course ict education

This site belongs to UNESCO's International Institute for Educational Planning

IIEP Learning Portal

Search form

• issue briefs
• Improve learning

Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
• Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
• E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To sup­port teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful imple­mentation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

• India [ PDF ]
• Detroit, USA [ PDF ]
• Finland [ PDF ]
• Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
• Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
• BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
• Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
• Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
• Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
• Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
• Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
• Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.'  ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
• "Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
• Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
• Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
• Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
• Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
• Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
• Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
• Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
• Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
• Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
• Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
• Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
• Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
• Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
• Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
• Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
• Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
• Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
• Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
• Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
• Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
• Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
• Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
• Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
• Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
• Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
• Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
• Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
• Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
• Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
• Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
• Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
• Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

Related information

• Information and communication technologies (ICT)

ICT Skills in Education

--> --> --> --> --> --> --> --> --> --> --> --> --> --> --> --> --> -->

Note: This exam date is subject to change based on seat availability. You can check final exam date on your hall ticket.

Page Visits

Course layout, books and references, instructor bio.

Dr. Ismail Thamarasseri

Course certificate.

DOWNLOAD APP

SWAYAM SUPPORT

Please choose the SWAYAM National Coordinator for support. * :

Course Status :	Completed
Course Type :	Elective
Duration :	12 weeks
Category :
Credit Points :	4
Undergraduate/Postgraduate
Start Date :	22 Jun 2020
End Date :	11 Sep 2020
Enrollment Ends :	30 Jun 2020
Exam Date :	15 Nov 2020 IST

	You might be using an unsupported or outdated browser. To get the best possible experience please use the latest version of Chrome, Firefox, Safari, or Microsoft Edge to view this website.

• Best Online Information Technology Degree

Best Online Information Technology Degree Of 2024

Updated: Aug 4, 2023, 2:41pm

Information technology (IT) plays a pivotal role in our daily lives, driving much of our communication, improving our productivity, and taking center stage in many businesses and industries. IT’s rapid growth has advanced efficiency and effectiveness in many fields, including education, manufacturing and healthcare.

As IT becomes more complex, however, the industry’s skills gap expands. Computer and information sciences bachelor’s degrees more than doubled in popularity between the 2010-11 and 2020-21 academic years, as reported by the National Center for Education Statistics (NCES). Even so, employers still face a shortage of qualified IT professionals.

An online information technology degree equips you with an in-demand skill set, setting you up for a successful IT career.

Through distance learning, online IT degrees can reach more students and help close the IT skills gap. Here, we list the 10 best U.S. universities offering online IT degrees. We also highlight each program’s unique elements and provide you with the information you need to make an informed decision when it’s time to pick a school.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

• 6,290 accredited, nonprofit colleges and universities analyzed nationwide
• 52 reputable tech bootcamp providers evaluated for our rankings
• All content is fact-checked and updated on an annual basis
• Rankings undergo five rounds of fact-checking
• Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded
• Best Online Bachelor’s Degrees In Cybersecurity
• Best Master’s In Computer Science Online
• Best Online Data Science Master’s Degrees
• Best Online Master’s In Computer Engineering
• Best Online Master’s In Information Technology Programs

Our Methodology

Best online information technology degree options.

• Featured partners

Should You Enroll in an Online Information Technology Degree?

Accreditation for online information technology degrees, how to find the right online information technology degree for you, cost of earning an it degree online, frequently asked questions (faqs) about online information technology degrees.

The Forbes Advisor Education team is committed to bringing our readers unbiased rankings and trustworthy, informative articles covering higher learning institutions, individual degree programs, bootcamps, professional credentials and various career paths.

Our team sources data from the National Center for Education Statistics and the U.S. Bureau of Labor Statistics. We also pull information from reputable professional organizations and education providers’ direct websites. Our rankings use a strict methodology to determine the best schools, programs or bootcamps for each category.

Moreover, an expert advisory board of experienced professionals and educators reviews and verifies Forbes Advisor Education content to ensure accuracy and completeness.

We scored 24 accredited, nonprofit colleges offering online information technology degree programs in the U.S. using 16 data points in the categories of credibility, affordability, student outcomes, student experience and application process. We pulled the data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites.

