PROJECT REPORT

On

Current issues in ICT

Submitted in partial fulfillment of requirements for

the award of the degree of Bachelor of Commerce

Session : 2017-2018

Under Supervision of: Submitted by:

Mrs. Shuchi Goel Jyoti
Lecturer Roll No. : 5398
Exam Roll No. :
VMM

Vaish Mahila Mahavidhyalya, Rohtak

MAHARSHI DAYANAND UNIVERSITY, ROHTAK
 DECLARATION

I, Jyoti Roll No. 5398 of B.Com of VMM (MDU) Rohtak, hereby declare that the project entitled Training
& Effectiveness an original work and the same has not been submitted to any other institute for award
of any other degree. The interim report was presented to the supervisor on .and the pre-
submission presentation was made on.. The feasible suggestions have been duly incorporated
in consultation with the supervisor.

Signature of the Candidate

 ACKNOWLEDGEMENT

Gratitude is not a thing of expression; it is more a matter of feeling.

There is always a sense of gratitude which one express for others for their help and supervision
in achieving the goals. We too express my deep gratitude to each and everyone who has been
helpful to us in completing the project report successfully.

We would like to thank almighty God for blessing showered on us during the completion of
Dissertation Report.

We give our regards and sincere thanks to Mrs. Shuchi Goel (VMM) who has devoted her
precious time in guiding us & helping us complete it within time.

We feel self-short of words to thanks our parents and friends who had directly or indirectly
instrumental in the completion of the project. We are indebted to all respondents for their time
passion during the long conversations.

Jyoti
 Current Trends and Issues in ICT for 21st Century Education.

Around the world educators, policy makers, and others share a universal goal to ensure that all learners
reach their full potential; we seek best practices to prepare educators and leaders to improve student
learning, prepare learners for their futures, maintain current educators knowledge and skills, increase
student engagement, and integrate learning technologies into their curriculum. Questions have been
raised regarding the role of practicum, appropriate curriculum, and use of technology in this preparation
and for ongoing professional development. The discovery and sharing of a purposeful and systemic plan
will require many educators to work together, share lessons learned, and invest energy in promoting
policies to bring about changes. This paper brings together updates from experts from around the globe;
each contributor has extensive experience and knowledge to share from his/her countrys perspective.
The purpose of this paper is to share what these individuals know from their experience, and to
generate a discussion within our educational community on questions of future research, learning from
each other, and identifying opportunities for collaboration

The revolution in the information and communication sector is making the world united. In todays
world information and communication technology (ICT) is a key parameter for economic development.
Presently India is 121st position in ICT Development Rankings out of total 157 countries. Though the
value of the index increased from 2.13 in 2011 to 2.21 in 2012 Indias overall ranking slashed down from
120 to 121 during this period. Hence India has to improve its status regarding ICT if it wants catch up its
development goal. Present study tries to analyse the trend and pattern of ICT in India and its impact on
Indian economy. The study found that though the state of development of ICT in India is increasing in
past few years, but still it is far from being satisfactory. Suitable policy prescriptions by the government
are necessary for ICT to become one of the key engines of economic development in India.
Trends and Issues in Information Technology

Advances in information technology offer unprecedented opportunities as well as new challenges

in the international exchange of scientific data. Rapid improvements have led to ever greater
computational speed, communication bandwidth, and storage capacity at costs within reach of
even smallscale usersa trend that appears likely to continue well into the future.1 Moreover,
technical advances in satellites, sensors, robotics, and fiber-optic and wireless
telecommunications are extending the range of technologies affecting the acquisition,
refinement, analysis, transmission, and sharing of scientific data.

In this chapter, the committee examines some of the concerns that rapid changes and growing
reliance on information technology have raised with respect to the exchange of scientific data.
Table 2.1 frames some of the profound advances in technology that are having an impact on
access to and exchange of scientific data and thus on research-related capabilities. The
committee's overview of associated technical trends provides some context for its discussion of
six barriers to and concerns regarding global access to scientific information, including access by
scientists in developing countries. Its recommendations for technical improvements to facilitate
the international sharing of scientific data are addressed to a range of participants.
OVERVIEW OF TECHNICAL TRENDS

The committee's discussion focuses on 10 trends (Table 2.2) that represent major forces of
change in data and information technology. These trends interact with and reinforce each other,
often further accelerating change and complicating

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2 Nov, 2017, 12.21PM IST

Malaysia is investigating the theft of mobile-phone records for 46.2 million customers,
while an online security lapse in Australia exposed personal details of almost 50,000
employees.

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1 Nov, 2017, 05.12PM IST

Washington, Nov 1 (IANS) Scientists including one of Indian-origin have created fabrics
and fashion accessories that can store data -- from security codes to identification tags --
without needing any on-board electronics or sensors.

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Issues in the Use of ICTs in Education

Effectiveness, cost, equity, and sustainability are four broad intertwined issues which must be
addressed when considering the overall impact of the use of ICTs in education.
Does ICT-enhanced learning really work?

The educational effectiveness of ICTs depends on how they are used and for what purpose. And
like any other educational tool or mode of educational delivery, ICTs do not work for everyone,
everywhere in the same way.

