Ict Impact On Education
Ict Impact On Education
OBJECTIVE:
IMPACT OF ICT ON EDUCATION
ICTs stand for information and communication technologies and are defined, as a
“diverse set of technological tools and resources used to communicate, and to create,
disseminate, store, and manage information.” These technologies include computers, the
Internet, broadcasting technologies (radio and television), and telephony.
In recent years there has been a groundswell of interest in how computers and the Internet
can best be harnessed to improve the efficiency and effectiveness of education at all
levels and in both formal and non-formal But ICTs are more than just these technologies;
older technologies such as the telephone, radio and television, although now given less
attention, have a longer and richer history as instructional tools.
For instance, radio and television have for over forty years been used
for open and distance learning, although print remains the cheapest, most accessible and
therefore most dominant delivery mechanism in both developed and developing
countries. The use of computers and the Internet is still in its infancy in developing
countries, if these are used at all, due to limited infrastructure and the attendant high costs
of access. Moreover, different technologies are typically used in combination rather than
as the sole delivery mechanism. For instance, the Kothmale Community Radio Internet
uses both radio broadcasts and computer and Internet technologies to facilitate the
sharing of information and provide educational opportunities in a rural community in Sri
Lanka. The Open University of the United Kingdom (UKOU), established in 1969 as the
first educational institution in the world wholly dedicated to open and distance learning,
still relies heavily on print-based materials supplemented by radio, television and, in
recent years, online programming.8 Similarly, the Indira Gandhi National Open
University in India combines the use of print, recorded audio and video, broadcast radio
and television, and audio conferencing technologies.
E LEARNING
Although most commonly associated with higher education and corporate training, e-
learning encompasses learning at all levels,both formal and non-formal, that uses an
information network—the Internet, an intranet (LAN) or extranet (WAN)—whether
wholly or in part, for course delivery, interaction
and/or facilitation. Others prefer the term online learning. Web-based learning is a subset
of e learning and refers to learning using an Internet browser.
Blended learning
Learning models that combine traditional classroom practice with e-learning solutions.
For example, students in a traditional class can be assigned both print-based and online
materials, have online mentoring sessions with their teacher through chat, and are
subscribed to a class email list. Or a Web-based training course can be enhanced by
periodic face-to-face Instruction “Blending” was prompted by the recognition that not all
learning is best achieved in an electronically-mediated environment, particularly one that
dispenses with a live instructor altogether. Instead, consideration must be given to the
subject matter, the learning objectives and outcomes, the characteristics of the learners,
and the learning context in order to arrive at the optimum mix of instructional and
delivery methods.
Learner-centered environment
The National Research Council of the U.S. defines learner-centered environments as
those that “pay careful attention to the knowledge, skills, attitudes, and beliefs that
learners bring with them to the classroom.” The impetus for learner-centeredness derives
from a theory of learning called constructivism, which views learning as a process in
which individuals “construct” meaning based on prior knowledge and experience.
Experience enables individuals to build mental models or schemas, which in turn provide
meaning and organization to subsequent experience. Thus knowledge is not “out there”,
independent of the learner and which the learner passively receives; rather, knowledge is
created through an active process in which the learner transforms information, constructs
hypothesis, and makes decisions using his/her mental models. A form of constructivism
called social constructivism also emphasizes the role of the teacher, parents, peers and
other community members in helping learners to master concepts that they would not be
able to understand on their own. For social constructivists, learning must be active,
contextual and social. It is best done in a group setting with the teacher as facilitator or
guide.
ICT integration in learning Environment
The aim is to create learning environments centered on students as learners and a belief
that they learn more from what they do and think about rather than from what they are
told. If the aim is to offer new learning opportunities, or to improve the way in which
current learning activities are implemented, then the overall effectiveness of learning
environments and episodes is of paramount concern, not whether they are more effective
with or without computers. It is important that the ever changing nature of computer-
based technology not overshadow the enduring nature of learning and the solid and ever
increasing base of knowledge about learning. This knowledge is not superseded by new
technologies; rather, it can inform the use of new technologies when applied to learning.
