Objectives of ICT in Education MCQ Quiz in मल्याळम - Objective Question with Answer for Objectives of ICT in Education - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

The advent of ICT in education has resulted in the utilization of a number of varied technologies in education and training. These technologies are:

Teleconferencing:

• This method propagates meeting through telecommunication.
• Audio and video conferences, computer and web-based conferences are some of the types of teleconferencing methods available.
• The main advantages of this method of interactive communication is that it saves time, less expensive, caters to large audiences, allows flexibility and accessibility.
• It becomes easier to teach children in remote locations.
• Centralized teaching and real-time learning are also the advantages of teleconferencing.

Emailing: It is a means of exchanging information electronically. It can be used as a way of communication between the instructors and students.

Blogging: It is an online journal where thoughts and ideas about a subject can be shared with the readers. It can be used as an educational tool to foster a community of l

One of the key concepts of introducing ICT in the field of education is an extension of educational programmes to remote areas.

Major aspects of ICT in education are:

• The education principles based on modern constructivist theory emphasizes authentic creative learning and ICT helps a lot in achieving it.
• It will be possible to connect a large number of learners to education.
• Teachers is necessarily to handle ICT.
• The role of the teacher will always be as a facilitator
• The use of newer ICT tools to impart learning by teacher helps the students learn more in a very interesting manner.
• ICT helps to access remote information through the internet, supports new teaching and learning practices through the enhancement of knowledge and collaboration of students and the teachers.

Hence, we conclude that teachers are not necessarily needed is wrong with respect to the use of ICT in Education.

21st-century teacher

1. Before we can dive into what teaching strategies a 21st-century educator should use, we must first take a look at what 21st-century learning is.
2. The term “21st-century learning” has been used to refer to abilities students must master, such as problem-solving skills, critical thinking skills, and digital literacy.
3. Some refer to it as the ability to collaborate, communicate, and demonstrate skills that will ultimately help students navigate their way in the future.

Here are the most important teaching strategies 21st-century educators should have in today’s classroom.

 1. Introducing technology to improve the learning process:

• Research consensus holds that the most effective uses of ICT are those in which the teacher, aided by ICTs, challenge pupils’ understanding and thinking, either through whole-class discussions or individual/small group work using ICTs.
• ICTs are seen as important tools to enable and support the move from traditional ‘teacher-centric’ teaching styles to more ‘learner-centric’ methods.

 2. Focuses on Life Skills:

• Life skills is a term used to describe a set of basic skills acquired through learning and/or direct life experience that enable individuals and groups to effectively handle issues and problems commonly encountered in daily life.
• This can be encouraged through Project-Based Learning strategies
  •  PBL allows students to acquire key knowledge and skills through the development of projects that respond to real-life problems.
  • Starting from a concrete problem, instead of the traditional theoretical and abstract model, sees notable improvements in students’ ability to retain knowledge as well as the opportunity to develop complex competencies such as critical thinking, communication, collaboration, or problem-solving.

 3. International education:

• A 21st-century teacher must encourage students to engage themselves in international themes.
• International education refers to a dynamic concept that involves a journey or movement of people, minds, or ideas across political and cultural frontiers.
• It is facilitated by the globalization phenomenon, which increasingly erases the constraints of geography on economic, social, and cultural arrangements.
• The concept involves a broad range of learning, covering, for instance, formal education and informal learning (e.g. training, exchange programs, cross-cultural communication).
• aIt could also involve a reorientation of academic outlook such as the pursuit of "world mindedness" as a goal so that a school or its academic focus is considered international.

Therefore, from the above explanation, a 21st-century teacher should have an edge over a conventional teacher by engaging children to use ICT skills, Life Skills, and international themes to learn on their own.

Statement I: The use of ICT in organizing teaching-learning programmes in the universities has the potential to optimize learning outcomes

Explanation:

• A wide array of technology is increasingly used for modern teaching for clarification of points, supplementing and enhancing the quality of learning
• Technology application helps students in using higher-order thinking skills such as critical thinking, analyzing, making inferences, and solving problem
• ICT provides access to information and helps in establishing contacts with teachers and students at distant locations
• ICT involves students in innovative and creative activities in a collaborative way.
• Thus, the use of ICT in organizing teaching-learning programmes in the universities has the potential to optimize learning outcomes

Therefore, Statement I is correct.

Statement II: Formative assessment provides support to enhancing the quality of teaching-learning sessions

Explanation:

• It is done during the instructional process for the purpose of improving teaching or learning
• It is immediately used during the ongoing lecture to make adjustments so that it helps the students to learn the lesson better
• It is a daily assessment procedure linked to learning experiences.
• It assesses student understanding and mastery of skills.
• Thus, Formative assessment provides support to enhance the quality of teaching-learning sessions.

Therefore, Statement II is correct.

Therefore, Both Statement I and Statement II are correct.

