An article on IMPACT OF TECHNOLOGY FOR COMMUNICATION PROCESS IN SCHOOL Mr. Laxman Ghimire Asst Prof-Koteshwor Multiple Campus and Scholar of M.Phil Kathmandu University. Published article on research paper. Technological advancement have created opportunities for quickly sharing the information and it is also transmitting the world as a ‘Global Village’. Due to the technological development, developing nations also progressing in their all-round aspects. The rapid spread of electronic communications has the capacity to affect the quality and efficiency of basic education throughout the world in dramatic ways – both positively and negatively. The ease with which teachers and students can gather information over the Internet on virtually any topic has the potential to transform instructional content and pedagogical practice. Moreover, courses developed by the best teachers in one country can be made available to students across many countries. This international export of courses is already commonplace in higher education and is increasingly available in secondary schools in more industrialized countries. It is only a matter of time before this application spreads widely across the developing world. While the use of electronic communication technology as a medium of instruction is just beginning in basic education, it is already clear that it will be a dominant trend over the next decade. Now, in Nepalese context, compute technology is most popular. Internet, e-mail, phone, fax and mobile are major tools of communication. School management can apply these modern tools for effective communication networking. Especially, the computer has it’s great influence to the school management, teachers, parents and the students. Students can search the supporting educational documents from internet and teachers also get the new ideas from computer internet system. Newer technology-based instructional strategies, incorporating the Internet and the World Wide Web (WWW), are used more to expand communication and increase access to resources. These newer technologies represent a significant change in the teacher’s role in the instructional process. Whereas earlier technologies provided teachers primarily with a tool for continuing to teach in the manner they were already teaching (though presumably more efficiently), technologies such as e-mail and Internet tend to push teachers toward fundamentally different ways of teaching. Depending on how they are used, these techniques shift more responsibility to the students to seek out information and interact with people at other locations. For the most part, they tend to encourage more student-centered learning. This, in turn, is putting pressure on teachers to modify their approach to classroom teaching. The notion that students can search for and assemble information on their own is very consistent with then constructivist philosophy of teaching. However, that approach is at odds with the pedagogical practices of many schools in Nepal as well. Telephone also being very popular in school for individual connection. In Nepal, only the few schools (which are financially sound) are applying the communication technologies in the effective way. These institutions are using fax machines, cellular telephones, copiers, personal computers, and personal digital assistants in the effective manner. Teachers are easily getting an information from school management, parents are getting message about parents meeting, interactions and students individual reports through the computer. Students are being more advanced due to the access of internet in school . Due to the intercom system inside the schools, all the teachers and the management can easily share the information. E- library system also use in Nepalese education institution. Still, telecommuting system is not in use in Nepalese school sectors. Students can use the web to find and retrieve information they can use in their own class research projects. In some schools, allowing students to use school computers for independent study is used as away to motivate and reward good students. However, this approach tends to be limited to classrooms that have sufficient technology to allow students to use the equipment for independent study. Some teachers use web-based chat rooms and online communications technology to connect two or more classrooms in different parts of the world. Students at different locations can ask and answer questions from those at the other location. Teachers can have their lessons broadcast to multiple classrooms simultaneously. This is already widely used in higher education as a means of offering courses in low-enrolment subject areas. In secondary education this allows students in remote locations to have direct interaction with teachers at a central location. Finally, technology-based instruction is used as a means of delivering in-service teacher education. Teachers need not leave their teaching posts to participate in professional development.
Posted on: Sat, 03 Jan 2015 23:27:31 +0000
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