Therefore, in implementing computer support for learning it is necessary to start by
deciding what a student, teacher or school wants to achieve. To achieve these outcomes,
teachers can then rely on long traditions of educational theory, their own experience and
knowledge of the educational situation (e.g., student attributes) to make decisions about
what the learning environment should look like, and what inputs into the learning process
are required. Finally, teachers can identify what problems are associated with providing
these environments and inputs, and tailor computer and other support to provide
solutions. In essence, the judgment of teachers and their support structures are relied
upon to choose appropriate strategies. This approach ends with decisions concerning
computer support rather than starting with such decisions The Committee on
Developments in the Science of Learning (2000) suggested five ways to use ICT to
establish and sustain effective learning environments:
1. Real world problems
2. Scaffolding
3. Feedback, reflection and guidance
4. Local and global communities
5. Extending teacher learning
They assert that many aspects of ICT make it easier to create environments that fit the
current understanding of the principles of learning.
Motivating to learn.
ICTs such as videos, television and multimedia computer software that combine text,
sound, and colorful, moving images can be used to provide challenging and authentic
content that will engage the student in the learning process. Interactive radio likewise
makes use of sound effects, songs, dramatizations, comic skits, and other performance
conventions to compel the students
Scientific literacy
Understanding of both the theoretical and applied aspects of science and mathematics
Technological literacy
Competence in the use of information and communication technologies.
Information literacy
Ability to find, evaluate and make appropriate use of information, including via the use of
ICTs
Cultural literacy
Appreciation of the diversity of cultures
Global awareness Understanding of how nations, corporations, and communities all over
the world are interrelated
Inventive Thinking
Adaptability Ability to adapt and manage in a complex, interdependent world
Curiosity Desire to know
Creativity Ability to use imagination to create new things
Risk-taking Ability to take risks
Higher-Order Thinking
Creative problem-solving and logical thinking that result in sound judgments
Effective Communication
Teaming Ability to work in a team
Collaboration and Ability to interact smoothly and work effectively with others
Interpersonal skills
Personal and social accountable for the way they use ICTs and to learn to use ICTs
responsibility for the public good Interactive communication Competence in conveying,
transmitting, accessing and understanding information
High Productivity Ability to prioritize, plan, and manage programs and projects to
achieve the desired results Ability to apply what they learn in the classroom to real-life
contexts to create relevant, high-quality products to listen and become involved in the
lessons being delivered. More so than any other type of ICT, networked computers with
Internet connectivity can increase learner motivation as it combines the media richness
and interactivity of other ICTs with the opportunity to connect with real people and to
participate in real world events.
Facilitating the acquisition of basic skills.
The transmission of basic skills and concepts that are the foundation of higher order
thinking skills and creativity can be facilitated by ICTs through drill and
practice. Educational television programs such as use repetition and reinforcement to
teach the alphabet, numbers, colors, shapes and other basic concepts.Most of the early
uses of computers were for computer-based learning that focused on mastery of skills
and content through repetition and reinforcement
Videoconferencing allows the exchange not just of voice and graphics but also of
moving images. Videoconferencing technology does not use telephone lines but either a
satellite link or television network (broadcast/cable).
Telecollaboration
Online learning involving students logging in to formal courses online is perhaps the
most commonly thought of application of the Internet in education. However, it is by no
means the only application. Web-based collaboration tools, such as email,
listservs,message boards, real-time chat, and Web-based conferencing, connect learners
to other learners, teachers, educators, scholars and researchers, scientists and artists,
industry leaders and politicians—in short, to any individual with access to the Internet
who can enrich the learning process.
The organized use of Web resources and collaboration tools for
curriculum appropriate purposes is called telecollaboration. Judi Harris defines
telecollaboration as “an educational endeavor that involves people in different locations
using Internet tools and resources to work together. Much educational telecollaboration is
curriculum-based, teacher-designed, and teacher-coordinated. Most use e-mail to
help participants communicate with each other. Many telecollaborative activities and
projects have Web sites to support them.”The best telecollaborative projects are those
that are fully integrated into the curriculum and not just extra-curricular activities, those
in which technology use enables activities that would not have been possible without it,
and those that empower students to become active, collaborative, creative, integrative,
and evaluative learners.There are currently hundreds of telecollaborative projects being
implemented worldwide and many more that have either been completed or are in
development.
