A Project Of

Political Science On

PROMOTING EDUCATION THROUGH INFORMATION AND

COMMUNICATION TECHNOLOGY: POLICY
PRESCRIPTIONS

Submitted to:

Dr. Avinash Samal

Submitted by:

Ankita Agrawal
B.A.LL.B.(Hons.)

Semester VI, Section A

Roll No. 29

Submitted on: 15th February 2016

HIDAYATULLAH NATIONAL LAW UNIVERSITY, RAIPUR

 DECLARATION

I hereby declare that the project work entitled “Promoting Education through Information and
Communication Technology: Policy Prescriptions” submitted to HNLU, Raipur, is record of an
original work done by me under the able guidance of Dr. Avinash Samal, Faculty (Political
Science), HNLU, Raipur.

ANKITA AGRAWAL

ROLL NO. 29

SEM-VI

2
 ACKNOWLEDGEMENTS

With a deep sense of gratitude, I acknowledge the help of all those people who have made the
completion of this project possible. I would like to thank my teacher Dr. Avinash Samal for his
help and guidance and also for putting his faith on me by giving me such a topic to work on. Sir,
thanks for the opportunity which helped me grow.

My gratitude also goes out to the staff and administration of HNLU for the infrastructure in the
form of our library and IT Lab that was a source of great help for the completion of this project.

Last but not least, I would like to thank my family and all my friends who helped me do this
project by sharing their ideas when we discussed together.

Ankita Agrawal

Semester VI

Section A

Roll No. 29

3
 CONTENTS

DECLARATION

ACKNOWLEDGEMENTS

1. INTRODUCTION……………………………………………………………...………...….6

1.1. A CONTEXTUAL OUTLINE…………………………………………………………6

1.2. OBJECTIVES OF THE STUDY………………………………………………………6

1.3. METHODOLOGY AND DATABASE…………………………….………………….7

1.4. ORGANISATION OF THE STUDY………………………………………………….7

2. UNDERSTANDING THE CONCEPT OF INFORMATION AND

COMMUNICATION TECHNOLOGIES (ICTS)…………………………………………8

3. ICT AS A CHANGE AGENT IN LEARNING METHOD…………………………….10

4. ICT AS A TRANSFORMATION AGENT FOR EDUCATION……………………….12

4.1. ICT ENHANCING THE TEACHING AND LEARNING PROCESS……………12

4.2. ICT ENHANCING THE QUALITY AND ACCESSIBILITY OF

EDUCATION….....................................................................................................................14

4.3. ICT ENHANCING SCHOLASTIC PERFORMANCE……………………………15

4.4. ICT ENHANCING LEARNING MOTIVATION …………………….……………15

4
5. ROLE OF ICT IN ENHANCING THE BASIC AND HIGHER EDUCATIONAL

PRODUCTIVITY………………………………………………………………………….17

5.1. ROLE OF ICT IN ENHANCING THE DEVELOPMENT OF BASIC

EDUCATION AND LITERACY………………………………………………………….17

5.2. ICT-BASED HIGHER EDUCATION / ONLINE EDUCATION………………….18

5.3. IMPORTANCE OF TEACHER WITH ICT………………………..……………….19

6. CONCLUSION……………………………………………………………………..………21

7. REFERENCES…………………………………………………………………………..…22

5
 1. INTRODUCTION

1.1. A CONTEXTUAL OUTLINE

Over the past two decades, Information & Communication Technology (ICT) has become an
essential tool for all areas of life. In many countries information and communication technology
has a clear impact on the development of educational curricula and has fundamentally
transformed all business and governance across the world. Education is a very socially oriented
activity and quality education has traditionally been associated with strong teachers having high
degrees of personal contact with learners. The use of ICT in education lends itself to more
student-centered learning settings. Moreover, with the world moving rapidly into digital media
and information, the role of ICT in education is becoming more and more imperative, and will
continue to develop in this age.

