Literacy and ICT Written by: Eko Sumartono (201125060 ) Irna Ningsih (20112506030) Leni Rohlia (201125060 ) Abstract:

This paper discussed about what is literacy and ICT itself, how it is crucial for the teachers to be supported in, and also how best to use these new technologies of literacy in their classrooms as much as they have been supported with the technology itself. This paper will display some supporting statements and also examples whether it is from several kind of articles related to learning literacy and ICT or real implementing teaching process of writer in class. Introduction Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy (Daniel, p.3). One of UNESCOs overriding aims is to ensure that all countries, both developed and developing, have access to the best educational facilities necessary to prepare young people to play full roles in modern society and to contribute to a knowledge nation. Maintaining a capacity to advise national governments on the use of technology in schools and, in particular, on the optimal balance, given local circumstances, between ICT and older educational technologies and assisting countries in developing educational software and materials that reflect their own national and regional cultures are key components of the Organizations strategy to achieve the Education for All goals.(Daniel, p.3) The present publication, Information and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher Development, is the last in a series of thematically complementary publications developed in 2002 by the Division of Higher Education and should be seen as UNESCOs contribution to assist Member States in successfully integrating the new technologies such as multimedia, e-learning and distance education delivery into their educational systems (Daniel, p.3). Definition of Liteacy and ICT Literacy is reading, writing, speaking and listening, and involves the knowledge and skills required to engage in activities required for effective functioning in the community (Hill, p.3). ICT is short for "Information and Communication Technologies." It is similar to IT (Information Technology), but focuses more on telecommunications mediums, such as the Internet, cell phone networks, and satellite technology. Modern forms of ICT have made it possible for users across the world to communicate with each other in real-time on a regular basis. Examples include instant messaging, videoconferencing, online multiplayer gaming, and social networking websites. (Source:

http://www.sharpened.net/glossary/definition/ict). Moreover, ICTs stand for information and communication technologies and are defined, for the purposes of this primer, as a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information.4 These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony (Tinio, p. 4). How can ICTs help expand access to education? ICTs are a potentially powerful tool for extending educational opportunities, both formal and non-formal, to previously underserved constituenciesscattered and rural populations, groups traditionally excluded from education due to cultural or social reasons such as ethnic minorities, girls and women, persons with disabilities, and the elderly, as well as all others who for reasons of cost or because of time constraints are unable to enroll on campus (Tinio, p. 6). Anytime, anywhere. One defining feature of ICTs is their ability to transcend time and space. ICTs make possible asynchronous learning, or learning characterized by a time lag between the delivery of instruction and its reception by learners.Online course materials, for example,may be accessed 24 hours a day, 7 days a week. ICT-based educational delivery (e.g., educational programming broadcast over radio or television) also dispenses with the need for all learners and the instructor to be in one physical location. Additionally, certain types of ICTs, such as teleconferencing technologies, enable instruction to be received simultaneously by multiple, geographically dispersed learners (i.e., synchronous learning) (Tinio, p. 6). Access to remote learning resources. Teachers and learners no longer have to rely solely on printed books and other materials in physical media housed in libraries (and available in limited quantities) for their educational needs. With the Internet and the World Wide Web, a wealth of learning materials in almost every subject and in a variety of media can now be accessed from anywhere at anytime of the day and by an unlimited number of people.This is particularly significant for many schools in developing countries, and even some in developed countries, that have limited and outdated library resources. ICTs also facilitate access to resource persons mentors, experts, researchers, professionals, business leaders, and peersall over the world (Tinio, p. 6). How can the use of ICTs help improve the quality of education? Improving the quality of education and training is a critical issue, particularly at a time of educational expansion. ICTs can enhance the quality of education in several ways: by increasing learner motivation and engagement,by facilitating the acquisition of basic skills, and by enhancing teacher training.14 ICTs are also transformational tools which, when used appropriately, can promote the shift to a learner-centered environment. Motivating to learn. ICTs such as videos, television and multimedia computer software that combine text, sound, and colorful, moving images can be used to provide challenging and authentic content that will engage the student in the learning process. Interactive radio likewise makes use of sound effects, songs, dramatizations, comic skits, and other performance conventions to compel the students to listen and become involved in the lessons being delivered.More so than any other type of ICT, networked computers with Internet connectivity can increase learner motivation as it combines the media richness and interactivity of other ICTs with the opportunity to connect with real people