Enhancing access. It is difficult to quantify the degree to which ICTs have helped expand access
to basic education since most of the interventions for this purpose have been small-scale and
under-reported. One exception is the television-based project Telesecundaria (discussed in a
previous section), which in 1997-98 was serving over 750,000 junior secondary students in
12,000 centres in Mexico. In Asia and Africa, assessments of distance learning projects at the
junior secondary level using a combination of print, taped, and broadcast technologies have been
less conclusive, while at the primary level there is little evidence that ICT-based models have
[45]
thrived. In higher education and adult training, there is some evidence that educational
opportunities are being opened to individuals and groups who are constrained from attending
traditional universities. Each of the 11 so-called mega-universities, the biggest and most well-
established open and distance institutions in the world (which include the Open University of the
United Kingdom, the Indira Gandhi National Open University of India, the China TV University
System, the Universitas Terbuka of Indonesia, and the University of South Africa, among others)
has an annual enrollment of more than 100,000, and together they serve approximately 2.8
million. Compare that with the 14 million combined enrollment of the 3,500 colleges and
universities in the United States. [46]

Raising quality.The impact of educational radio and television broadcasts on the quality of basic
education remains an under-researched area, but what little research there is suggests that these
[47]
interventions are as effective as traditional classroom instruction. Of the many educational
broadcast projects, the Interactive Radio Instruction project has been the most comprehensively
analyzed. Findings provide strong evidence of the projects effectiveness in raising the quality of
education as demonstrated by increased scores on standardized tests as well as improved
attendance. [48]
In contrast, assessments of the use of computers, the Internet and related technologies for
distance learning have been equivocal. Russell, in his comprehensive review of research, claims
that there is no significant difference between the test scores of learners taking ICT-based
distance learning courses and those receiving face-to-face instruction. [49] However, others claim
that such generalizations are inconclusive, pointing out that the large number of articles on ICT-
based distance learning does not include original experimental research or case studies. [50] Other
critics argue that dropout rates are much higher when instruction is delivered at a distance via
ICTs.

There have also been many studies that seem to support the claim that the use of computers
enhances and amplifies existing curricula, as measured through standardized testing.
Specifically, research shows that the use of computers as tutors, for drill and practice, and for
instructional delivery, combined with traditional instruction, results in increases in learning in the
traditional curriculum and basic skills areas, as well as higher test scores in some subjects
compared to traditional instruction alone. Students also learn more quickly, demonstrate greater
[51]
retention, and are better motivated to learn when they work with computers. But there are
those who claim that these represent modest gains and, in any case, much of the research on
which these claims are based are methodologically flawed.

Research likewise suggests that the use of computers, the Internet, and related technologies,
given adequate teacher training and support, can indeed facilitate the transformation of the
learning environment into a learner-centered one. But these studies are criticized for being
mostly exploratory and descriptive in nature and lacking in empirical rigor. There is as yet no
strong evidence that this new learning environment fosters improved learning outcomes. What
does exist are qualitative data based on observations and analysis of student and teacher
perceptions that suggest a positive impact on learning. [52]

One of the most critical problems in trying to assess the effectiveness of computers and the
Internet as transformational tools is that standardized tests cannot capture the kinds of benefits
that are expected to be gained in a learner-centered environment. Moreover, since technology use
is fully integrated into the larger learning system, it is very difficult to isolate the technology
variable and determine whether any observed gains are due to technology use or to some other
factor or combination of factors.

How much does it cost?

Broadly speaking, educational television broadcasts and computer-based and online learning are
[53]
more expensive than radio broadcasts. There is disagreement, however, over whether
[54]
television broadcasts are cheaper than computer-based and online learning. That said,
categorical assessments of cost-effectiveness are difficult to make because of lack of data,
differences in programs, problems of generalization, and problems of quantification of
[55]
educational outcomes and opportunity costs. Speaking specifically of computers and the
Internet, Blurton argues that [w]hen considering whether ICT is cost-effective in educational
settings, a definitive conclusion may not be possible for a variety of reasons. However, when
considering the alternative of building more physical infrastructure, the cost savings to be
realized from sharing resources, and the societal price of not providing access, ICT as a means of
enabling teaching and learning appears to be an attractive and necessary alternative. [56]

A common mistake in estimating the cost of a particular ICT educational application is to focus
too much on initial fixed costspurchase of equipment, construction or retrofitting of physical
facilities, initial materials production, and the like. But studies of the use of computers in
classrooms, for example, show that installation of hardware and retrofitting of physical facilities
account for only between 40% to 60% of the full cost of using the computers over their lifetime,
or its total cost of ownership. [57] In fact, while at first glance it may seem that the initial purchase
of hardware and software is the costliest part of the process, the bulk of the total cost of
ownership is spread out over time, with annual maintenance and support costs (known as
variable or recurrent costs) constituting between 30% to 50% of the total cost of hardware and
software. The cost of professional development, another variable cost, also accumulates over
time. For computer-based approaches the total cost of ownership therefore includes:

FIXED COSTS

Retrofitting of physical facilities

Hardware and networking
 Software
Upgrades and replacement (in about five years)

VARIABLE OR RECURRENT COSTS

Professional development
Connectivity, including Internet access and telephone time
Maintenance and support, including utilities and supplies

In order to determine cost efficiencies, fixed costs must be distinguished from variable costs, and
the balance between the two understood. If the fixed costs of a technology project are high and
its variable costs are low, then there will be cost advantages to scaling up. This is the case with
general educational radio and television broadcasting. Programs such as Sesame Street and
Discovery are more cost-efficient the larger their audience since the high cost of production is
distributed over a larger viewer base while no staff expenditures are made for learner support.