In Watson’s (2001) description, ICTs have revolutionized the way people work today and are
now transforming education systems. As a result, if schools train children in yesterday’s skills
and technologies they may not be effective and fit in tomorrow’s world. This is a sufficient
reason for ICTs to win global recognition and attention. The various kinds of ICT products
available and having relevance to education, such as teleconferencing, email, audio
conferencing, television lessons, radio broadcasts, interactive radio counseling, interactive voice
response system, audiocassettes and CD ROMs etc have been used in education for different
purposes. The field of education has been affected by ICTs, which have undoubtedly affected
teaching, learning, and research. A great deal of research has proven the benefits to the quality of
education. ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate
and engage students, to help relate school experience to work practices, create economic viability
for tomorrow's workers, as well as strengthening teaching and helping schools change.

1.2. OBJECTIVES OF THE STUDY

 To investigate if, ICTs are effectively used for Education and learning purposes.
 To understand how ICTs enhance teaching and learning quality, accessibility, and
moreover; enhance scholastic performance
6
1.3. METHODOLOGY AND DATABASE

The present study is a doctrinal and descriptive study based on the critical review of both
primary & secondary sources. Secondary & Electronic resources have been largely used to
gather information & data about the topic. Books & other references have been primarily helpful
in giving this project a firm structure. Websites, dictionaries & articles have also been referred.
Footnotes have been provided wherever needed, to acknowledge the sources.

1.4 ORGANISATION OF THE STUDY

The project is divided into 6 major sections. They are:

1. Understanding the concept of Information and Communication Technologies (ICTs):

This section attempts to explain the meaning and concept of ICTs.
2. ICT as a change agent in learning method: This section highlights some of the new
methods of learning which have evolved through the use of ICTs like e-learning,
teleconferencing, etc.
3. ICT as a transformation agent for Education: This section helps to understand how ICTs
enhance teaching and learning quality, accessibility, and moreover; enhance scholastic
performance.
4. Role of ICT in Enhancing the basic and higher Educational Productivity: This section
explains the role of ICT in enhancing the development of basic education and Literacy,
higher Education / Online Education along with the importance of Teacher with ICT:
5. Conclusion: This section concludes the project work.
6. References: This section underlines the different references used to complete this project.

7
 2. UNDERSTANDING THE CONCEPT OF INFORMATION AND
COMMUNICATION TECHNOLOGIES (ICTS)

Information and Communication Technologies (ICTs) are often associated with the most
sophisticated and expensive computer-based technologies. But ICTs also encompass the more
conventional technologies such as radio, television and telephone technology. While definitions
of ICTs are varied, it might be useful to accept the definition provided by United Nations
Development Programme (UNDP): ‘ICTs are basically information-handling tools- a varied set
of goods, applications and services that are used to produce, store, process, distribute and
exchange information. They include the ‘old’ ICTs of radio, television and telephone, and the
‘new’ ICTs of computers, satellite and wireless technology and the Internet. These different tools
are now able to work together, and combine to form our ‘networked world’ – a massive
infrastructure of interconnected telephone services, standardized computing hardware, the
internet, radio and television, which reaches into every corner of the globe’.1

DESCRIPTION OF ICT SEPARATELY

INFORMATION: In its most restricted technical sense, is an ordered sequence of symbols. As a
concept, however, information has many meanings. Moreover, the concept of information is
closely related to notions of constraint, communication, control, data, form, instruction,
knowledge, meaning, mental stimulus, pattern, perception, and representation.2

COMMUNICATION: It is a process whereby information is enclosed in a package and is channeled

and imparted by a sender to a receiver via some medium. The receiver then decodes the message
and gives the sender a feedback. All forms of communication require a sender, a message, and an
intended recipient; however the receiver need not be present or aware of the sender's intent to
communicate at the time of communication in order for the act of communication to occur.
Communication requires that all parties have an area of communicative commonality. There are
verbal means using language and there are nonverbal means, such as body language, sign

1
http://www.elmoglobal.com/en/html/ict/01.aspx
2
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1732645

8
language, paralanguage, haptic communication, chronemics, and eye contact, through media, i.e.,
pictures, graphics and sound, and writing.3
TECHNOLOGY: In 1937, the American sociologist Read Bain wrote that "Technology includes
all tools, machines, utensils, weapons, instruments, housing, clothing, communicating and
transporting devices and the skills by which we produce and use them." Bain's definition remains
common among scholars today, especially social scientists. More recently, scholars have
borrowed from European philosophers of "technique" to extend the meaning of technology to
various forms of instrumental reason. Integration and application of these three techniques in
education for enhancement of productivity of education is termed as effective educational
technology and methodology of teaching.
ICTs stand for information and communication technologies and are defined, for the purposes of
this primer, 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 settings. 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.4
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.