We scored schools based on the following categories:

Student Outcomes :

• Overall graduation rate
• Median earnings 10 years after graduation
• Pell Grant recipient graduation rate
• Retention rate
• Pell Grant graduation rate vs. overall graduation rate

Affordability :

• Average annual net price for students receiving federal aid
• Median federal student loan debt
• Percentage of students in federal student loan deferment
• Percentage of students who take out federal loans

Student Experience :

• Student-to-faculty ratio
• Socioeconomic diversity
• Program being ranked has 100% coursework available online

Credibility :

• Fully accredited
• Nonprofit status

Application Process :

• Acceptance rate
• Uses Common App

We chose the 10 best schools to display based on those receiving a curved final score of 85.2% or higher.

Find our full list of methodologies here .

New Mexico State University

Indiana university, bellevue university, university of arizona, saint leo university, indiana state university, vincennes university, southern illinois university, western governors university, park university.

Undergraduate Tuition

$395/credit (in state)

Overall Student Retention Rate

Overall Graduation Rate

Along with its main campus in the city of Las Cruces, New Mexico State University (NMSU) has three additional campuses spread throughout the state, plus an online campus. The Hispanic-serving institution offers more than 180 programs, including an online bachelor of information and communication technology (ICT).

Run through the engineering college, the ICT program offers hands-on training via virtual machines and networking simulation equipment. During their senior year, ICT majors complete a project management capstone assignment. In addition to tuition, ICT students must pay an engineering tech fee adding up to $145 per semester for full-time students.

NMSU also offers an online bachelor of business administration in information systems.

• Our Flexibility Rating: Learn On Your Schedule
• School Type: Public
• Application Fee: Free
• Admission Rate: 57%
• Degree Credit Requirements: 120 credits
• Program Enrollment Options: Part time, full time
• Notable Major-Specific Courses: Linux system administration, Windows enterprise administration
• Concentrations Available: Cyber defense, network technologies, software development
• In-Person Requirements: No

$250/credit (in state)

Rooted in Indianapolis, Indiana, Indiana University (IU) offers more than 200 online degree programs, including a BS in informatics. Informatics majors at IU can choose from five degree tracks in business, health information management, legal informatics, sustainability and enterprise resource planning. Graduates go on to work in tech startups, health information systems and sustainability, among other fields.

Along with core and concentration courses, students may integrate a research project or an internship into the program, which IU encourages.

• Admission Rate: 84%
• Program Enrollment Options: Full time
• Notable Major-Specific Courses: Human computer interaction, system design
• Concentrations Available: Business, health information management, legal informatics, sustainability, enterprise resource management

$449/credit (in state)

Based in Omaha, Nebraska, Bellevue University features more than 80 flexible online programs, including a BS in information technology. Information technology majors at Bellevue complete courses in core areas, electives and the Kirkpatrick signature series, which focuses on active citizenship.

Bellevue also works with learners to integrate a capstone practical or research project, an internship, or a certification pathway into their degree program. Incoming students can transfer a full associate degree to shorten their bachelor’s degree timeline.

• Our Flexibility Rating: Learn Around Your 9-to-5
• School Type: Private
• Application Fee: $50
• Admission Rate: 100%
• Degree Credit Requirements: 127 credits
• Notable Major-Specific Courses: Network management and infrastructure, cloud computing and governance
• Concentrations Available: N/A

$500/credit (in state)

Founded in Arizona before it had even become a state, the University of Arizona now features more than 150 majors and enrolls nearly 47,000 students. The Hispanic-serving institution does not charge out-of-state tuition rates for its distance-learning programs, regardless of where students live and study from.

The online BA in information science and e-society covers several areas of interest, including computer and information science, engineering, psychology and behavioral sciences. Exceptional graduates can continue their studies with an accelerated MA in library and information science.

• Application Fee: $65
• Admission Rate: 87%
• Notable Major-Specific Courses: Digital engagement, digital storytelling and culture

$410/credit (in state)

The oldest Catholic university in Florida, Saint Leo University was founded in 1889. The school offers more than 110 majors and minors, including over 65 online options. The online BS in computer information systems prepares you to integrate computer applications and solutions for businesses, helping to keep their data safe and ensure the businesses meet their goals.

Along with research and coursework, this program includes practical training through internships, networks and information assurance lab experiences. In addition to tuition, Saint Leo students pay a $40 technology fee per course.