and to participate in real world events (Tinio, p. 7-8). Facilitating the acquisition of basic skills. The transmission of basic skills and concepts that are the foundation of higher order thinking skills and creativity can be facilitated by ICTs through drill an practice. Educational television programs such as Sesame Street use repetition and reinforcement to teach the alphabet, numbers, colors, shapes and other basic concepts.Most of the early uses of computers were for computerbased learning (also called computer-assisted instruction) that focused on mastery of skills and content through repetition and reinforcement. (See section below on ComputerBased Learning.) (Tinio, p. 7-8). Enhancing teacher training. ICTs have also been used to improve access to and the quality of teacher training. For example, institutions like the Cyber Teacher Training Center (CTTC) in South Korea are taking advantage of the Internet to provide better teacher professional development opportunities to inservice teachers. The governmentfunded CTTC, established in 1997, offers self-directed, self-paced Web-based courses for primary and secondary school teachers. Courses include Computers in the Information Society,Education Reform, and Future Society and Education. Online tutorials are also offered, with some courses requiring occasional face-to-face meetings.15 In China, large-scale radioand television-based teacher education has for many years been conducted by the China Central Radio and TV University,16 the Shanghai Radio and TV University and many other RTVUs in the country At Indira Gandhi National Open University, satellite-based one-way video- and two-way audio-conferencing was held in 1996, supplemented by print-materials and recorded video, to train 910 primary school teachers and facilitators from 20 district training institutes in Karnataka State. The teachers interacted with remote lecturers by telephone and fax (Tinio, p. 7-8). Benefits of ICT in Education In the UK, all research into ICT in Education is monitored by BECTA (British Educational Communications and Technology Agency). Here are some of the benefits which ICT brings to education according to recent research findings. General benefits Greater efficiency throughout the school (Greene et al, 2002) Communication channels are increased through email, discussion groups and chat rooms Regular use of ICT across different curriculum subjects can have a beneficial motivational influence on students learning (Cox 1997) Benefits for teachers ICT facilitates sharing of resources, expertise and advice Greater flexibility in when and where tasks are carried out Gains in ICT literacy skills, confidence and enthusiasm (Harrison et al, 1998) Easier planning and preparation of lessons and designing materials Access to up-to-date pupil and school data, any time and anywhere (Perry, 2003) Enhancement of professional image projected to colleagues Students are generally more on task and express more positive feelings when they use computers than when they are given other tasks to do (Becker 2000) Computer use during lessons motivated students to continue using learning outside school hours (Becker 2000; Chen and Looi 1999; Harris and Kington 2002)

Benefits for students Higher quality lessons through greater collaboration between teachers in planning and preparing resources (Ofsted, 2002) More focused teaching, tailored to students strengths and weaknesses, through better analysis of attainment data Improved pastoral care and behaviour management through better tracking of students Gains in understanding and analytical skills, including improvements in reading comprehension (Lewin et al, 2000) Development of writing skills (including spelling, grammar, punctuation, editing and re-drafting), also fluency, originality and elaboration (Lewin et al, 2000) Encouragement of independent and active learning, and self-responsibility for learning (Passey, 1999) Flexibility of anytime, anywhere access (Jacobsen and Kremer, 2000) Development of higher level learning styles (Gibbs, 1999) Students who used educational technology in school felt more successful in school, were more motivated to learn and have increased self-confidence and self-esteem (Software and Information Industry Association 2000) Students found learning in a technology-enhanced setting more stimulating and student-centred than in a traditional classroom (Pedretti and Mayer-Smith 1998) Broadband technology supports the reliable and uninterrupted downloading of webhosted educational multimedia resources Opportunities to address their work to an external audience (Allen 1995) Opportunities to collaborate on assignments with people outside or inside school (Chiu 2002; Lipponen 2000; Willinsky 2000) Benefits for parents Easier communication with teachers (Becta, 2001) Higher quality student reports more legible, more detailed, better presented (Accounts Commission for Scotland, 1999) Greater access to more accurate attendance and attainment information Increased involvement in education for parents and, in some cases, improved selfesteem (Hennessy, 1998; National Literacy Association, 1996) Increased knowledge of childrens learning and capabilities, owing to increase in learning activity being situated in the home Parents are more likely to be engaged in the school community You will see that ICT can have a positive impact across a very wide range of aspects of school life. The Examples of applying ICT in Learning These are several articles that contain the result of applying ICT in their education process as follow: An ICT-based Application to Support Deaf Childrens Reading Comprehension By Ornella Mich and Chiara Vettori (Italy) Designing Videogames for Foreign Language Learning By Anke Berns, Antonio Gonzalez-Pardo, and David Camacho (Spain) SIMOLA: Helping Language Learners Bridge the Gap By Lyn Pemberton, and Marcus Winter (United Kingdom) Designing IWB Resources for Language Teaching: The ITILT Project By Shona

Whyte, Euline Cutrim Schmid, and Sanderin van Hazebrouck. (France and Germany) 10CMT - An ICT Based Pedagogy Design for Learning and Teaching of Mother Tongue Languages By Sumathi Siva Kumar (Singapore) Virtual 3D Tools in Online Language Learning By Sawomir Czepielewski (Poland) Impact of ICT on Argumentative Content and Vocabulary Usage By Prema Ponnudurai (Malaysia) Investigating Effects of the iPad on Japanese EFL Students Self- Regulated Study By Sachiyo Sekiguchi (Japan) General English subject through NIIT-STIKES Muhammadiyah Palembang Reference Hill, S. (2008). Introduction developing early Literacy. In Hill, S. Developing Early Literacy: Assessment and Teaching (pp. 1-17). Australia: Eleanor Curtain. IFIP Working Party and UNESCO. (2001). Information and Communication Technology in Education: A Curriculum for Schools and Program of Teacher Development. France: Division of Higher Education UNESCO. Tinio, L. V. ICT in Education. New York: Stephen Brown Group Leader. Gales, C. Teaching and Learning with ICT. ICT Across the Curriculum.