3
http://www.mpict.org/ict_education_defined_importance.html
4
http://www.e-iji.net/dosyalar/iji_2010_2_4.pdf

9
 3. ICT AS A CHANGE AGENT IN LEARNING METHOD

With the help of Information and Communication Technology many new ways of learning has
evolved. Some of them are:

3.1. E-LEARNING: Commonly associated with higher education, professional 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 also term it as online learning5.

3.2. OPEN AND DISTANCE LEARNING: Open and distance learning is defined by the
Commonwealth of Learning as “a way of providing learning opportunities that is characterized
by the separation of teacher and learner in time or place, or both time and place; learning that is
certified in some way by an institution or agency; the use of a variety of media, including print
and electronic; two-way communications that allow learners and tutors to interact; the possibility
of occasional face-to-face meetings; and a specialized division of labour in the production and
delivery of courses.” The use of ICT has extended the scope of offering educational programmes
at a distance. The off-campus delivery was an option for students who were unable to attend the
classes regularly. Today, many students are able to make this choice through technology
facilitated learning settings. This make available the education everywhere, it is time and cost
saving also. The major benefit of ICT implementation in education is it extending courses of
choice to students of different backgrounds, cultures, perspectives. Learners are free to
participate in learning activities at their convenience through online technologies.6

Eminent teachers from different parts of the country and abroad can be utilized for teaching at
their convenience through mobile technologies and seamless communication technologies that
support 24x7 teaching and learning for instance NPTEL (National Programme on Technology
Enhanced Learning, India,2007), EKLAVYA Technologies Channel, India, 2007, Tata Sky
Active education classrooms etc. All these above technologies are the fruitful result of ICT
implementation in education sector which provide a new direction in modern education. All

5
http://onlinelearningconsortium.org/updated-e-learning-definitions-2/
6
http://searchsqlserver.techtarget.com/definition/ODL

10
these education can be provided through Teleconferencing, Videoconferencing, Web-based
conferencing, Audio conferencing and other ICT technologies.7

3.3.TELECONFERENCING: refers to “interactive electronic communication among people located

at two or more different places.” There are four types of teleconferencing based on the nature
and extent of interactivity and the sophistication of the technology: 1) audio conferencing; 2)
audio-graphic conferencing, 3) videoconferencing; and 4) Web-based conferencing.

AUDIO CONFERENCING: involves the live (real-time) exchange of voice messages over a
telephone network. When low-bandwidth text and still images such as graphs, diagrams or
pictures can also be exchanged along with voice messages, then this type of conferencing is
called audio-graphic. Non-moving visuals are added using a computer keyboard or by
drawing/writing on a graphics tablet or whiteboard.8

VIDEOCONFERENCING: It 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).

WEB-BASED CONFERENCING: As the name implies, involves the transmission of text and graphic,
audio and visual media via the Internet; it requires the use of a computer with a browser and
communication can be both synchronous and asynchronous.

7
https://www.researchgate.net/publication/228920282_The_role_of_ICT_in_higher_education_for_the_21st_cen
tury_ICT_as_a_change_agent_for_education
8
http://searchunifiedcommunications.techtarget.com/definition/teleconference

11
 4. ICT AS A TRANSFORMATION AGENT FOR EDUCATION

4.1. ICT ENHANCING THE TEACHING AND LEARNING PROCESS

Information and communication technology play an essential role in how individuals work, live,
play and more importantly, learn. In the classroom, ICTs profoundly influences the way teachers
instruct and the way in which students learn. Today, teachers in high schools are educating
learners who will spend all of their adult lives in a technologically rich society. Therefore,
teachers are now prepared to utilize both current and emerging technologies in their classrooms.