On the other hand, the case of Telesecundaria in Mexico demonstrates that the impact of higher
variable costs related to learner support may be offset if the scale of the project is sufficiently
large to the point where per student costs compare favorably with those of traditional schools.
Similarly, with the Interactive Radio Instruction project annual cost per student is estimated to
[58]
fall from US$8.25 with 100,000 students to US$3.12 with 1,000,000. Obviously, these
economies of scale may be achieved only in countries with large populations.

Open and distance learning institutions have also achieved cost-effectiveness through economies
of scale. Per student costs of the 11 mega-universities range from only 5% to 50% of the average
of the traditional universities in their respective countries. [59]

The introduction of computers represents additional costs for schools but without short-term cost
advantages. Data on cost of computer use per student in both primary and secondary schools in
fact suggest cost-ineffectiveness. In Chile, for example, cost per primary school student is
between US$22 and US$83, with expenditures for computer use requiring 10% to 37% of the
 [60]
national primary school budget.. In the U.S., computer investments accounted for 1.3% of
total expenditure on schools, with annual cost per student at US$70. [61]

Perraton and Creed suggest that these levels of cost support the argument against putting
computers in every classroom, particularly in primary schools where there are no strong
curricular arguments for investment in computers. In secondary schools, spending money on
computers may be justified by the curriculum but this will come with significant increases in
total school expenditure. [62]

Another dimension of cost is location, or who will pay for what. In projects that involve
computers connected to the Internet, either the school or student or both bear the variable costs
related to operations such as maintenance, Internet service charges, and telephone line charges.
In contrast, with radio programming the learner has to pay only for a radio and a set of batteries.

Is there equity of access to ICTs in education?

Given the wide disparities in access to ICTs between rich and poor countries and between
different groups within countries, there are serious concerns that the use of ICTs in education
will widen existing divisions drawn along economic, social, cultural, geographic, and gender
lines.

Ideally, one wishes for equal opportunity to participate. But access for different actorsboth as
users and producersis weighted by their resources. Hence, initial differences are often
reproduced, reinforced, and even magnified.A formidable challenge, therefore, continues to
face planners of international education: how to define the problem and provide assistance for
development. [63]

The introduction of ICTs in education, when done without careful deliberation, can result in the
further marginalization of those who are already underserved and/or disadvantaged. For
example, women have less access to ICTs and fewer opportunities for ICT-related training
compared to men because of illiteracy and lack of education, lack of time, lack of mobility, and
[64]
poverty. Boys are more likely than girls to have access to computers in school and at home.
[65]
Not surprisingly, boys tend to enjoy working with computers more than girls. As the
American Association of University Women reports, Girls have narrowed some significant
gender gaps, but technology is now the new boys club in our nations public schools. While
boys programme and problem solve with computers, girls use computers for word
processing. [66]

In an evaluation of its programme in four African countries, Worldlinks,. [67] an organization that
promotes project-based, international telecollaboration activities among secondary school
teachers and students from developing countries, it was found that despite efforts to make the
programme gender neutral, gender inequalities in access persist in Uganda and Ghana.
Furthermore, while girls benefited more from the programme in terms of improved academic
performance and communication skills, boys were able to hone their technological skills more. A
complex of economic, organizational, and sociocultural factors account for these differences:
High student-to-computer ratios and first come-first serve policies do not favour girls (typically
heavily outnumbered by boys at the secondary level), girls have earlier curfew hours and
domestic chore responsibilities which limit their access time, and local patriarchal beliefs tend to
allow boys to dominate the computer lab environment.. [68]
Measures proposed to address this
gender bias include encouraging schools to develop fair use policies in computer labs,
conducting gender sensitivity sessions, and advocating for reducing the after-school duties of
[69]
girls to give them more time to use the computer lab. Girls also need to have female role
models to inspire them to participate in technology-related activities. [70]

Providing access to ICTs is only one facet of efforts to address equity issues. Equal attention
must be paid to ensuring that the technology is actually being used by the target learners and in
ways that truly serve their needs. An ICT-supported educational programme that illustrates this
wholistic approach is the Enlace Quich:Bilingual Education in Guatemala Through Teacher
[71]
Training programme.. The programme seeks to establish and maintain bilingual education
technology centres for educators, students, teachers, parents, and community members in Quich
and neighboring areas. The technical teams for each centre are composed of three students, two
teachers, and the centre administrator, with at least one female student and one female teacher.
Another objective of Enlace Quich is the creation of multimedia bilingual educational materials
that are anchored on the Mayan culture and that reflect a constructivist approach to learning. As
the project website notes, this demonstrate[s] that the technology can be used to know, to
conserve, to disclose and to value local knowledge. The project thus illustrates a model for
bridging the digital divide arising from the monopoly in Internet content provision by Western
and English-speaking groups and from uneven capacities to make purposeful, relevant and
critical use of digital resources (see section on language and content below).

