including civil society and the private sector in addition to government.
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To help anchor and expand ICT to all habitable regions of the world, “2015 is the deadline to achieve the Millennium Development Goals (MDGs), agreed by world leaders in 2000.”
Today’s society shows an increasingly computerized lifestyle, which includes the rapid influx of computers in modern classrooms.
Evidence shows that, for education to be effective, ICT must be fully integrated into pedagogy. Specifically, teaching literacy and mathematics using a combination of ICT and Writing to Learn
A department of the United Nations, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has mainstreamed ICTs in education as part of its efforts to ensure equity and access to education. The following, taken directly from UNESCO’s publication on ICT in education, explains the organization’s position on the initiative.
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ICT can contribute to universal access to education, educational equity, delivery of quality learning and teaching, professional development of teachers, and more effective education management, governance and administration. UNESCO takes a holistic and comprehensive approach to promoting ICT in education. Access, inclusion and quality are the main challenges they may face. The organization’s Intersectoral Platform on ICT in Education focuses on these issues through the joint work of its three Sectors: Communication and Information, Education and Science. 
Despite computers’ ability to improve and revolutionize teaching practice, poor implementation is a pervasive problem that goes beyond increased funding and technological advances, with little evidence that teachers and tutors are adequately integrating ICT into day-to-day learning. Intrinsic barriers such as beliefs about more traditional teaching practices and personal attitudes towards computers in education, as well as teachers’ comfort level with computers and their overall ability to use them, lead to varying effectiveness in integrating ICT into the classroom.
The school environment plays an important role in facilitating language learning. However, language and literacy barriers are barriers preventing refugees from entering and attending school, especially outside the camps.
Mobile language learning apps are essential tools for language learning. Mobile solutions can support refugees’ language and literacy challenges in three main areas: literacy development, foreign language learning, and translation. Mobile technology is important because the practice of communication is an important asset for refugees and immigrants as they immerse themselves in a new language and society. Well-designed mobile language learning activities connect refugees with mainstream culture, helping them learn in authentic settings.
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ICT has been used as an educational aid in sub-Saharan Africa since the 1960s. Beginning with television and radio, it has extended the reach of education from the classroom to the living room and into geographic areas that traditional education cannot reach. traditional classroom. Efforts in sub-Saharan Africa are expanding as the technology develops and becomes more widely available. In the 1990s, a huge effort was made to push computer hardware and software into schools, with the goal of familiarizing both students and teachers with computers in the classroom. Since then, several projects have continued to expand the reach of ICT in the region, including the One Laptop Per Child (OLPC) project, which by 2015 had distributed more than 240 million laptops.
Incorporating ICT into classrooms, often referred to as mobile learning, has expanded the reach of educators and improved their ability to track the progress of students in sub-Saharan Africa. In particular, mobile phones played the most important role in this work. Mobile phone use is widespread, and mobile networks cover a wider area than Internet networks in the region. These devices are familiar to students, teachers and parties and allow for better communication and access to educational materials. Beyond students, mobile learning presents an opportunity to improve teacher training, resulting in more consistent curriculum across the educational service spectrum. In 2011, UNESCO launched an annual workshop called “Mobile Learning Week” with the aim of bringing stakeholders together to discuss mobile learning initiatives.
Implementation is not without challenges. While mobile phone and Internet use is growing much faster in sub-Saharan Africa than in other developing countries, progress is still slow compared to other developed countries.