In any society, educators have the ability to make an enormously positive contribution. This can
prove to be quite challenging, and teachers must willingly embrace new teaching and learning
opportunities. Technology and digital media are everywhere, and integrated into every aspect of
the individuals’ lives. Parents are no longer urging schools to incorporate ICT into their
classrooms; instead they are insisting on it. When used appropriately, technology has the
potential to enhance student’s achievement and assist them in meeting learning objectives.9

An extensive body of education research is showing that technology can support learning in
many ways. For example, using technology in the class roomcan be motivating. Teachers have
found that using ICT can capture a student’s attention and improve his/her outcomes. ICT can
also provide many unique, effective, and powerful opportunities for teaching and learning. These
opportunities include skill-building practice, real-world problem solving, and interactive
learning, thus; linking learners to a multitude of instructional resources. Computers also support
communication beyond classroom walls. This enables schools and communities to provide an
environment for cooperative learning, development of high-order thinking skills, and solving
complex problems. Consequently, the use of ICT will not only enhance the learning environment
but also prepare the next generation for future careers and lifestyles Wheeler, (2001).Changed
pool of teachers will become changed responsibilities and skills sets for future teaching
involving high levels of ICT, and the need for a more facilitative than didactic teaching roles
(Littlejohn et al., 2002).10

9
http://www.ifets.info/journals/15_3/14.pdf
10
http://www.iosrjournals.org/iosr-jrme/papers/Vol-1%20Issue-4/B0140308.pdf?id=1681

12
According to Cabero (2001), “the flexible time-space accounted for by the integration of ICT
into teaching and learning processes contributes to increase the interaction and reception of
information. Such possibilities suggest changes in the communication models and the teaching
and learning methods used by teachers, giving way to new scenarios which favors both
individual and collaborative learning”. The use of ICT in educational settings, itself, acts as a
catalyst for transformation in this domain. ICTs are tools that encourage and support independent
learning. Students using ICTs for learning purposes become immersed in the process of learning.
As more students use computers as an information source and cognitive tool (Reeves &
Janassen, 1996), the influence of the technology in supporting how students learn will continue
to increase. In the past, the conventional process of teaching has revolved around teachers
planning and leasing students through series of instructional sequences to achieve a desired
learning outcome.11

An American psychologist and educator, Jerome Bruner proposed that learning is an active
process in which the learner constructs new ideas or concepts based on his current or past
knowledge. Bruner believes that constructivist learners are participatory learners; they are
actively engaged in the learning process. Constructivism emphasizes an integrated curriculum
where students learn a subject in various ways or through different activities. ICT offers many
strategies for a constructivist-learning environment. Typically, these forms of teaching have
revolved around the planned transmission of a body of knowledge, followed by some forms of
interaction; with the content as a means to consolidate the knowledge acquisition. In this domain,
learning is viewed as the construction of meaning rather than as the memorisation of facts.12

As detailed previously, any use of ICT in learning settings can act to support various aspects of
knowledge construction and as more and more students employ ICTs in their learning processes,
the more significant the impact of this will become. Teachers can generate meaningful and
engaging learning experiences for their students, strategically using ICT to enhance learning.
Students enjoy learning, and the independent enquiry which innovative and appropriate use of
ICT can foster. They begin to acquire the important 21st century skills, which they will need in
their future lives. Within schools, specific technological developments, such as better

11
Ibid.
12
http://www.icicte.org/Proceedings2012/Papers/13-2-Aristovnik.pdf

13
connectivity via broadband access to the internet/intranets and laptops for teachers, have boosted
professional development and confidence in using ICT; particularly with regard to the
personalization of the learning experience.

4.2. 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. It can influence the way students are taught and how they learn as
now the processes are learner driven and not by teachers. This in turn would better prepare the
learners for lifelong learning as well as improve the quality of learning. In concert with
geographical flexibility, technology-facilitated educational programs also remove many of the
temporal constraints that face learners with special needs. Students are starting to appreciate the
capability to undertake education anywhere, anytime and anyplace.13