• Admission Rate: 71%
• Notable Major-Specific Courses: Systems analysis and design, decisions support systems

$351/credit (in state)

Since opening in 1865, Indiana State University (ISU) has grown to offer more than 100 programs, including over 70 online programs. Accredited by the Computing Accreditation Commission of ABET, this online BS in information technology features a senior project and a culminating experience class.

ISU offers free tuition for all Pell Grant-eligible students from Indiana and Illinois, plus up to $3,000 in grants. As an online student, however, you must pay an online education delivery fee of $30 per course.

• Application Fee: $25
• Admission Rate: 94%
• Notable Major-Specific Courses: Digital computer logic, mobile system design technology

$243/credit (in state)

Vincennes University (VU) was founded in 1801, making it the oldest university in Indiana and one of the oldest in the country. The school’s BS in information technology focuses on networking, software development and gaming. It features a capstone research project and a technology applications internship. Graduates go on to work as computer programmers, technology support technicians, network administrators and systems analysts.

Students from Illinois, Michigan, Ohio and Kentucky have access to in-state rates at VU.

• Degree Credit Requirements: 120 credits (including applicable credits from associate degree)
• Notable Major-Specific Courses: Current issues in technology, ethical hacking and cybersecurity

$321/credit (in state)

Founded as the state’s second teacher’s college in 1869, Southern Illinois University (SIU) now enrolls more than 11,000 students across many disciplines. The school’s online BS in information technology focuses on finding business solutions through IT. As part of their coursework, IT majors must complete an internship, capstone project and virtual lab work.

To help learners cover tuition costs, SIU provides more than $20 million in scholarships, including $6 million to incoming first-year students.

• Application Fee: $40
• Admission Rate: 95%
• Notable Major-Specific Courses: Web-based apps in IT, operating systems

$3,625/term (in state)

Founded in Utah by 19 governors, Western Governors University (WGU) enrolls more than 110,000 students. The school’s online BS in information technology allows learners to complete the program at their own pace. The program features 36 courses, including a practical IT capstone project.

IT graduates qualify for several professional IT certifications, including Amazon AWS Cloud Practitioner and multiple CompTIA credentials, and the tuition covers the certification cost. WGU school granted nearly $20 million in scholarships in 2022.

• Program Enrollment Options: Accelerated, part time, full time
• Notable Major-Specific Courses: Emerging technologies, user interface design

$550/credit

Based in Parkville, Missouri, Park University offers a flexible BS in information systems. Learners can complete this degree online or at any of 15 Park campus centers located around the country.

Information systems majors at Park learn the skills they need to manage, process and analyze data. Graduates go on to work in a wide variety of industries, including business and the nonprofit sector. All information systems majors must select a minor to complete this degree program; suggested minors include leadership, project management, graphic design and management.

• Application Fee: $75
• Program Enrollment Options: Full time, part time
• Notable Major-Specific Courses: Developing the user experience, data management concepts

Many online information technology degrees provide maximum schedule flexibility, allowing you to complete your coursework at your convenience. Some programs feature synchronous delivery, requiring set class times, but synchronous online programs often schedule lectures during evenings and weekends to accommodate working learners.

Online programs can also reduce commuting time and allow you to consider faraway schools that might otherwise be out of reach.

Yet, distance learning does not suit everyone. Online courses require more independence and self-motivation. They do not provide a traditional classroom environment, which some learners prefer. If you desire peer-to-peer engagement and regular interaction with your instructors, you might consider an in-person or hybrid program instead.

Accreditation comes in two forms: institutional and programmatic.

Institutional accreditation—which validates the quality of a school’s faculty, resources and student outcomes—comes from an agency recognized by the Council for Higher Education Accreditation (CHEA) or the U.S. Department of Education (ED). Institutional accreditation is particularly critical, as it can impact your financial aid eligibility and your ability to transfer credits.

Programmatic accreditation, which is specific to degree programs or departments within a university, may not be mandatory for IT programs, but it can help you find jobs and qualify for professional engineering licensure down the road. Accreditation from the Computing Accreditation Commission of ABET demonstrates a high-quality degree program and could improve your employment opportunities after graduation.

Consider Your Future Goals

Where you want to land after graduating can help you choose your path and your school. Before settling on a degree program, think about your ideal career, and seek a school and program that can adequately prepare you for that field.

