UNESCO ICT cfomplecity framework for teachers

 Using ICT effectively

the way ICT is used will depend on the subject being taught, the learning objectives and the nature  of the students. It is important to set out the basic principles which should guide the use of  ICT in teaching, and this is what the UNESCO ICT Competency Framework for Teachers (ICT-CFT ) project does. The Framework project draws attention to the many ways in which ICT can transform education.

UNESCO’s education policies and projects. 

Education is a central function of any nation or community. UNESCO and the UN see education as having the following aims: inculcating the community’s core values and passing on its cultural legacy supporting the personal development of children, young people and adults promoting democracy and increasing participation in society, particularly among women and minorities encouraging cross-cultural understanding and the peaceful resolution of confl ict, improving health and well-being supporting economic development, reducing poverty and increasing widespread prosperity. 

Three factors of economic growth.

capital deepening
1. The ability of the workforce to use equipment that is more productive than earlier versions
higher quality labour
2, A more knowledgeable workforce that is able to add value to economic output
technological innovation
3. The ability of the workforce to create, distribute, share and use new knowledge. 

Translation and tecnology

The purpose of the project discussed in this paper is to help address the gap in the research by presenting a studying of the issues surrounding the adoption of information and communication technologies.

 

Adoption of information and communication technologies.

• Document production activity.
• Information search and retrieval activities.
• Translation and creation activities.
• Communication activities.
• Marketing and work procurement activities.
• Business management activities.

Discussion and Implications.
Translators were concerned to adopt software applications that aligned with the needs of their
translation business.

An Effective use of ICT for Education and Learning by Drawing on Worldwide Knowledge, Research, and Experience.

ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance.

ICT enhancing teaching and learning process.

This can help to improve and develop the quality of education by providing curricular support in difficult subject areas. Contributes to increase the interaction and reception of information.

ICT enhancing the quality and accessibility of education.

ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and from anywhere.

ICT enhancing learning motivation.

As they found the class very interesting, the teachings also retained in their mind for a longer span which supported them during the time of examination.

General ICT’s for Translators

The Internet.

It allows him/her to access to a huge quantity of data and publications, as well as to communicate with experts and translators in other parts of the world with the purpose of exchanging ideas and experiences.

The use of corpus linguistics.

Corpora are classified in two types.

• The monolingual corpora.

• The bilingual corpora.

Concordance generator programs.

Can find all the times that a certain term appears in a text or in several texts written in electronic format.

Machine translation (MT).

Is a procedure whereby a computer program analyzes a source text and produces a target text without further human intervention. But in reality the machine translation typically does involve human intervention, in the form of pre-editing and post-editing.

Main phases of the translation process.

• The reception phase : a translator can use electronic encyclopedias, digital knowledge databases allowing him to combine text, domain, and world knowledge to fully understand the content of the source text.
• The transfer phase: It requires deep cross-cultural understanding and strong intercultural communication skills.
• The formulation phase: confronts the translator with challenges regarding the production of the target language text. The use of dictionaries and terminology databases .