Application of ICT in education

Role of ICT in the Classroom

Radio and television have been used widely as educational tools since the 1920s and the 1950s, respectively. There are three general approaches to the use of radio and TV broadcasting in education:
direct class teaching, where broadcast programming substitutes for teachers on a temporary basis;
school broadcasting, where broadcast programming provides complementary teaching and learning resources not otherwise available
general educational programming over community, national and international stations which provide general and informal educational opportunities.
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Curriculum Content (IGCSE ICT)

The curriculum content is set out in eight interrelated sections. These sections should be read as an integrated whole and not as a progression. The sections are as follows:

1. Components of a Computer System
2. Input and Output Devices
3. Storage Devices and Media
4. Computer Networks
5. Data Types
6. The Effects of Using IT
7. The ways in which IT is used
8. Systems Analysis and Design

Candidates should be familiar not only with the types of software available and the range of

Information and Communication Technology knowledge and skills detailed below, but also with their uses in practical contexts. Examples of such uses are given in each section of the subject content as a teaching guide.

No marks will be awarded for using brand names of software packages or hardware.

Assessment Objectives (IGCSE ICT)

The two assessment objectives in Information and Communication Technology are:
A Practical Skills
B Knowledge and understanding

A description of each assessment objective follows.

A - PRACTICAL SKILLS

Students should be able to:

1. use e-mail and the Internet to gather and communicate information;
2. use word processing facilities to prepare documents;
3. use database facilities to manipulate data to solve problems and represent data graphically;
4. integrate data from different sources into a single document or report;
5. produce output in a specified format;
6. use a spreadsheet to create and test a data model, extracting and summarising data;
7. represent data as information in a variety of chart formats;
8. create a structured website with style sheets, tables and hyperlinks;
9. create and control an interactive presentation.

B-KNOWLEDGE AND UNDERSTANDING

Students should be able to demonstrate knowledge and understanding in relation to:

1. the functions of the main hardware and software components of computer systems;
2. the networking of information-processing systems;
3. the ways in which information and communication technology is used and the effects of its use;
4. the stages and methods of system analysis and design;
5. computing terminology.

Scheme of assessment (IGCSE ICT code: 417)

All candidates will be entered for Papers 1, 2 and 3.

Paper 1 (2 hours)

A written paper of 120 marks assessing the skills in Assessment Objective B. The paper will contain mainly questions requiring a short response, a word, a phrase or one or two sentences, although there will be some questions requiring a more extended response. There will be no choice of questions. The questions will test sections 1 - 8 of the curriculum content.

Paper 2 (2 hours 30 minutes)

A practical test on sections 9 - 16 of the curriculum content

Paper 3 (2 hours 30 minutes)

A practical test on sections 9 - 16 of the curriculum content

Practical Tests

The two practical tests will each comprise a number of tasks to be taken under controlled conditions.

The practical tests focus on the candidate's ability to carry out practical tasks rather than to explain the theory of how the tasks are completed. Candidates are assessed on their ability to complete these tasks.

Weighting of Papers

Paper 1 -40%

Paper 2 -30%

Paper 3 -30%