Evaluate how well each prospective program’s curriculum, faculty, internship offerings and school partnerships align with your desired career path. Prioritize programs that offer concentrations in your preferred field or lead to relevant certifications.

If you plan on continuing your education in graduate school, you could save time and money with an accelerated bachelor’s-to-master’s program, which allows you to earn your bachelor’s and master’s degrees in a shorter overall time frame.

Know Your Financing Options

Evaluating tuition prices can help you narrow down your program choice, but you should also look at the financing options available to you before deciding against an expensive program. Along with federal financial aid, you may have access to scholarships and grants through your school, a professional organization, a nonprofit or another third party. Some schools also provide tuition breaks, flexible tuition payment plans and loan forgiveness programs to students in need.

College costs vary depending on your school, program and location. According to NCES , the average in-state public college student paid $9,375 in tuition and fees in 2020-21, while private college students paid $32,825. Out-of-state learners paid an average of $27,091 that same year.

Annual in-state tuition prices for the schools on this list range between $2,760 and $15,000. Many online programs extend discounted or in-state tuition rates to all distance learners regardless of their state residency status.

That said, distance students should be aware of extra fees associated with online course delivery.

What can you do with a degree in information technology?

An online information technology degree can take you in many directions. These broad programs often explore many IT-related disciplines. An IT degree can help lay the foundation for careers and advanced degrees in fields like computer science, software, engineering and networks.

What degree is best for information technology?

The best degree for information technology depends on your interests. If you’re unsure about your future direction, a more general bachelor’s in information technology or computer science might be best. If you have a specific target in mind, you might choose an IT degree with a relevant concentration or minor.

How difficult is an IT degree?

An online IT degree program can be challenging because of the highly technical and specialized material it covers. However, most programs incorporate practical training into the education, which lets you apply your learning as you go. If you approach the program with commitment and effort, you should have as much success as you would any other technical program.

For nearly a decade, Doug Wintemute has specialized in helping students and professionals make sound education and career decisions. In addition to Forbes Advisor, his work has been featured on many online publications, including ZDNet, Bankrate and NurseJournal.

ICT in Education

• Description
• Additional Information

Information and communication technologies are currently a way for teachers to access a wide range of new pedagogy so as students learn more effectively. These technologies are also being used to enable teachers to do administrative tasks more efficiently. It is vital today for teachers to be able to use technologies in every setting in order to support any kind of teaching practice. Some of the aims of using ICT that are going to be covered in the course are:

• To teach and present ideas and content (interactive board).
• To assess pupils and teach them through material of networked areas in the system (taking responsibility over learning).
• To support teachers in keeping records and monitoring students.
• To urge teachers in constantly developing professionally through professional networks and other associations.

The course emphasizes on the importance of Information and communications technology in education through analyzing the multiple areas where it can be used, applied and adjusted.

What will I learn?

This course covers the integration of ICT in a learning and teaching context and examines different ICT models. More specifically, it covers the definitions and benefits of applets and virtual manipulatives, the impact of ICT when applied to teaching and learning, along with its affordances and associated challenges, and the influence of the internet on our lives and on the educational sector. 

Course Content

Week 1: Learning through Technology and ICT models

Week 2: Practical Applications of applets and virtual manipulative in Learning

Week 3: Online Learning, affordances and challenges of ICT applications in teaching and learning

Week 4: Internet and Society

Week 5: Final Quiz

The course consists of one multiple choice quiz carrying a weight of 100% towards the final course grade. In order to successfully complete the course and obtain your certificate you need to achieve an overall grade of 50% or above at the quiz.

Certificate

A certificate will be issued upon completion of the course. 

Similar Items

You may also like.

$24.00   Adult Learning - Physical Skills Adult Learning - Physical Skills Understand the principles of adult learning.  Find out more Add to Cart

$24.00   Adult Learning - Mental Skills Adult Learning - Mental Skills Understand the principles of adult learning.  Find out more Add to Cart

$22.00   Writing Reports and Proposals Writing Reports and Proposals Build a solid base of confident writing skills to present information… Find out more Add to Cart

• 0800 233 723 (toll-free)
• [email protected]

FULLY ONLINE

Master of education in information and communication technology.

THE FUTURE. REIMAGINED.

