Information and communication technology (ICT)
3 child terms
 Technology that provides for the electronic input, storage, retrieval, processing, transmission and dissemination of information. Source: UNEVOC/NCVER 2009, Global
| Organisation: | UNESCO-UNEVOC, National Centre for Vocational Education Research (NCVER) , UNESCO/Australia |
| Source: | TVET glossary: some key terms (2009) |
| Description: | This glossary has been published in the "International Handbook of Education for the Changing World of Work" (Vol. 1, chapter 5)
"The glossary aims to reflect the terminology found in the recent literature of technical and vocational education and training (TVET) research, policy and practice internationally. The most common and significant terms (including acronyms) are listed and, in some cases, national and regional variations have been included. To maintain an international perspective, other national and international glossaries and thesauri were consulted in conjunction with current TVET literature from around the world. Where definitions have been written by other organizations, the source of that definition is acknowledged. Unattributed definitions were created in-house at the National Centre for Vocational Education Research (NCVER). For some terms, where, for example, there are regional differences, more than one meaning has been provided." p. 59 (International Handbook of education vol 1) |
Technology which provides for the electronic input, storage, retrieval, processing, transmission and dissemination of information. Source: CEDEFOP 2008, Europe
| Organisation: | European Centre for the Development of Vocational Training (CEDEFOP), Europe |
| Source: | Terminology of European education and training policy (2008) |
| Description: | This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction) |
For the purpose of statistical reporting and in the context of this guide,information and communication technologies (ICT) is defined as a diverse set of technological tools and resources used to transmit, store, create, share or exchange information. These technological tools and resources include computers, the Internet (websites, blogs and emails), live broadcasting technologies (radio, television and webcasting), recorded broadcasting technologies (pod casting, audio and video players, and storage devices) and telephony (fixed or mobile, satellite, visio/video-conferencing, etc.). Source: UNESCO UIS 2009, Global
Child terms
 ICT skillsThe skills needed to use efficiently the elementary functions of information and communication technologies (essentially word/image/data processing, Internet and e-mail). Source: CEDEFOP 2008, Europe
| Organisation: | European Centre for the Development of Vocational Training (CEDEFOP), Europe |
| Source: | Terminology of European education and training policy (2008) |
| Description: | This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction) |
(ICT Skills/digital competences) Digital competences involve confident and critical use of information society technology (ICT) in the general population and provide the necessary context (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. Digital competences are defined as the ability to access digital media and ICT, to understand and critically evaluate different aspects of digital media and media contents and to communicate effectively in a variety of ICT influenced contexts. Source: EU commission (Skills panorama) 2015, Europe
| Organisation: | EU skills panorama, Europe |
| Source: | Glossary (Online repertory - Accessed in January 2016) |
| Description: | Access here the definitions of key skills-related terms and concepts
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Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
ICT-assisted instructionICT-assisted instruction refers to teaching methods or models of instruction delivery that employ ICT in supporting, enhancing and enabling course content delivery. It includes any, all or combinations of the following: radio-, television-,computer- and Internet-assisted instruction. Source: UNESCO UIS 2009, Global
Intentional ICTintentional ICT is to suggest having a motivation or desire to use ICT, that is a matter of choice or volition, with a particular end in mind, with conscious knowledge and understanding of the consequence of such use. Source: UNESCO IBE 2016, Global
| Organisation: | UNESCO International Bureau of Education, Switzerland |
| Source: | Intentional ICT: Curriculum, education and development (2016) |
| Description: | The paper seeks to explore concentrations of discourse, research, policy, and practice that occur around ICT in education. A critical analysis of the current discussions and practices involving ICT may serve to interrupt more common enthusiasm with respect to these innovations and may contribute to the emergence of a balanced collective discussion of their development and implementation in the field of education. |
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