FIXED COSTS
• Retrofitting of physical facilities
• Hardware and networking
• Software
• Upgrades and replacement (in about five years)
Social sustainability is a function of community involvement. The school does not exist
in a vacuum, and for an ICT-enabled project to succeed the buy-in of parents, political
leaders, business leaders and other stakeholders is essential. Innovation can happen only
when all those who will be affected by it whether directly or indirectly, know exactly
why such an innovation is being introduced, what the implications are on their lives, and
what part they can play in ensuring its success. ICT-enabled programs must ultimately
serve the needs of the community. Thus community-wide consultation and mobilization
are processes critical to sustainability. In short, a sense of ownership for the project must
be developed among all stakeholders for sustainability to be achieved.
Political sustainability refers to issues of policy and leadership. One of the biggest
threats to ICTenabled projects is resistance to change. If, for instance, teachers refuse to
use ICTs in their classrooms projects is resistance to change. If, for instance, teachers
refuse to use ICTs in their classrooms, then use of ICTs can hardly take off, much less be
sustained over the long term. Because of the innovative nature of ICT-enabled projects,
leaders must have a keen understanding of the innovation process, identify the
corresponding requirements for successful adoption, and harmonize plans and
actions accordingly.
According to a United Nations report (1999) ICTs cover Internet service provision,
telecommunications equipment and services, information technology equipment and
services, media and broadcasting, libraries and documentation centres, commercial
information providers, network-based information services, and other related
information and communication activities.
According to another definition, ICTs are embedded in networks and services that
affect the local and global accumulation and flows of public and private knowledge
Moreover, Adeya ‘electronic means of capturing, processing, storing and disseminating
information’.
In this review, the term ICTs designates multimedia, the Internet or the Web, as a
medium to enhance instruction or as a replacement for other media.
ICTS IN EDUCATION
As Pelgrum and Law (2003) claim the issue of ‘computers in education’ started to
become popular in educational policy-making in the early 1980s, when relatively
cheap microcomputers became available for the consumer market. They (2003) also
note that with regard to the early introduction of microcomputers in education in
1980s, there were high expectations that it would make education more effective and
motivating.
Although at that time computers have not been fully integrated in the
learning of traditional subject matter, the commonly accepted rhetoric that education
systems would need to prepare citizens for lifelong learning in an information society
boosted interest in ICTs
Moreover, Kozma and Anderson (2002) write in their paper “ICT and Educational
Reform in Developed and Developing Countries” that education is at the core of the
knowledge economy and learning society and that correspondingly, the role of ICTs
in schools is shifting dramatically.
In a similar vein, Kozma and Wagner (2003) contend that the promise of information
and communications technologies to enhance the basic education is a tremendously
challenging area of development work today, in both poor and wealthy nations
Regarding the use of ICTs in education, Ezer (2005) maintains that
‘the ICT for development literature often treats education ‘in passing’’. Additionally,
Education has a central influence on the idea of ICTs and therefore it must be
examined and re-examined in order to gain a better understanding of how ICTs can
impact developing countries.
Furthermore, ICTs are transforming schools and classrooms by bringing in new curricula
based on real world problems, providing scaffolds and tools to enhance learning, giving
students and teachers more opportunities for feedback and reflection, and building local
and global communities that include students, teachers, parents, practicing scientists, and
other interested parties.
Similarly, the roles ICTs play in the educational system can be pedagogical, cultural,
social, professional and administrative.
. Pedagogical Tool Role:
ICTs provide a new framework that can foster a
revision and an improvement of teaching and learning practices such as
collaborative, project-based and self-paced learning.
. Cultural, Social, and Professional Roles:
The cultural, social and professional
roles of ICTs are exercised primarily through an effective use of the vast
amount of information sources and services available today via Internet and
CD-based content for the entire educational community: students, teachers,
administrators and parents.