The purpose of the Master of Education in ICT (Information and Communication Technology) is for students to acquire, strengthen and deepen specialist advanced theoretical knowledge of ICT in educational environments. The themes that are covered include educational ICT policy development, current and emerging issues in digital learning, contemporary learning design theories and frameworks and framing assessment within 21st century contexts.

The programme targets education practitioners from the public and private sectors who have an interest in advancing digital learning in their education ecosystems. The programme will appeal to instructional and learning designers, educational researchers, teachers and lecturers, corporate trainers, subject and curriculum specialists, policy advisers, monitoring and evaluation specialists and NGO officials.

This programme requires no travel and no face-to-face sessions, allowing you to earn credits at your own pace while fulfilling personal and professional obligations. Complete the programme in a minimum of two years.

Requirements

The admission requirements for this programme will adhere to the University of Johannesburg’s Admission and Selection Policy that is current at the time of the registration for this programme.

The admission process is the first step towards advancing your career. Below are the minimum requirements for applying and a list of the required documents you will need when you submit your application for the Master in Information and Communication Technology in Education.

During the selection process, the programme coordinator and/or head of department (HOD) will consider the career history of applicants.

Requirements for consideration into a Master of Education in Information and Communication Technology include:

One of the following:

• An NQF Level 8 Honours Degree in Education, or a related equivalent qualification (e.g. Human Resource Development). OR
• A suitable professional Bachelor’s Degree (NQF Level 8) plus a teacher’s diploma or teaching qualification and work experience in the field of ICT in education. The disciplinary knowledge of such candidates will be assessed by the programme coordinator and another disciplinary expert. A reading programme may be prescribed prior to allowing registration. OR
• An appropriate NQF Level 8 Honours Degree and a teacher’s diploma/teaching qualification, plus work experience in the field of ICT in education. The disciplinary knowledge of such candidates will be assessed by the programme coordinator and another disciplinary expert in the field of specialisation. A reading programme may be prescribed prior to allowing registration. OR
• Prospective candidates may, based on extensive and verifiable experience in the field of ICT in education, apply for recognition of prior learning (RPL) within institutional policy guidelines. Their experience should be on the level and scope of NQF Level 8 within the discipline and should include appropriate research methodological knowledge and skills. AND
• All applicants must have obtained a 65% average in the preceding NQF Level 8 qualification (or equivalent).

Students who do not have the required 65% on their average marks for the previous qualification, but who have an average between 60% and 64%, will be considered if there are places available in the programme. 

Required documentation:

• A certified academic record and a certified copy of your highest qualification obtained
• An updated and detailed CV
• Proof of work experience
• The international equivalence of qualifications will be specified in the prospectus.

If you have a question, please email [email protected] or phone 0800 233 723 (toll-free).

We recommend the following in order to successfully complete your 100% online degree:

Basic computer skills:

• Ability to operate your computer and perform common tasks Email and file management (access, create, edit, save, upload and download documents)
• Ability to use a word processing program to create and edit documents
• Basic web-browsing skills

Computer requirements:

• Laptop or PC
• A high-speed internet connection (3G, 4G, LTE, ADSL or fibre)
• E-book storage and reading
• Study notes storage and reading (PDF, MS Office)
• Video storage and playback
• Video recording
• Audio storage and playback
• Audio recording
• Web browsing
• Document creation
• Access to social networking

Module interruption and scheduled maintenance: In the event of unexpected module interruption on the due date for an activity, the online facilitator will notify students of a new due date.

Module & credits

Modules are undertaken over a seven-week period. The programme is split over two years and consists of compulsory modules and a minor dissertation.

Total Fees:   R2,350

Credits:   15

Total Fees:   R2,570

Total Fees:   R2,390

Total Fees:   R4,820

FEES FOR 2024

UJ Online programmes are designed to be affordable, saving time and money compared to other formats. Tuition fees are calculated per seven-week module. You can enrol in and pay for each consecutive session as your studies progress. Payment is accepted through the online student portal and must meet the payment deadline. * Fees quoted are 2024. Fees are subject to an annual increase.

Number of modules: 12

Programme credits: 180

Fees per programme credit: ± r214, total tuition fees: r38,560*, don’t miss out, study online., request information.

These languages are provided via eTranslation, the European Commission's machine translation service.

• slovenščina
• Azerbaijani

ICT INNOVATIONS AND AI IN SCHOOLS

Staying up-to-date with latest technologies can be tough. This comprehensive program is designed for teachers who want to integrate ICT and artificial intelligence into their teaching practices and make their job easier.