One of the most vital contributions of ICT in the field of education is Easy Access to Learning.
With the help of ICT, students can now browse through e-books, review past examination papers
etc. and can also have an easy access to resource persons, mentors, experts, researchers,
professionals, and peers all over the world. This flexibility has heightened the availability of just-
in-time learning and provided learning opportunities for many more learners who were
previously constrained by other commitments (Young, 2002). Wider availability of best practices
and best course material in education, shared by means of ICT, can foster better teaching. ICT
also allows academic institutions to reach disadvantaged groups and new international
educational markets. As well as learning at anytime, teachers are also finding the capabilities of
teaching at any time to be opportunistic and advantageous. Mobile technologies and seamless
communications technologies support 24x7 teaching and learning. Choosing how much time will
be used within the 24x7 envelope and what periods of time are challenges that will face the
educators of the future (Young, 2002).14 Thus, ICT enabled education will ultimately lead to the
democratization of education. This is especially true in developing countries like India, where
the effective use of ICT for the purpose of education has the potential to bridge the digital divide.

13
http://www.nyu.edu/classes/keefer/waoe/amins.pdf
14
http://www.icicte.org/Proceedings2012/Papers/13-2-Aristovnik.pdf

14
4.3. ICT ENHANCING LEARNING MOTIVATION

The body of evidence regarding the impact of ICT on intermediate outcomes, such as motivation,
engagement with and independence in learning, is greater and more persuasive. The benefits
identified in the literature include increased collaboration, greater engagement and persistence,
more on-task behavior and better conceptual understanding. Understanding of the extent to
which ICT can support creativity, including critical thinking skills and problem solving abilities
is developing, however; some of the evidence appears contradictory. In the studies encountered,
positive findings were associated with a range of technologies, particularly those with strong
visual elements such as digital video, drama-oriented software and multimedia presentations.
Much of the evidence is drawn from small-scale case studies and there is a paucity of large-scale,
methodologically rigorous research room which generalisations may be drawn. In general,
impact is most clearly observed where tasks have clear educational aims, are designed to
maximize the potential of the ICT in use, and are perceived as purposeful by pupils.15

4.4. ICT ENHANCING SCHOLASTIC PERFORMANCE

There are few studies that attempt to discern a direct, causal relationship between the use of ICT
and attainment, although many identify improved attainment as one of a number of outcomes of
increased ICT use. Unfortunately, it is not always clear how attainment is defined or measured In
some of the research reports. In some, ‘attainment’ refers to performance on standardized tests
while in others, the definition is broader and impact relates to observed improvements in pupils’
understanding within specific subject areas, that is, domain-specific cognitive development. In
discussing the relationship between ICT use and attainment, more weight has been given to those
studies that used standardized tests or similar reference points, while those drawing conclusions
on the basis of the arguably ‘softer’ evidence of teachers’, parents’ or pupils’ perceptions of
improvement in performance have been used to elaborate upon or supplement the findings.16

In an extensive review of the literature on ICT and attainment, Cox et al. (2003a) found evidence
of positive effects on pupil attainment in almost all National Curriculum subjects. This was most

15
https://www.education.ie/en/Publications/Policy-Reports/Digital-Strategy-for-Schools-2015-2020.pdf
16
http://www.uoc.edu/rusc/5/1/dt/eng/benyoussef_dahmani.pdf

15
marked in the core subjects of English, Mathematics and Science, where there has been greater
investment in the development of subject specific ICT resources to support learning and
teaching. These are also the areas where the evidence of change in attainment levels was more
robust, often drawing on national testing results. The evidence of the effects of ICT in other
subject areas was considered by the authors to be inconsistent, patchy and somewhat limited in
the range of technologies investigated.17

Most of the research that they encountered on the use of ICT hardware and software was limited
to a small range of resources, many of which were used by individual teachers working in
relative isolation. They concluded that the frequency and range of ICT use influenced the effect
on attainment and that, when used effectively, there was evidence of a positive influence on
attainment.18 The most effective use was where ICT use was directly linked to curriculum
objectives and specific concepts and skills, thus; becoming an integral part of the learning
experience. In a similar vein, Passey concluded that where ICT was clearly embedded in
classroom activity, there was a positive impact ton pupil attainment at high school level.19

17
http://www.educationscotland.gov.uk/learningandteaching/approaches/ictineducation/roleofictinlearning.asp
18
http://www.academia.edu/4205481/AN_INVESTIGATION_ON_THE_EFFECTIVE_USE_OF_ICT_IN_EDUCATION_FO
R_EDUCATION
19
Ibid.