. Administrative Roles:
ICTs have important roles to play in making school
administration less burdensome and more effectively integrated to the official
information flow about students, curricula, teachers, budgets and activities
through the educational system information pipelines.
ICTs can affect the pace at which the learning gap is bridged in developing
countries, both domestically and in relation to other nations. The great challenge is to
harness the advantages of those technologies, in order to improve the delivery and quality
of educational services, as well as to accelerate the rate at which knowledge is distributed
and learning chances and outcomes are equalised throughout society
According to Hinostraza, Guzman and Isaacs (2002), the introduction and use of IT in
education is commonly associated with a process of ‘educational innovation’5, either
acting as a Trojan Horse6, as a catalyst , in other words, a tool that must be applied
purposefully to a task to be of value. These different categories might show the evolution
of the role that ICTs play in educational innovation and also show its prevalence
associated to processes of educational innovation
In this context, Hepp, Hinostroza, Laval and Rehbein (2004) claim that ICTs can be
powerful lever for change when new directions are carefully planned, staff and
support systems are prepared, and resources for implementation and maintenance are
provided.
ICT policy in India in the era of liberalisation: its impact and consequences: A case
study:
Introduction
The main objective behind any innovation in technology is to ensure that it provides
comfort, leisure, productivity and a better quality of life and built environment to its
citizens. All overthe world, countries are employing the power of IT1 in various activities
associated with running of the government machinery as well as utilizing in day-to-day
life of its citizens.
Governments are initiating various policy measures in the field of biotechnology and
telecommunications, which would bring change in the production processes and provide
citizens means of social cohesion. The resulting informationalism leads to the
accumulation of knowledge with higher complexity. Governments everywhere are using
the notion of rapid transformations from an industrial to information society for carrying
out programmes, which enable them to remain competitive in the era of globalisation.
Governments do not provide space for citizens to be part of the discourse. The European
Commission that has employed Manuel Castell’s view on the ongoing changes in the
society stresses “we are facing a new industrial revolution which has far reaching
changes in technologies, jobs and skills and at the same time economy is globalizing and
becoming increasingly based on knowledge and learning.” The concept of knowledge has
been replaced by innovation by OECD and EU member states as it serves dual purpose
helping the individuals and collectives by becoming part of social phenomenon to fulfil
their needs and desires The United Nations agencies are also actively promoting the
application of ICT by providing advisory service and experts’ views in building up of a
National Information Infrastructure and also facilitating access to a Global Information
Infrastructure. The Global Information Infrastructure vision was first of all articulated in
America. The United Nations Development Program (UNDP) considers ICT a tool for
developing countries to progress and leapfrog to the developed world. The International
Bank for Reconstruction and Development (IBRD) and the World Bank group is
pursuing its objective of improving economic conditions by application of information
systems and framing policies to accelerate the process of integration of NII with GII,
further focusing on strategies to enhance human development. The International
Telecommunications Union (ITU) is also involved with the rocess of implementing the
four-year strategic plan Valetta Action Plan (VAP)3, which was adopted by the World
Telecommunication Development Conference (WTDC) in 1998. In addition, 98 countries
have launched an interactive digital opportunities task force in Okinawa in 2000.The
United Nations have an ICT advisory group with representatives from governments of
developing countries and the industry (Singh, 2001). The Global Information
Infrastructure Commission was set up in 1995 to strength the leadership role of the
private sector in the development of a diverse affordable and accessible information
infrastructure. Almost consensus is emerging among the developing countries for
preparing national strategies to participate effectively in the information society. In Asia,
ASEAN stimulates the rowth of the ICT sector by establishing a Telecom Working
Group, who focuses mainly on human resource development, technology transfer, and
regional co-operation and telecommunication standardisation. Singapore ever since 2000
is pursuing a master plan with strategy to ensure that ICT is used in every aspect of
professional and personal life.
In India, the path towards technology-induced development, especially associated with
ICT, as given a vent in 1984 by the Congress Government under Rajiv Gandhi. He
assumed power and adopted informatization of Indian society as an effective route to
development, with massive programme of computerization launched in the public sectors
as well in the commercial undertakings, and administrative departments. By 1985, large
sectors had announced computerization plans, which included railways, banking
operations, schools, etc.