Description

Learning objectives.

• The essential ICT fundamentals for every teacher and its role in modern education
• How AI can be used to enhance teaching and learning in school
• Latest technological tools and how to integrate them into your classroom
• Digital literacy skills for both teachers and students
• How to use technology to create personalized learning experiences

Methodology & assessment

Pricing, packages and other information.

• Price: 80 Euro
• Package contents: Accommodation Course Meals

Additional information

• Language: English
• Target audience ISCED: Early childhood education (ISCED 0) Primary education (ISCED 1) Lower secondary education (ISCED 2)
• Target audience type: Teacher Head Teacher / Principal
• Learning time: 5-10 hours

Upcoming sessions

More courses by this organiser

TRAUMA INFORMED LEARNING

Next upcoming session  27.10.2024 - 02.11.2024

Medical English

Global site navigation

• Celebrity biographies
• Messages - Wishes - Quotes
• TV and Movies
• Fashion and style
• Music and singers
• Capital Market
• Celebrities
• Relationships

Local editions

• Habari za Kenya Swahili

ICT courses, requirements, colleges and universities offered

Are you having trouble choosing a career path? You're not alone. Many people have a hard time choosing a career path after graduating from high school. ICT courses have consistently featured on the list of the most marketable courses in the country. If you are stuck on the choice of a career path, you can pursue a diploma or certificate in ICT course in the institution of choice.

PAY ATTENTION: Help us change more lives, join TUKO.co.ke’s Patreon programme.

In the current information age era, ICT has an important role to play in the world . The lack of appropriate information at the right time will result in low productivity and low-quality research work. In an evolving technological world, there is no doubt that the importance of ICT will continue to grow in the years to come.

ICT courses, requirements, colleges and universities offering

Data Science course: requirements, universities and colleges, fees 2021

What is ICT qualification? ICT encompasses the fields of data/information processing, transmission and communications utilizing computer and telecommunication techniques. The ICT course aims to produce highly qualified graduates who are well equipped with the latest skills necessary to provide reliable ICT solutions to business and industry.

ICT courses allow students to follow different pathways and cover areas such as digital information and information management, computer studies, programming, networking and computer applications. The courses are designed to produce graduates who:

PAY ATTENTION: Don't miss trending Kenyan news. Follow TUKO.co.ke on Twitter !

• Will assist in system administration and networking in production, research, consultancy, and education.
• Demonstrate understanding of computer hardware, peripherals and troubleshooting.
• Understand, evaluate, and use popular computer software.
• Are equipped with problem-solving skills and can adapt to a fast-changing technological world.

How long does an ICT course take?

The course duration varies depending on several factors, such as the level of study or institution. For example, the diploma course takes two or three years while a certificate course takes a few months to complete.

Interior design courses, requirements, universities and colleges offering in Kenya

The ICT course requirements in Kenya vary across the different institutions. You should therefore contact the institution of choice to learn more about the requirements and fees. Here are the ICT courses offered in various institutions across the country.

1. Diploma in ICT

The Diploma in ICT course is one of the basic ICT courses. It is designed to equip learners with software, technical and technological ICT knowledge, skills and attitudes required in the modern workplace. There are several institutions across the country offering this course.

• KCA University
• Multimedia University
• ICS College
• Machakos Institute of Technology
• Nairobi Technical Training Institute
• Rift Valley Institute of Science and Technology
• Railway Training Institute
• Cascade Institute of Hospitality
• Eldoret Technical Training Institute
• Rift Valley Institute of Business Studies
• Sang'alo Institute of Science and Technology
• Thika Technical Training Institute
• Scott Christian University
• Span Institute
• Meru National Polytechnic
• Mathioya Technical Vocational College
• Nyandarua National Polytechnic
• Mitunguu Technical Training Institute
• ICT College
• O'Lessos Technical Training Institute
• Beacon Technical Training College
• Siaya Institute of Technology

Computer courses, requirements, universities and colleges offering in Kenya

So what are the Diploma in ICT entry requirements? The minimum entry requirement is a KCSE mean grade of C- and above or a pass in the relevant craft course with specific qualifications in the cluster subjects.