16
 5. ROLE OF ICT IN ENHANCING THE BASIC AND HIGHER
EDUCATIONAL PRODUCTIVITY

5.1. THE ROLE OF ICT IN ENHANCING THE DEVELOPMENT OF BASIC EDUCATION

AND LITERACY:

The ICTs can be divided into two groups: traditional or old ICTs (namely, radio and TV) and the
new ICTs (namely, the Internet and telecommunications). Learning through new ICTs is also
called e-learning. Recent studies show the enormous potential of e-learning, especially in
industrialized countries.

In April 2001, MIT announced that learning materials and syllabi for all courses were being put
on the Internet for anyone to use – recognizing the power of the Internet and that knowledge is
for sharing. E-learning has the following advantages:

1. Access to the learning programme any time convenient to the learner.

2. Learners can be at any place to log on.

3. Asynchronous interaction providing participants and tutors with time to prepare their
responses leading to succinct and to-the-point interaction and on-track, thoughtful and creative
conversations.

4. Enhanced group collaboration creating shared electronic conversations which can be more
thoughtful and permanent than voice conversation. Aided by group coordinators, these sessions
can be powerful for learning and problem solving.

5. New educational approaches can be used. For example, faculty from anywhere in the world,
faculty teams with different specialties can be put together and innovations of teachers can be
shared.20

20
http://edtechreview.in/trends-insights/insights/959-advantages-of-using-ict-in-learning-teaching-processes

17
5.2 ICT-BASED HIGHER EDUCATION / ONLINE EDUCATION

In recent times factors have emerged which have strengthened and encouraged moves to adapt
ICTs into classrooms and learning settings. There are a good number of western
universities/institutions offering ICT-based higher education successfully with quality for
decades.21

ICT now changing the way of education in India an abroad, with the help of internet we can
access anywhere anytime. Now in India also like western countries the higher education is
becoming more advanced than before. The recent example is the commencement of online test
for common admission test for management students. Other test like GMAT, GRE also held
online as they are the higher level quality exams.22

In Asia, the 44 radio and TV universities in China (including the China Central Radio and
Television University), University Terbuka in Indonesia, and Indira Gandhi National Open
University in India have made extensive use of radio and television, both for direct class teaching
and for school broadcasting, to reach more of their respective large populations. Japan’s
University of the Air was broadcasting 160 television and 160 radio courses in 2000. Each
course consists of 15 45-minute lectures broadcast nationwide once a week for 15 weeks.
Courses are aired over University-owned stations from 6 am to 12 noon. Students are also given
supplemental print materials, face-to-face instruction, and online tutorials.23

The Ministry of Education (MOE) has unveiled Singapore's third Masterplan for ICT in
Education, which is aimed at further transforming the learning environment for students.
Speaking at the inaugural International Conference on Teaching and Learning with Technology
(ICTLT) in August, Dr Ng Eng Hen, Minister for Education and Second Minister for Defence,
said Masterplan 3 represents a continuum of the vision of Masterplans 1 and 2. "We want greater
engagement of students to encourage more self directed questioning and learning," he said. "An
interactive environment using all our senses will provide greater clarity and enhance content
transmission and retention." The four goals of Masterplan 3 are to:

21
http://eprints.rclis.org/6716/1/Global_Perspective_on_Higher_Education_and_the_Role_of_ICT%E2%80%A6.pdf
22
https://ju.edu.et/ejes/sites/default/files/The%20role%20of%20ICT%20in%20Education.pdf
23
http://www.theigc.org/wp-content/uploads/2014/09/Das-Gupta-KPN-2012-Working-Paper.pdf

18
  strengthen competencies for self-directed learning,
 tailor learning experiences according to the way that each student learns best,
 encourage students to go deeper and advance their learning, and
 Enable students to learn anywhere.24