The correct answer is - Generative

Key Points

• Generative refers to the ability of the AI model to generate text based on the input it receives.
• In the context of GPT (Generative Pre-trained Transformer), "Generative" highlights the model's capacity to produce or generate coherent and contextually relevant sentences, paragraphs, or more extended text.
• GPT models, such as those developed by OpenAI, are trained on vast datasets and leverage this training to predict and generate new text that is statistically consistent with the data they were trained on.
• This generative feature makes GPT highly versatile, useful for applications such as writing assistance, conversational agents, translation, and content creation.

Additional Information

• General
  • General refers to something that is broad and not specialized, but it doesn't specifically relate to the nature of how the model produces text.
  • While GPT can be considered a “general” model in the sense that it can handle various tasks, the term "Generative" directly describes its core function.
• Generated
  • Generated implies something has been created, but in the context of AI models, it is the action rather than the capability.
  • The emphasis in GPT is on "Generative," indicating the model's inherent function to generate content.
• Gradient
  • Gradient refers to a mathematical concept used in the training of AI models, specifically in the optimization process.
  • While important in machine learning, "Gradient" is not relevant to the specific function of generating text.

The correct answer is Formative assessments to track student progress and provide feedback.

 Key PointsICT tools can be effectively used to facilitate formative assessments, which are assessments that are used to track student progress and provide feedback to help them improve their learning.

Here are some specific examples of how ICT tools can be used to facilitate formative assessments:

Online quizzes and surveys: These tools can be used to assess students' understanding of a particular concept or topic. Students can take quizzes or surveys at their own pace, and the results can be used to provide immediate feedback to both students and teachers.

Interactive simulations: These tools can be used to give students hands-on experience with complex concepts or processes. Interactive simulations can help students to visualize concepts, test out different approaches, and learn from their mistakes.

Digital portfolios: These tools can be used to collect and store samples of student work over time. Digital portfolios can be used to track student progress, identify areas of strength and weakness, and provide evidence of student learning.

By using ICT tools to facilitate formative assessments, teachers can provide students with the feedback they need to succeed in their learning. Formative assessment is an essential part of effective teaching and learning, and ICT tools can help to make this process more efficient, effective, and personalized.

 Additional Information

High-stakes examinations to determine academic achievement: These exams are typically high-pressure and are used to make important decisions about students, such as whether they will be promoted to the next grade or admitted to a particular program. ICT tools can be used to administer and score these exams, but they are not as well-suited for providing the kind of ongoing, personalized feedback that is needed for formative assessment.

Standardized tests to compare students across different schools: These tests are used to compare the performance of students in different schools or districts. ICT tools can be used to administer and score these tests, but they are not as well-suited for providing the kind of detailed information about individual student learning that is needed for formative assessment..

Information and Communication Technology, usually abbreviated as ICT, refers to the mode of education that uses smart technology to support and enhance learning.

ICT in the developing world have the potential to enhance the educational experience for children by providing them:

• easy access to online resources, e-learning, distance courses, etc.
• exclusively furnished classrooms and most relevant educational programs.
• a range of assistive technology tools such as properly designed hardware and software.

Instead of being a successful approach to teaching, it too has some disadvantages, some of them are as follows:

• Privacy theft: It occurs when fraudulent users use other student’s personal data or information without the knowledge of the students.
• Plagiarism: It occurs when students just try to copy notes directly from the internet and proceed with entering the same in their papers. 
• Reliability of information: It occurs when anyone, without any relevant or authentic knowledge, starts a blog or post something on a website.

Hence, it could be concluded that privacy theft  can be disadvantages of using ICT in education.

Pragathi Scheme (Scholarship for Girl Students)

To provide encouragement and support to Girl Child to pursue technical education “Pragati Scholarship” has been launched by the MHRD from the year 2014-15 and implemented by All India Council for Technical Education (AICTE).

Pragati is a scheme of AICTE aimed at providing assistance for the Advancement of Girl's participation in Technical Education. Education is one of the most important means of empowering women with the knowledge, skill, and self-confidence necessary to participate fully in the development process. This is an attempt to give every young woman the opportunity to further her education and prepare for a successful future by “ Empowering Women Through Technical Education”.

Salient Features of the Scheme:

• Number of scholarships per annum: 4000
• ‘One Girl’ per family and it can be extended for Two Girl Child per family where the family income is less than Rs. 8 Lakh /annum (In case of the married girl child, the income of parents/ in-laws whichever is higher is to be considered).
• The candidates will be selected on merit at the qualifying examination to pursue technical education from amongst such candidates.
• The candidates should have been admitted to 1st year of the Degree or Diploma programme in any of the AICTE approved institutes during the current Academic Year through centralized admission process of the State/ Centre Government.
• Amount of scholarship: Tuition Fee of Rs. 30000/- or at actual, whichever is less and Rs. 2000/- per month for 10 months as incidentals each year.
• In case of candidates availing Tuition fee waiver/reimbursement, and amount of Rs. 30000/- may be reimbursed to the candidates selected for this scheme by the way of reimbursement for a) Purchase of books, b) Purchase of equipments, software c) Purchase of Laptops. d) Purchase of Desktops e) Purchase of Vehicle f) Fees paid towards competitive examination application forms/exam fees for all examinations related to higher education/employment.
• Reservation-15% for SC, 7.5% ST and 27% for OBC candidate/applicant.
• Out of the total number of scholarships in each scheme, 50% of scholarships are available at each Degree /Diploma level and also transferable in the event of non-availability of the eligible applicants in any of the of Degree/ Diploma level Programme. 