Another example of a wholistic approach to ICT integration in education is a radio instruction

project in Mongolia called the Gobi Womens Project. It seeks to provide literacy and numeracy
instruction built around lessons of interest to around 15,000 nomadic women, and to create
income opportunities for them. Among the programme topics are livestock rearing techniques;
family care (family planning, health, nutrition and hygiene); income generation using locally
available raw materials; and basic business skills for a new market economy. [72]

Actionable Tips for Ensuring Equitable Use of ICTs

In the article, What a Decade of Education Research Tells Us About Technology in the Hands
of Underserved Students, Stanford doctoral candidate Molly B. Zielezinski discusses what she
and her colleagues discovered about edutech and equity after completing a comprehensive
literature review of the subject. Not surprisingly, they discovered that, although technology has
the ability to provide access to high quality digital learning materials, students in many low-
income schools only have access to technology solely for the purposes of remediation.
Ironically, using technology for remedial purposes rather than for authentic productive and
creative purposes, broadens the digital divide between underserved students and their
counterparts in wealthier school districts. At the end of the article, Ms. Zielezinkski and her
colleagues provide five Actionable Tips for improving the quality and effectiveness of
technology implementation in low-income schools. Recently, several Educational Technology
graduate students at Michigan State University worked collaboratively to generate practical
applications for each of the five Actionable Tips mentioned in the article. In the space below,
you will find their ideas of technologies that can be used to match these applications for each tip
suggested by Zielezinski.
Actionable tip #1: Stop using technology for remediation!

Unlike students enrolled in affluent school districts, students enrolled in low-income rural and
urban districts are more likely to use technology for remedial purposes. Rather than using
technology for skill and drill activities, teachers as well as students, should be using Web 2.0
technologies for authentic tasks. Listed below are resources to help accomplish this in the
classroom.

Twitter

What is it? Twitter is a free social media microblog website that allows users to board
cast posts. These post are called tweets.
Why is it useful? Students could use this tool to communicate and collaborate via
sharing links, giving feedback, and advice. The use of hashtags can also be beneficial to
organize discussion.
What are some examples of ways to use it in the classroom? Students can form
discussion groups using hashtags or conduct research following different twitter
handles. They may also seek help from other experts online as twitter users from
different professional accounts often tweet back to help.
Wordpress

What is it? Wordpress is a platform where students can design and publish their own
multimedia content.
Why is it useful? Wordpress is useful because designing and creating original web
content gives students the opportunity to be content-creators rather than content-
consumers.
What are some examples of ways to use it in the classroom? In a classroom,
Wordpress can be used to create a portable, digital portfolio. Students are able to
collaborate and communicate by commenting on articles written by other students and
bloggers. Wordpress also allows you to add various forms of media such as images,
video, widgets, and linking to various social media.
Virtual Dissection of Frogs

What is it? Online website that allows you to virtually dissect a frog.
Why is it useful? This website provides some general information about frogs as well as
dissections that could be used as an introduction to a live dissection
What are some examples of ways to use it in the classroom? If resources or time is
limited to actually perform a live dissection in class, it allows you to do a virtual
dissection. This tool explains even more about what the different organs and systems
students would be observing during the dissection as well as offers a more accurate
representation of a dissection compared to face-to-face.

Creately

What is it? Online flowchart maker

Why is it useful? This website allows users to create flowcharts from various templates
and manipulate the chart. There are also examples of flowcharts to search. It is free for
up to 5 diagrams/flowcharts.
What are some examples of ways to use it in the classroom? Students could use a
flowchart to show the sequence of steps in an experiment, visually represent a food
chain, or organize their thoughts for a written essay.

Padlet

What is it? Padlet is an app that allows students to post onto a digital corkboard.
Why is it useful? This can be a useful discussion tool that allows students to quickly view
and share thoughts and ideas with other students. Often, students in remediation
rooms, sitting at a computer, watching the screen as it feeds them ideas and expecting
them to later regurgitate these same ideas on a quiz or test. With Padlet, students are
communicating with one another, sharing knowledge, or comparing and contrasting
their ideas about a particular topic.
 What are some examples of ways to use it in the classroom? Padlet is great for idea
sharing in the classroom. It can be useful for brainstorming activities, activating and
accessing students prior knowledge, or to compare and contrast different ideas.

Here is a video tutorial of how to use Padlet to encourage students to describe their mathematical
thinking.

MakeBeliefsComix

What is it? MakeBeliefsComix is a basic comic book style platform that can be used for
digital storytelling.
Why is it useful? Rather than having students complete a traditional retelling of a story,
allow them to create their story using a digital storyboard.
What are some examples of ways to use it in the classroom? Digital Storytelling apps
can be useful for storyboarding historical events, mapping procedural or how-to
writing, or planning out personal narratives.

Actionable tip #2: Let students create original digital content.