5.3. IMPORTANCE OF TEACHER WITH ICT:

The most obvious advantage of using information technology in teaching and learning is the
flexibility for learners to get access to computers. Now that computers have become common,
learners can get access to the Internet and engage in study at any time, any place and at their own
pace. This is the reason why distance learning has become so common nowadays. Another
advantage of information technology is its versatility. Other than just sounds, computers can
produce colorful graphics, which will greatly enhance the learning outcome as learners will
retain the majority of what is taught through sights rather than sounds. Besides, compared with
humans, computers have absolute superiority in generating attractive graphics. In a nutshell, a
picture is worth more than a thousand words. Besides, computers can provide instant feedback to
learners when they are doing exercises or practicing.25

In addition, it is difficult for a teacher to monitor the performance or progress of students during
the lesson. Supervising more than forty students' activities through a central monitoring system is
not as easy as it seems. There are always some naughty students in class who will not follow the
instructions of teachers. In the end, teachers may have to be forced to walk around the classroom
to supervise students. Next is the problem of interactions. Teaching and learning involve a lot of
human interactions. This is especially so in language teaching and learning. One can hardly
imagine learners can pick up a language entirely through the interactions with some cold
machines like computers.26

Human interactions do not rely solely on the uttering of sounds. Other factors include subtle
variations in facial expressions, gestures, postures, eye contacts, the number and type of people

24
http://www.academia.edu/1211024/Role_of_ICT_in_Enhancing_the_Educational_Productivity
25
http://www.leeds.ac.uk/educol/documents/00001201.htm
26
http://www.iaea.info/documents/paper_1162d35bf.pdf

19
involved, the setting and so on. A machine can never cope with all these, whereas an experienced
teacher can do so with ease. There is no doubt computers can provide instant feedback to
learners. However, the type of feedback is limited to simple answers and pre-set comments. They
are useful only for low-level questions. Questions that ask for more complex skills from students
like note-taking, summarizing, giving comments and so on can never be handled by computers.
To sum up, information technology can aid teachers in producing desirable learning outcomes.

20
 6. CONCLUSION

The ICT has become indispensable and will remain as such with the growth of higher education
and the civilization in future. At the same time care must be taken by the governing authorities
for proper control and licensing to ensure quality, accountability and certification in higher
education.

Information and communication technologies (ICTs) are a major factor in shaping the new
global economy and producing rapid changes in society. Within the past decade, the new ICT
tools have fundamentally changed the way people communicate and do business. They have
produced significant transformations in industry, agriculture, medicine, business, engineering
and other fields. They also have the potential to transform the nature of education-where and
how learning takes place and the roles of students and teachers in the learning process.

Teacher education institutions may either assume a leadership role in the transformation of
education or be left behind in the swirl of rapid technological change. For education to reap the
full benefits of ICTs in learning, it is essential that pre-service and in-service teachers have basic
ICT skills and competencies. Teacher education institutions and program must provide the
leadership for pre-service and in-service teachers and model the new pedagogies and tools for
learning. They must also provide leadership in determining how the new technologies can best
be used in the context of the culture, needs, and economic conditions within their country. To
accomplish these goals, teacher education institutions must work closely and effectively with
teachers and administrators, national or state educational agencies, teacher unions, business and
community organizations, politicians and other important stakeholders in the educational system.
Teacher education institutions also need to develop strategies and plans to enhance the teaching-
learning process within teacher education programs and to assure that all future teachers are well
prepared to use the new tools for learning.

This is intended to help policymakers in developing countries define a framework for the
appropriate and effective use of ICTs in their educational systems by first providing a brief
overview of the potential benefits of ICT use in education and the ways by which different ICTs
have been used in education thus far. Second, it addresses the four broad issues in the use of
ICTs in education—effectiveness, cost, equity, and sustainability.

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 7. REFERENCES

WEBSITES

 Definition of technology", Merriam- Webster. http://mw1.merriam-webster.com

 L. Floridi, Information – A Very Short Introduction (Oxford University Press).
 http://www.unescobkk.org/education/ict/
 The Commonwealth of Learning, “An Introduction to Open and Distance Learning”;
available from http://www.col.org/ODLIntro/introODL.htm.
 Victoria L. Tinio. (2003). ICT in Education, http://www.scribd.com/doc/2999093/ICTin-
Education-by-Victoria-L-Tinio.
 ICT in Education - UNESCO
 http://findarticles.com/p/articles
 www.google.com

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