Hence, 'Pragathi' is a scholarship initiated by AICTE meant for Girl students, Amount of scholarship of Rs. 30,000/- for tuition fee or at actual, whichever is less each year of the course and Rs. 2000/- per month for 10 months as incidentals each year of the course.

The correct answer is All of the above.

 Key PointsNEP 2020 recognizes the transformative potential of virtual reality (VR), augmented reality (AR), and artificial intelligence (AI) in education and highlights their potential to revolutionize teaching and learning.

Here's a detailed explanation of how each of these ICT tools can revolutionize education:

Virtual reality (VR): VR immerses students in simulated environments, providing them with experiential learning opportunities that would otherwise be impossible or impractical. Imagine exploring the depths of the ocean, walking through historical landmarks, or experiencing the inner workings of the human body – VR makes these experiences possible, fostering deeper understanding and engaging students in new and exciting ways.

Augmented reality (AR): AR overlays digital information onto the real world, creating an interactive and blended learning experience. Imagine a science textbook where 3D models of cells come to life when viewed through a tablet or smartphone, or a history lesson where students can interact with virtual recreations of historical artifacts. AR has the potential to make learning more engaging, interactive, and relevant to students' everyday lives.

Artificial intelligence (AI): AI can personalize learning experiences, provide real-time feedback, and adapt to individual student needs. Imagine AI-powered tutors that provide individualized instruction, adaptive learning platforms that adjust to student progress, and AI-driven assessment tools that offer personalized feedback. AI has the potential to transform education by making it more personalized, efficient, and effective.

NEP 2020's emphasis on these emerging technologies reflects its forward-thinking approach to education. By recognizing the transformative potential of VR, AR, and AI, NEP 2020 lays the foundation for a future where technology plays a central role in creating a more engaging, personalized, and effective learning experience for all students.

Additional Information 

The National Education Policy (NEP) 2020 is a landmark document that outlines the vision for education in India for the next 20 years. The NEP 2020 places a strong emphasis on the use of information and communication technology (ICT) in education, recognizing its potential to revolutionize teaching and learning.

The NEP 2020 proposes a comprehensive strategy for ICT integration in education, encompassing the following key aspects:

• Seamless integration of ICT into the curriculum and pedagogy: ICT should not be used as a standalone tool or a replacement for traditional teaching methods, but rather as an integral part of the learning process. ICT should be used to enhance and transform teaching and learning, providing students with personalized learning experiences, access to vast resources, and opportunities for collaboration and communication.
• Learner-centered approach: ICT should be used to support and enhance student learning, not as a standalone tool or a replacement for teacher-led instruction. ICT should be used to cater to individual learning styles, provide personalized feedback, and offer opportunities for exploration and discovery.
• Curriculum alignment: ICT integration should be guided by the curriculum, ensuring that technology is used to achieve specific learning objectives and enhance the understanding of concepts. ICT should not be used for its own sake, but rather as a tool to support and enrich the curriculum.
• Pedagogical innovation: ICT should be used to promote innovative teaching and learning methodologies. Teachers should be empowered to use ICT to create engaging and interactive lessons, foster collaboration among students, and provide differentiated instruction.
• Teacher training and support: Teachers play a crucial role in successful ICT integration. They need to be provided with adequate training, resources, and support to effectively utilize ICT in their classrooms.
• Infrastructure and accessibility: Adequate infrastructure, including reliable internet connectivity, appropriate hardware, and access to digital resources, is essential for effective ICT integration. All students should have equal access to technology and opportunities to use it for learning.
• Inclusive and equitable approach: ICT integration should be inclusive and equitable, ensuring that all students, regardless of their background or socioeconomic status, have access to technology and opportunities to use it for learning.

Atoms and molecules are one of the most important topics of science. As atoms and molecules are tiny particles and can't be seen by the naked eye, using ICT resources for the teaching of the topic ‘Atoms and Molecules’ could be to help in Visualising microscopic phenomena.Key Points

• The structure of the atom can be seen through the visuals.
• Bonds of atoms forming molecules can be explained by the 3d effects of the atomic bond.
• Distance between the atomic particles in different mediums can be visualized.
• Learning by visualizing is done which is far better than learning by imagining.

Hence The main advantage of using ICT resources for the teaching of the topic ‘Atoms and Molecules’ could be to help in Visualising microscopic phenomena.

Additional Information

​ICT :

• ​Information and Communication Technology(ICT) is defined as a diverse set of technological tools and resources used to communicate, create, disseminate, store, and manage information.
• ICT includes such technologies as radio, television, video, DVD, telephone (both fixed-line and mobile phones), satellite systems, computer and network hardware and software as well as the equipment and services associated with these technologies, such as video conferencing and electronic mail.