In the 1990s, the stress on IT for producing wealth and enabling development continued.
A high power National Task Force on Information Technology and Software
Development s set up in 1998. This Task Force prepared the blue print for making the
adoption of IT a national movement, by establishing a wide network of empowered
taskforce at all governmental and non-governmental levels. In 1999, the Ministry of
Information Technology was established by bringing together government agencies
involved in different aspects for creating jobs to harness opportunities provided by
convergence of communication echnologies and to facilitate the use of IT in use of
Electronic Governance. Taking into account the increasing convergence between
telecommunication and IT a Communication Bill was drafted by the Government of
India, followed by the Information Technology Act
that was notified and brought into force on 17 October 2000. Moreover, the Information
With a view to address this problem, “Shiksha Abhiyan” (Education Campaign) has been
launched. Universalising access to primary education and improvement of basic school
infrastructure are at core of the Tenth Plan.
The plan identifies telecommunications as a critical part of infrastructure in an emerging
knowledge-based economy. It attributes the importance of telecommunications to
enormous growth of IT and its potential impact on rest of the economy. India is perceived
to have a special comparative advantage in IT, because it can provide excellent
communication services at reasonable rates. To maintain this comparative advantage, the
Telecommunication Policy should focus on the convergence of data, voice and image
transmission, the use of bandwidth and high-speed internet connectivity.
Government school
Govt high school Ashok Nagar New Delhi
Private School
DPS Greater Noida
Educational Institutes
Ram eesh International Greater Noida
Training Centers
SETPA engineering coarse Sector 2 noida
Survey Tool:
Interview
ANALYSIS:
Government school
0% assistance Provided
Private schools
80% assistance in the form of classes that too for syllabus, but yes students
use Internet for their Projects assignment for other entertainment purpose.
Educational Institutes:
100% Totally depends on ICT technologies for their classes also use for
projects, assignments etc
.
Training Centres:
60% Partially use ICTs, but use for training in practical.
CONCLUSION:
For student, ICT can attract student’s interest in learning as it provides wide array of
information, study guide and effective lessons. Student can more understand about the
lessons besides they can spend much time by searching information and doing online
activities. This will help student in order to improve their attainment in studying
DARK SIDE:
Variations arise from the random criteria adopted in the vocational. Planning for schools.
However, the present situation can be improved only through effective policy
intervention. The study reveals that there are significant inter- district variations in the
availability of schools both in the rural and the urban areas. These variations are
understandable in view of the large size of the country and differences in the physical
setting and in the cultural and social milieu. They also reflect the disparities in the
development of school education. Evidently, if schools are not there, the spread of
education will be seriously hampered. However, it may be noted that the availability, in a
way, also reflects the demand for schools, which in itself is determined by economic
conditions, social attitudes towards education and awareness of the parents The present
distortions in the availability of schools will continue unless proper planning is done to
minimize the regional imbalance.. The areas which enjoyed the benefit of an early start in
educational development as well as the areas characterized by rapid economic
transformation have performed better than the regions which have been traditionally
backward. Despite this, the female enrolment and literacy rates remain lower than those
for the males. The alarming gap between the education of govt. schools and private
schools or institutions, which widens further But the major explanatory factor is the state
of rural economy itself which fails to release a major chunk of the child population from
the daily chores of economic life and thus debars them from availing themselves of the
benefits of education. Perhaps the solution lies in a new model of schools wherein the
school will go to the working population. Or, perhaps other means of education will have
to be found out to bring this section of population within the ambit of education. Then
there are other constraints of our social system. It has been observed that the benefits of
educational programmers have been shared disproportionately by the privileged and the
disadvantaged sections of population the conclusion so far as the quality of education is
concerned, the situation is far from happy. A large number of schools do not have proper
buildings; the teacher-pupil ratio is unfavorable in a large part of the country; trained
teachers continue to be scarce in certain regions, and in some parts Moreover, the basic
amenities continue to be inadequate or pitiably short of the needs.
BIBLIOGRAPHY:
Articles
Interview