2. Certificate in ICT

The certificate course is intended to equip learners with the knowledge, skills and attitude responsive to the challenging needs in the computing industry. In addition, it is designed to equip the learners with practical skills that can be applied in the business world at an entry-level.

The course is designed as a sequence that allows students to progress from the Certificate to the Diploma level. Here are some of the institutions offering this course:

• African Institute of Research and Development Studies
• Zetech University

Yali online courses offered, requirements, and registration 2020

• NSPSI College
• East African Institute of Certified Studies

So, what are the Certificate in ICT requirements? You must have scored a minimum of D Plain at KCSE with specific qualifications in the cluster subjects.

Frequently asked questions about ICT courses

• Can I do ICT with D plain? If you scored a D plain at KCSE, you could enrol for a certificate in the ICT course that is offered in several institutions across the country.
• What grade do you need to do ICT? You need to have scored a mean grade of D plain at KCSE to enrol for the certificate course. For the diploma course, you should have attained a mean grade of C- and above.
• Which is the best course in ICT? The Diploma in ICT course is the best option because it trains learners to become ICT professionals who meet the demands of both local and global markets.
• Is the ICT course free? You will pay fees if you enrol for ICT courses in colleges and universities across the country.
• What can I do with a Diploma in ICT? There are many career opportunities for graduates with a Diploma in ICT. For example, you can become an ICT consultant, ICT manager, web developer, computer network professional, ICT support officer, etc.
• Is ICT a marketable course? ICT is one of the most marketable courses in Kenya. Technology advancements have made ICT a lucrative business. You will secure a job even when you don't possess more than a diploma course.
• How long does it take to study Diploma in ICT in Kenya? The duration varies across different institutions. Most of the institutions offer the course for two years. However, some offer the course for three years.

Michuki Technical Training Institute fee structure, courses, and contacts

These ICT courses should be on top of your list if you want to acquire transferable skills that you can take into the world of work to remain relevant. You should also enrol in this course if you have recently graduated from high school and are awaiting placement in a university or college.

Tuko.co.ke published an article about computer packages course. Computer packages are short courses that students learn about computer functions and programs. These courses equip students with basic computer skills. There are many study options available for students in line with their area of interest. Upon completion, the learners get a computer packages certificate.

Students can advance to diploma or degree courses to strengthen their knowledge in specific areas. The courses are available and open to everybody, and in most colleges, the entry-level is a KCSE leaving certificate. Most colleges in Kenya offer online computer packages. However, students must meet the minimum requirements set by the institution. Read the post to learn more.

Kitale National Polytechnic admission letters, fee structure, and contacts

PAY ATTENTION: Click “See First” under the “Following” tab to see TUKO News on your News Feed

Source: TUKO.co.ke

Florence Wanjiru Florence Wanjiru is a writer with more than 10 years of experience as a writer. She studied Journalism in the university and graduated in 2015. Florence joined Tuko in 2017. She has a successful past record as a reporter and has a great hand on topics such as business, politics, humanities, entertainment, technology, and so much more.

Discover the Top 75 Free Courses for August

Udemy Announces Layoffs Without Saying ‘Layoffs’

Udemy’s latest ‘Strategic Business Update’ uses corporate euphemisms to signal job cuts while pivoting to enterprise clients.

• 9 Best Kubernetes Courses for 2024
• [2024] 300+ Free Google Certifications
• 10 Best Free Programming Courses for 2024
• 7 Best Reverse Engineering Courses for 2024
• 10 Best Organic Chemistry Courses for 2024

600 Free Google Certifications

Most common

Popular subjects.

Artificial Intelligence

Digital Marketing

Computer Science

Popular courses

ODS en la Agenda 2030 de las Naciones Unidas: Retos de los Objetivos de Desarrollo Sostenible

Cryptography I

How to Succeed at: Interviews

Organize and share your learning with Class Central Lists.

View our Lists Showcase

Class Central is learner-supported. When you buy through links on our site, we may earn an affiliate commission.

