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Convergence of Information and Communication Technology (ICT) Tools in Project Based Learning (PBL)

Journal on School Educational Technology Volume 10, Number 1, ISSN 0973-2217


Rapid technological advancement influences the communication and information management as well as knowledge construction. Within the context of new challenges, lifelong learning emerges a fundamental element for the constant development of professionals. So that it dynamically adapts to change and retain a state-of-the-art identity. At present, Computer Science Education, Information and Communication Technology (ICT) are becoming one of the most important elements which are defining the basic competencies of students. Information technology integrates medial, informative and computer science education, but also all the educational subjects mentioned in the curriculum basis of general education. In Science education, there is an increasing concept of integrated teaching, which shows the students, the world in a holistic manner. The principle of universal activity of students in cognitive, emotional and motivation, as well as in practical sphere is preferred. More and more often attention is paid to the fact that the contemporary problem is not so much lack of information, as its surplus and crowd of information as well as its unnecessary excess of details may be an effective tool of disinformation. Hence it forms such skills with students as selection, evaluation and organizing of information and forming its structure seems to be justified. So that, they can serve the drawing conclusion. In this article, the author has briefly outlined and taken into account the various manners of didactic transformation of teaching contents. Selected ICT tools have been presented in the light of teaching principles and cognitive activities model.


Thamarasseri, I. (2014). Convergence of Information and Communication Technology (ICT) Tools in Project Based Learning (PBL). Journal on School Educational Technology, 10(1), 1-7. Retrieved August 11, 2020 from .

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