By providing opportunities for students to create products (rather than continuously consuming
pre-generated material), they gain a sense of ownership. Creative thinking spans disciplines and
can involve real world learning. It allows the creator to take intellectual risks and try new things.
Many times, students feel a sense of pride in sharing something they have created. This can lay a
foundation for future skill development. Listed below are resources to help accomplish this in the
classroom.

Educreations

What is it? Educreations is an iPad app that functions like a recordable whiteboard.
Why is it useful? Because it captures voice and handwriting and also allows the user to
upload pictures to create interactive lessons and stories, Educreations is a powerful
presentation tool.
 What are some examples of ways to use it in the classroom? Students can write or
dictate and then illustrate their own stories or create an animated re-telling of an
existing story. It can also be used to annotate presentations.

Scratch

What is it? Scratch is a program that introduces visual, block-style computer coding.
Why is it useful? This free website allows students to create games and stories through
the use of visual block style coding. Utilizing problem-solving skills, and a design-thinking
approach, students animate their avatars (sprites) to act in certain ways. This is a great
collaborative, creative tool that helps develop important Digital Literacy Skills.
What are some examples of ways to use it in the classroom? Students can use Scratch
to animate stories and create games.

Piktochart

What is it? Piktochart is a free easy to use website that allows users to create info-
graphs.
Why is it useful? Students will be able to visually display there thoughts through info-
graphs. Whatever they choose to convey can be aided by custom or provided visuals.
What are some examples of ways to use it in the classroom? Piktochart can be used in
any learning activity that requires students to respond to a question or topic. For
example, students are given the topic of Water Cycle. This must teach about the Water
Cycle using Piktochart. Students can now create whatever they would like to achieve
this goal.

SketchUp

What is it? SketchUp is a 3-D modeling platform.

 Why is it useful? This website allows students to create manipulable 3-D models. As
they create their models, students will also learn the mechanics of using an online
drawing program.
What are some examples of ways to use it in the classroom? Students could use
SketchUp to design a building for an architecture class, to model a physical or
mathematical concept, or to recreate scenes from a literary text.

Book Creator (app for iPad and other devices)

What is it? Book Creator is an app that students can use to create digital books with
photos, videos, sound, and narration.
Why is it useful? Book Creator is useful because it allows students to have a digital
platform to share their synthesis of various topics.
What are some examples of ways to use it in the classroom? Book creator could be
used to publish a piece of writing that students have spent time putting together. This
app could be used with various genres of writing. Students would be able to insert
pictures to enhance their writing and allow them more ownership over their work as
they now have an audience to write for. Another way book creator could be used is to
create informational reports in a science class. Students could research different
animals and then put together a book about their animal and share it with their
classmates. Through both of these examples students are creating original, digital
content.

PowToon

What is it? Powtoon is a video creation website.

Why is it useful? Powtoon is a website that allows the users to create videos or
presentations from scratch or templates.The templates can be altered to fit the content.
Users can import their own videos into Powtoon, voice overs, and later export to
YouTube or download as a mp4.
 What are some examples of ways to use it in the classroom? Powtoon can be used in
the classroom by having students create a video to explain the plot of a story, or show
the steps to a science experiment, or describe a sequence of events that happened in
history.

Actionable tip #3: Pick digital tools that promote interactivity and discovery.

Students develop problem-solving skills and increased levels of confidence through play. By
providing interactive, open-ended tools, students can explore and tinker to develop their own
understanding of how things work. This exploration provides a feeling of accomplishment that
will often times lead to sharing and collaboration with classmates. Listed below are resources to
help accomplish this in the classroom.

Minecraft

What is it: is a game where you dig and build different kinds of blocks and use
permutations of them to craft different items. There are also enemies to kill, animals to
tame and towns to build!
Why use it: students learn collaboration techniques, discover concepts using
observation, trial-and-error and games-based activities. The openness of the game
encourages exploration, letting students experiment to meet different goals. Teachers
can make in-game student activities adapted to specific objectives and standards.
Activity: Students can use the in-game blocks to build one-, two-, and three-dimensional
objects to discover the conversions, differences and similarities between length, area,
and volume.

Desmos

What is it: Desmos is an online graphing calculator that can graph a host of functions in
a quick, easy way.
Why use it: It is intuitive and easy to learn. There is also a free app for students to
download that can give students with a smart phone access to a high-powered graphing
 calculator. The website also offers many ready-made activities for educators to use, or
the tools to make their own.
Activity: Students are presented with a container that is being filled with water. They
must estimate how the level of the water changes over time, and show their findings in
the form of a graph. They do would do this again several times using increasingly
complex containers.

Geogebra

What is it: Geogebra is a dynamic mathematics software that is designed to help

students discover and learn mathematical principles through live manipulation.
Why use it:Geogebra contains several interactive apps including spreadsheets, a
graphing calculator, a computer algebra system, geometry, 3D graphics, and probability.
Students can create their own materials, use materials created by the teacher, or use
other peoples previously created material to explore and manipulate mathematical
concepts to find patterns and draw conclusions.
What are some examples of ways to use it in the classroom? Students can manipulate
a transversal that is cutting across parallel lines to discover which angles will always be
congruent and which angles will always be supplementary. Students can change pieces
of a quadratic function and see how they affect the parabolic graph. They can discover
how to translate a quadratic function.