Information Technology (IT) Fundamentals for Everyone

IBM via Coursera Help

Introduction to Hardware and Operating Systems

• This week you will learn about computer hardware and operating systems. Lesson one presents computing fundamentals such as types of devices, their benefits, their internal components, and peripheral devices. Other hardware you will learn about includes printers, display devices, and port types, along with their connectors. In lesson two, you will be introduced to operating systems for the devices you learned about in lesson one. You will learn how those operating systems implement files and folders and the basic operations you can perform on them.
• Introduction to Software, Programming, and Databases
• This module has three lessons that cover the basics of software, web browsers, programming languages, and database fundamentals. The first lesson addresses software applications, where you learn about the differences between open-source and commercial software, software versioning, file formats, and components of web browsers. In the second lesson, you will explore some basic programming concepts. In the third lesson, you investigate databases, where you compare and contrast different types of database storage and manipulation.
• Introduction to Networking and Storage
• In this two-lesson module, you learn about networking and storage. Lesson one focuses on networking, where you investigate concepts such as comparing and contrasting types of networks’ topologies, the cables used to connect devices to a network, and the common ports those cables use. You learn about network connections and how to adjust network settings in Windows. In lesson two, you are presented with types of local storage devices compared to hosted storage and sharing and how to troubleshoot storage issues.
• Introduction to Cybersecurity Essentials
• In the two instructional lessons in this module, you will be introduced to some fundamental concepts in cybersecurity. First, you hear about the confidentiality, integrity, and availability triad and then about intellectual property and confidential information. Then you will learn about types of threats, breaches, and attacks. You will explore password management, access control, authorization, and single-sign-on authentication. In lesson two, you will learn about safe browsing practices such as application ecosystem security, plug-ins, extensions, and toolbars. You will also learn about public browsing risks, safe browsing techniques, and virtual private networks.
• Introduction to Cloud Computing
• Cloud computing is the topic of this module. In lesson one, explore the characteristics, benefits, models, infrastructure, virtualization, and storage for cloud-native applications. In lesson two, you learn about cloud-computing emerging trends and practices. Some of those trends include the hybrid-multi-cloud, containerization, microservices architecture, serverless computing, and the development of applications specifically for the cloud, also known as cloud-native applications.
• Final Assessment and (Bonus) IT Support and Operations
• In the first lesson of this module, you will test your knowledge and the skills you’ve acquired in this course. This module contains a 20-question graded final examination focused on the content of this course. In lesson two, you may choose to learn about troubleshooting and ticketing systems. This is not a required lesson for this course, but the content will provide you with an overview of troubleshooting and ticketing systems, enhancing your knowledge of IT Fundamental concepts.

Skills Network

• united states

Related Courses

Information technology (it) and cloud fundamentals, information technology (it) support pc, hardware and operating systems, introduction to information technology and aws cloud, related articles, 10 best free sql courses, 1700 coursera courses that are still completely free, 250 top free coursera courses of all time, massive list of mooc-based microcredentials.

4.7 rating at Coursera based on 124 ratings

Select rating

Start your review of Information Technology (IT) Fundamentals for Everyone

Never Stop Learning.

Get personalized course recommendations, track subjects and courses with reminders, and more.

Information Technology Courses

• Social Sciences

Cybersecurity: Managing Risk in the Information Age

Lead the strategic response to cyber risk.

Join our list to learn more

Information and Communication Technology (ICT) Skills for Bachelor of Education Degree Students at the University of Zimbabwe: Implications for University Policy on a Computer Course for Undergraduate Student Teachers

Ids item types, copyright holder, identifier issn, usage metrics.

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

Branching databases - Key Stage Two teaching activities and resources

Subject: Computing

Age range: 7-11

Resource type: Lesson (complete)

Last updated

20 August 2024

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

Lesson activities with PowerPoints and printouts to support the teaching of branching databases at Key Stage 2. The first activity is about using a branching database, the second one is about creating their own.

Pupils can find creating a branching database challenging to ensure that each answer correctly matches all the question responses to get there. There are various levels of scaffold within the materials to support pupils to successfully create a fully working branching database either in their own PowerPoint or on paper.

Materials included: Full lesson activity teaching PowerPoint Standalone PowerPoint examples (2 with animals, 1 with aliens) Blank branching database PowerPoint for pupils to create their own, hyperlinks between slides included Printout resources - PowerPoint slide planner, examples of full databases, blank paper database to complete

Supports national curriculum objectives for Key Stage 2 Computing: “select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information” and Key Stage 2 Science Year 4 Living things and their habitats: “explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment”.

Tes paid licence How can I reuse this?

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have purchased this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource: