Protecting Kids while online-Cyber Security
Tripura is a backward state because of its geographical location. It is situated in the North East of India. The state is surrounded by Bangladesh on three sides. The flow of development is somewhat slow in all the fields. Especially science and technology is not developed as it should be. Internet connection is there but with very low speed. Wi-Fi facility is almost not there. The schools of Tripura are yet to get the aid of science and technology whereas ICT is the cry of the hour. Obviously, the students and teachers are lagging behind in comparison with mainstream educational system of the country. Another important factor is the late-taking decision of the state govt. regarding initiating the ICT in the schools, colleges and in the tertiary level. Some individual efforts are there to launch the ICT in the field of education but it is minimum. Awareness regarding ICT is yet to be started. The Webmaster (Mr. Uday Pal,PGT Computer,Ramakrishna Mission Vidyalaya) of this webpage along with Dr. Swapan Debnath of Ramakrishna Mission Vidyalaya is trying his best to take some initiatives in favour of ICT awareness and digitalization in the state. Hoping for the best for a bright future.
What Is ICT Education and Why Is It Important?
Information and Communications Technologies (ICT) education is basically our society’s efforts to teach its current and emerging citizens valuable knowledge and skills around computing and communications devices, software that operates them, applications that run on them and systems that are built with them.
What are these things? How do they work? How do you use them productively? How are they deployed, assembled, managed and maintained to create productive systems? How they are used in specific business and industry settings? What are the underlying science and technologies behind them and how might those be developed to advance ICT fields?
ICT is complex and quickly changing, and it is confusing for many people. It is so pervasive in the modern world that everyone has some understanding of it, but those understandings are often wildly divergent.
Globalization and technological change—processes that have accelerated in tandem over the past fifteen years—have created a new global economy “powered by technology, fuelled by information and driven by knowledge.”1 The emergence of this new global economy has serious implications for the nature and purpose of educational institutions. As the half-life of information continues to shrink and access to information continues to grow exponentially, schools cannot remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time. Rather, schools must promote “learning to learn,” : i.e., the acquisition of knowledge and skills that make possible continuous learning over the lifetime. “The illiterate of the 21st century,” according to futurist Alvin Toffler, “will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”Read more...
Globalization and technological change—processes that have accelerated in tandem over the past fifteen years—have created a new global economy “powered by technology, fuelled by information and driven by knowledge.” The emergence of this new global economy has serious implications for the nature and purpose of educational institutions. Read More