Each school will have a dedicated teacher to manage IT facilities and to champion the use of IT in the school. Support in the form of incentives will encourage teachers, managers and administrators to integrate technology in their daily activities and areas of responsibility. It will facilitate technological change, experimentation with new ideas and risks taking.
2. Information technology on educational system
To innovate the E-education, the traditional educational systems should be ameliorated. The achievement of the E-education goal will require the development of such a new school that are learning organizations consisting of a community of both teachers and learners. In such schools, teachers and learners will be able to think about what is worth knowing about education and new technologies along three dimensions, namely, operational, cultural and critical (Patterson, 2000).
The operational dimension attends to the skills that are necessary for the use of new information technology (Patterson, 2000). Demonstrated acquisition of these skills is as important as the process by which they are acquired. Approaches that employ an elaborate human network of support among teachers and learners, and espouse a collective approach to knowing and problem solving, are rich and powerful for the processes of learning and knowing about IT in education.
The cultural dimension involves stepping into the culture that supports the practice of using IT for educational purposes, regardless of one’s level of expertise (Patterson, 2000). This can support teachers to move beyond a purely instrumental role that views IT as an educational add-on, to regarding technology as something that poses interesting and important questions for administration, curriculum and pedagogy.
The critical dimension invites teachers and learners to step outside the culture and ask questions about the taken-for-granted assumptions that are embedded in the success stories about IT inside and outside of schools (Patterson, 2000). This will give a critical dialogue, analysis among teachers and research resources to provoke and expand teachers’ perspectives on the benefits of IT.
3. Information technology on teaching and learning system.
Information technology, when successfully integrated into teaching and learning, can ensure the meaningful interaction of learners with information (Veigal, 2000). IT can advance cognitive skills such as comprehension, reasoning, problem-solving and creative thinking (Stallings, 2001). Success in the infusion of IT into teaching and learning will ensure that all learners will be equipped for full participation in the knowledge society before they leave a further education and training institution (Harrison, 2002). For example, these learners are likely to utilize e-Government processes, not only to acquire and use information, but also to implement public sector reforms that can enhance transparency in government operations. These learners can use IT to enhance interaction between citizens, governmental organizations and public and elected officials.
Experience worldwide suggests that IT does play a role in the transformation of education and training (Ross, 2004). IT can enhance educational reform by enabling teachers and learners to move away from traditional approaches to teaching and learning (Harrison, 2002). To ensure IT can be used in the teaching and learning system abroad. According to Denis (2000), in a transformed educational environment, there support to be a shift from teacher-centred, task-oriented, memory-based education (with technology at the periphery), to an inclusive and integrated practice where learners work collaboratively, develop shared practices, engage in meaningful contexts and develop creative thinking and problem-solving skills. Enriching the educational environment through the use of IT is a continuum, a process that takes learners and teachers through learning about IT (exploring what can be done with IT), learning with IT (using IT to supplement normal processes or resources), and learning through the use of IT (using IT to support new ways of teaching and learning) (Harrison, 2002).
4. Information technology on assessment system
Assessment is an important driver in education, and if not well managed it can become a barrier to innovation. Once IT is embedded in learning and teaching processes, learners will want to be assured that assessment does test the level of acquisition of skills and competencies acquired through E-education (Ann, 2000). E-education will require teachers and learners to reflect upon and improve their approaches and strategies to teaching and learning (Slaughter, 2001). The use of efficient E-educational methodologies has the potential to enhance the quality and value of assessment. In addition, in the information technology environment, data analysis techniques can assist teachers to track learner achievements and review teaching strategies in the light of the insights gained. So the IT can offer teachers give learners immediate feedback on progress, identify areas of weakness and design necessary and appropriate support systems in a timely fashion.
The administration of assessment is a labor-intensive exercise, the use of IT in assessment has the potential to increase the efficiency and to streamline and safeguard data-transfer processes (Ross, 2004). It is imperative, therefore, that online and IT-based formative and summative assessment methods are developed (Asmal, 2003). IT also has the potential to simplify the administration of assessment. The reduction in the amount of time spent on administrative routines will allow teachers more time to give direct support to learners and improve the quality of contact time (Asmal, 2003).
IT also can be used in adult education and training (Ross, 2004). Online assessment has some potential to increase participation by overcoming barriers such as location, time and cost, through “on demand assessment” (Ross, 2004). Adult learners who progress at their own pace and wish to demonstrate skills acquired at the workplace should not be tied down to an inflexible timetable.
5. Information technology on administration system
As Patterson (2000) stated, IT is increasingly allowing schools and school systems greater access to timely, relevant and detailed information on many of the functions of schools. More complex information can now be collected, analyzed and used at both school and system levels. The rapid development of IT, the increased pressure for effective management of organizational performance and a preference for self-managing schools have resulted in the development of powerful management information systems (Veigal, 2000). As with all types of organizations, schools and school systems are increasingly using management information systems for planning, monitoring, improvement and accountability purposes (Patterson, 2000). IT has the capacity to automate processes and save time, thereby freeing school managers to focus on instructional leadership. If managerial functions at school and other levels of the education system are to be carried out efficiently and effectively, it is necessary that information of high quality is available at all times to inform decision-making (Ann, 2000). This points to the need for a reliable information system that provides defined objectives and the right information to the right people, at the right time and in the right way.
Educational leaders have not yet fully appreciated the benefits of e-education and e-administration for schools It is important that educational leaders at all levels of the system are provided with the necessary support to enable them to manage the introduction of IT and the related change processes (Ross, 2004). In order to increase administrative efficiency through the use of computerized information systems, the computer department should develop standardized templates for management, statistical analysis, record keeping and reporting.
Conclusion
New models of learning are radically changing our conception of education. Education for human development in the learning society requires collaborative learning and involves focusing on building knowledge (Asmal, 2003). These changes arise from shifts in educational goals, and from new concepts in learning and knowledge creation. In the information society, the E-education has unlimited development space. The above just give some recommendations to the educational leader who want to evaluate their educational system.
Though E-education is rapidly changed in nowadays, there are still some limitations of E-education.
First of all, online education can be offered only in certain degrees. Any field of study that requires faculty evaluation of hands-on student work would not be a good candidate as an e-education program (Harrison, 2002).
Secondly, technology will change. Bandwidth and access speed will increase. Eventually, it will be possible to record lectures and make them available for students to download at their convenience. But will everyone be able to go online? Not without developing and adopting a new way to view the educational process (Harrison, 2002).
The last but not least, does the Internet mean that there will no longer be a place for the traditional classroom? Not in the foreseeable future, the face-to- face exchange of ideas will always have a place in the academic world (Harrison, 2002).
So the online education always can’t totally instead of traditional classroom teaching. The Internet merely opens up additional delivery methods and makes education more accessible.
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