Energy Skate Park

What is it:Energy Skate Park is an interactive javascript where students learn about
conservation of energy with a skater dude.
Why use it: Students build tracks, ramps and jumps for the skater and view the kinetic
energy, potential energy and friction as he moves. Students can also take the skater to
different planets or even space. There is also a list of teacher submitted activities
available on the website. On this same website, there are interactives ranging in various
topics from electricity to light to power. You can even search by grade level.
 What are some examples of ways to use it in the classroom? This can be used to
explore the law of conservation of energy as well as what factors impact more/less
potential or kinetic energy.

DragonBox

What is it? DragonBox is a series of games that supplement the teaching of the basics of
algebra to kids in a natural, fun, and effective way.
Why is it useful? DragonBox is useful because it gives students an introduction to
algebra in a game like format and allows teachers to see an overview of the progress
and knowledge each of their students are making. DragonBox lets the students learn
algebra by using colorful and fun objects that are gradually replaced by numbers and
mathematical expressions similar to equations on paper. It builds the conceptual
knowledge in the early stages and leads students to the more abstract concepts as they
achieve each level. DragonBox allows them to discover the idea of isolating the variable
and solving for that variable.
What are some examples of how it can be used in the classroom? This iPad app could
be used with students to introduce the skill of isolating the variable or it could be used
to reinforce these algebra concepts after being taught.

Teacher's Manual on DragonBox

Atmosphere Design Lab

What is it? This website is an interactive way for students to learn about the different
types of gases that make up the atmosphere.
Why is it useful? This website is useful because it allows students to learn more about
the gas and its importance in the atmosphere. You can read about what would happen
if the percentage f each gas was increased or decreased.
What are some examples of how it can be used in the classroom? You could have
students go through and explore this tool after learning about the different gases to
 understand more about how the levels affect our environment as well as why we need
the composition we need to survive. The visual images also help to solidify some
understanding of what the alternate worlds would look.

Duolingo

What is it? Duolingo is a free language-learning platform that includes a language-

learning website and app, as well as a digital language proficiency assessment exam.
Why is it useful? Duolingo is ad-free and offers all its language courses free of charge.
As of April 2016, the language-learning website and app offer 59 different language
courses across 23 languages; with 23 additional courses in development. Students can
definitely discover other cultures through languages.
What are some examples of how it can be used in the classroom? Allow students to
choose a language and culture to study. Duolingo allows them to speak, practice, and
explore using different languages. This is an extremely interactive website/app for
students to use in whatever way you see fit.

Ripped Apart: A Civil War History

What is it? This is an app where students play a game using first hand accounts and
artifacts from the American Civil War to solve mysteries from this time period.
Why is it useful? It gives students an interactive look into life during the civil war with
artifacts and first hand accounts. Students play and interact with items from the
National History Museum.
What are some examples of how it can be used in the classroom? Allow students to
use this as an extension activity for your Civil War unit. They can interact with primary
resources and the time period itself.

VoiceThread

What is it? VoiceThread can be used to create multimedia slideshows with video,
images, documents and voiceovers.
 Why is it useful? VoiceThread is useful because it is multimodal and shareable between
teachers and students, and students with their classmates.
What are some examples of how it can be used in the classroom? Students and
teachers could create a presentations to share, interact with one anothers
presentations, and give feedback. When working in a group, each contributor can leave
comments via text, voice, audio file or video.

Actionable tip #4: Honor students as experts, and let them share their expertise with an
authentic audience.

Students have noteworthy knowledge and information that they are capable of sharing with
authentic audiences. It up to us as teachers to give them an avenue to connect with these
authentic audiences. Various technology tools can help us with this quest. Listed below are
resources to help accomplish this in the classroom.

Kidblog

What is it? Kidblog is a safe, simple, authentic, and transformative way for students to
publish their work on a blog and truly feel like they have an audience they are writing
for.
Why is it useful? Kidblog is useful because it provides the tools to help students publish
writing safely online and teachers can monitor all activity within their blogging
community. Publishing is made very kid-friendly and the teacher can monitor all
comments. It increases students motivation to write because they have a meaningful
purpose and it allows for engagement in the entire writing process. Nothing goes live
until the teacher says so.
What are some examples of ways to use it in the classroom? Kidblog could be used in
the classroom for creative writing purposes, interactive science notebooks, or a digital
portfolio to share work.

YouTube
 What is it? Youtube is a video hosting website where users can enjoy the videos and
music, upload original content, and share it all with friends, family, and the world. Users
can create their own channels to house their videos and create playlists. However, be
careful on the age restrictions--users should be 13 years old. Youtube links with google
accounts. It would be useful have students post the video as either private or can only
be accessed with link if you have privacy concerns.
Why is it useful? Youtube gives the students the possibility of anyone in the world
viewing it, therefore there is the authentic audience. Viewers have the option to leave
feedback, rate the videos and even share the videos allowing for feedback for the
student. The playlist and channel features allow for students to be experts and have
their own channels.
What are some examples of ways to use it in the classroom?This can be used in the
classroom to have students create videos about various topics including their findings
from an experiment or describe a concept.

Aurasma

What is it? Aurasma is a free app for iOS and Android devices that uses advanced
imaging recognition to blend the real-world with rich interactive content such as videos
and animations, called "Auras". In other words, augmented reality for the classroom. It
allows students to look at an object through a mobile device and view additional
information such as graphics, animation, video, audio, and 3D content. Aurasma is
changing the way we interact with the world, one Aura at a time.
Why is it useful? Aurasma can bring a lesson to life and make it more engaging. It makes
a lesson come alive for students. It helps students learn at their own pace by revealing
information when they are ready for it. It can even provide differentiated instruction by
creating different channels for different students.
What are some examples of ways to use it in the classroom? Students can use this app
to share their learning in an authentic way. For example, students can create a book
review for their peers to view using Aurasma. The book cover can be used as a trigger
 image. Students create a book review video to use as an overlay. Other students in the
class can view the book reviews by hovering an iPad with the Aurasma app over book
covers they are interested in reading.

WeVideo

What is it? WeVideo lets students show off their expertise by creating and editing
videos and sharing them to video sites like YouTube. WeVideo is a great free, basic video
editor that allows students to timeline, title, caption, and soundtrack videos.
Subscriptions activate additional features.
Why is it useful? WeVideo will take lessons, tutorials or presentations to the next level
and increase student creativity and involvement. It combines visuals, sounds, voice and
video in clear explanations or engaging stories. Have students prove their multimedia
skills and apply these to any educational topic.
What are some examples of ways to use it in the classroom? There are many
possibilities for using WeVideo in the classroom. Students can make a video of science
experiments, re-enact history, tell a story or show a real life example of the Pythagorean
theorem. The possibilities are endless.

Museum Box

What is it? Museum Box, is a site that provides the tools for students to build up an
argument or description of an event, person or historical period by placing items in a
virtual box, much like a museum exhibit.
Why is it useful? This online program allows them to embed videos, pictures, and audio.
User can easily navigate through the exhibit to view the presented ideas. With Museum
Box students can present their expertise to the online community and their classrooms.
What are some examples of ways to use it in the classroom? The great thing about
museums is there is a museum for everything. Students can create their own online
exhibit for which ever class that they would like. After all a museum is a place to protect
knowledge and pass it own. Let them be the torch bearers of knowledge.
Powtoon

What is it? Powtoon is a site where students or teachers can create animated videos
and presentations.
Why is it useful? Students can create engaging, professional-looking video
presentations even without the use of a camera or video editing programs.
What are some ways to use it in the classroom? Students could use Powtoon to design
a presentation on a topic that they have researched or to tell a video story.

Actionable tip #5: Find the right blend of teacher and technology.

Technology should not replace the teacher but rather assist the teacher in the classroom.
Teachers play a critical role in orchestrating and maintaining a blended learning environment.
While not much research has been done in this area, we know that students do the best when they
are able to work with peers and feel supported by their teacher. In the blended learning
environment, students need to receive immediate digital feedback from their teachers. Listed
below are resources to help accomplish this in the classroom.

Google Docs

What is it? Google docs are an online, collaborative tool where an individual can create
word documents
Why is it useful? Google docs are useful because they are word documents that can be
accessed from anywhere since they are online. Google docs are collaborative as multiple
people are able to view, edit, and comment on a document at the same time. There is
also the option to chat within a document if people have it enabled. Google docs also
automatically save and record previous revisions of the document so you can track the
changes that have been made as well as revert back to an older version.
What are some examples of ways to use it in the classroom? Google docs can be used
in the classroom for students papers or projects. When students are working in a
Google doc they are able to share it with their teacher and classmates to receive
feedback about it. You can also live chat on a document if the feature is enabled.
Padlet

What is it? Padlet is a virtual pin board that allows people to express their opinions on a
common topic.
Why is it useful? Using Padlet, students write comments, post videos, and/or post
images on a wall to communicate their understanding of a certain topic or reaction to a
picture, movie, or event . Then they can respond to each others' comments and build a
conversation or discussion about the topic.
What are some examples of ways to use it in the classroom? Students can use Padlet
to brainstorm ways to attack a story problem. They can comment on which pieces of
information they feel are essential. They can connect the problem to other problems
they have done that are similar or related by posting pictures of examples. Students can
post videos of mathematical concepts that would be needed to solve the problem. Using
all the ideas posted on the Padlet, students should have more than enough information
to be able to make an honest attempt at solving the problem.

NearPod

What is it? Nearpod is an interactive presentation and assessment tool that can have
amazing effects in the classroom. The apps concept is simple. A teacher can create
presentations that can contain Quizzes, Polls, Videos, Images, Drawing-Boards, Web
Content and so on. Students can interact with the presentation by completing quizzes or
polls on their own mobile devices.
Why is it useful? This app enables you to connect with your students digitally, but with
structure. The flexible nature of Nearpod allows you to use it in creative and innovative
ways. A summary of the data for each student as well as for the entire class is
automatically calculated and can be found in the Reports section on the site.
What are some examples of ways to use it in the classroom? Nearpod can be used
anytime where a teacher would normally use a plain presentation. It allows teachers to
pull ready-made presentations from a library of resources or just pull pieces of those
presentations. Teachers can also create their own presentations. For example, a teacher
 who is doing a lesson on matter and its properties can begin the presentation by giving
students a pre-assessment, then present students with content including images and
videos, and finally check for understanding by asking to students to answer an open-
ended question.

Moodle

What is it? Moodle is a web based application used to help teachers create and deliver
effective online learning environments. Moodle is a classroom tool used to provide
online material for a course. Teachers can include files, images, internet links, quizzes,
surveys, lessons and more complete with due dates.
Why is it useful? Moodle allows teachers to create a learning platform that can include
all of the materials needed for a class in one location. It gives teachers the ability to
grade student work online, store the grades and provide a space for feedback. It allows
students to continue learning when they are not in the classroom and can be used in a
flipped classroom setting.
What are some examples of ways to use it in the classroom? Moodle can be used in
any classroom and with almost any content. It can provide homework assignments in
math class, additional reading in science, a place to upload written work in English
Language Arts or images of artwork in art.

Google Classroom

What is it? Google Classroom is a multimedia site that can be used to house and
distribute classroom resources.
Why is it useful? Google Classroom allows students and teachers to communicate,
discuss, and collaborate online.
What are some examples of ways to use it in a classroom? Teachers can post online
assignments, post announcements, create discussions online. Students can access
videos and multimedia files, complete assessments and submit work online.
ClassDojo

What is it? ClassDojo is an online classroom management website. It is free for parents,
students, and teachers to use.
Why is it useful? ClassDojo allows teachers to create a classroom roster with custom
aviators for students. Teachers can award positive points and "need work" points to
track student behavior. There is a high "ding" noise and a low "swoosh" noise for each
award and consequence. Students respond to this noise. ClassDojo also acts a medium
of communication between parents and teachers through the website and apps instant
messaging feature. Teachers may also upload video and pictures to the app so parents
can see what is going on at school. Students and parents have access to their behavior
data.
What are some examples of ways to use it in the classroom? You can use ClassDojo in a
number of different ways to track behavioral data. I find it best to allow students to hear
the positive point and negative point but reframe from letting view who it is that the
points are for. The noise redirects students because their parents are able to see the
reports and it ties into their classroom behavior consequence and participation grade.

Are ICT-enhanced educational projects sustainable?

One aspect of development programs that is often neglected is sustainability. The long history of
development aid has shown that too many projects and programs start with a bang but all too
soon fade out with a whimper, to be quickly forgotten. This is true for many ICT-based
educational projects as well. In many instances, these projects are initiated by third party
donorssuch as international aid agencies or corporationsand not enough attention is paid to
establishing a mechanism by which the educational institution or community involved can
pursue the project on its own or in partnership with other stakeholders after the initiating donor
exits. But cost and financing are not the only barriers to sustainability. According to Cisler, the
sustainability of ICT-enabled programs has four components: social, political, technological, and
economic. [73]
Economic sustainability refers to the ability of a school and community to finance an ICT-
enabled programme over the long term. Cost-effectiveness is key, as technology investments
typically run high and in many cases divert funds from other equally pressing needs. Planners
should look to the total cost of ownership (see preceding discussion on cost) and build lucrative
partnerships with the community to be able to defray all expenses over the long term. The need
to develop multiple channels of financing through community participation ties economic
sustainability closely to social and political sustainability.

Social sustainability is a function of community involvement. The school does not exist in a
vacuum, and for an ICT-enabled project to succeed the buy-in of parents, political leaders,
business leaders and other stakeholders is essential. Innovation can happen only when all those
who will be affected by it, whether directly or indirectly, know exactly why such an innovation is
being introduced, what the implications are on their lives, and what part they can play in
ensuring its success. ICT-enabled programs must ultimately serve the needs of the community.
Thus community-wide consultation and mobilization are processes critical to sustainability. In
short, a sense of ownership for the project must be developed among all stakeholders for
sustainability to be achieved.

Political sustainability refers to issues of policy and leadership. One of the biggest threats to
ICT-enabled projects is resistance to change. If, for instance, teachers refuse to use ICTs in their
classrooms, then use of ICTs can hardly take off, much less be sustained over the long term.
Because of the innovative nature of ICT-enabled projects, leaders must have a keen
understanding of the innovation process, identify the corresponding requirements for successful
adoption, and harmonize plans and actions accordingly.

Technological sustainability involves choosing technology that will be effective over the long
term. In a rapidly changing technology environment, this becomes a particularly tricky issue as
planners must contend with the threat of technological obsolescence. At the same time, there is
the tendency to acquire only the latest technologies (which is understandable in part because
these are the models which vendors are likely to push aggressively) Generally, however,
planners should go with tried and tested systems; stability issues plague many of the latest
technologies. Again, the rule of thumb is to let the learning objectives drive the technology
choice and not vice versathe latest technologies may not be the most appropriate tools for
achieving the desired educational goals.When making technology decisions, planners should also
factor in not just costs but also the availability of spare parts and technical support.