პედაგოგი, თურქული ენის დეპარტამენტი, ნიკო ნიკოლაძის სახელობის სკოლა, ქუთაისი, საქართველო
Effective Organizational Communication in Education
(ახალი ტექნოლოგიები და ინოვაციები სწავლა / სწავლების / კვლევის პროცესში)
Introduction and aim: Information and Communication Technologies (ICT) have transformed many aspects of our lives and offered unprecedented opportunities and challenges for education. Education institutions, at all levels, need to provide every citizen with the knowledge, skills and competences as well as the lifelong learning opportunities required for living and working in an increasingly technology rich environment. Education systems should also ensure that they are able to exploit the potential benefits of ICT to expand access to, and enhance the quality and relevance of, learning throughout life. To this effect, education management as well as the teaching and learning process should be reshaped towards the needs of individual fulfillment and sustainable development of knowledge economies.
Information and Communication Technologies (ICTs) play an increasingly important role in the way we communicate, learn and live.
The challenge is to effectively harness these technologies in a way that serves the interests of learners and the larger teaching/learning community.
Research methodology: In my research I decided to do research effective of Information and Communication Technologies on the higher education system. For this research, I did that:
1. Analyze what is the organizational communication and how effective communication will help an organization(study of the definitions of Information and communication technology);
2. Analyze what is use of the information and technology in the education and ( comparative study);
3. Study what is communication technology in higher education in Georgian and Korean (quantitative study and qualitative study).
Results and implications: Role of information and communication technology is very important. ICT has become an integral part of everyday life and studies. Innovations in ICT will bring new ways of learning to complement the old ways; “virtual” or web-based learning will be common.
Learning in universities will be networked both locally and globally. ICT will support learning and teaching, but it will not replace face-to-face interaction between members of the academic community – instead, it will provide new tools for interaction. The hallmarks of higher education are faculty cooperation, intellectual independence, and research quality.
Conclusion: Higher education is becoming more individualized; students, not institutions, will set the educational agenda increasingly, students will come from diverse backgrounds and will have a widening variety of educational needs. New technologies will enable them to receive their education at any time and any place – on a campus, in the office, at home, in the car, on vacation. Each student will be able to choose from a multitude of knowledge providers the form of instruction and courses most consistent with how he or she learns.
In view of the many currents of change affecting higher education, there seem to be three possibilities for universities: to resist change, to do nothing, to change. Even though universities may have successfully fought off external pressures to change in the past without changing their practices, this will not be possible in the information age. In universities, various plans and strategies for the future have been made. Such strategies range from more technical Information Technology plans to Knowledge Strategies.
The importance of communication is widely accepted. Information-based organizations are displacing the old hierarchical or command-and-control organizations. For change to take place, change agents are needed. Of course, there is no lack of innovative and individual persons in universities. One type of change agents common in universities all over Europe: exchange students and teachers. Exchange students and teachers play an important role as change agents in a European perspective. Student and teacher exchange is now lively within the European Union and also with non-EU countries. When visiting a foreign university, students and teachers experience a different academic culture. They see novel approaches to teaching and learning. They experience many kinds of communication cultures. Naturally, the students and teachers will compare the academic cultures – and discuss their observations both abroad and in their home universities.
Keywords: Information and Communication Technologies, ICT, higher education, information, communication, web-based learning, virtual