ICT IMPACT ON EDUCATION

OBJECTIVE:
IMPACT OF ICT ON EDUCATION

• To which extent ICT is used in Education

• How much is it contributing to the students
• Awareness in institutes
ICT – INFORMATION AND COMMUNICATION
TECHNOLOGY

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.

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 labor in the production
and delivery of courses.”

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.

Curriculum and Educational Technology

The curriculum is concerned with what is learned and taught and how this learning and
teaching occurs. What is learned/taught includes objectives, content, and learning
outcomes (the knowledge, skills and attitudes that students are intended to demonstrate).
The how of the curriculum concerns teaching/learning methodology, teaching strategies
and media resources. Most teaching/learning methods and strategies involve the
use of some equipment. Some teaching methods may only include the use of a
blackboard and chalk while others may make use of a television or overhead projector.
This equipment and its use within the curriculum is often referred to as educational
technology. Educational technology concerns the technology that is used to facilitate the
teaching/learning processThere is a two-way relationship between the curriculum and
educational technology in that to some extent they each affect the other. Typically the
teacher and other components of the education system determine what is to be taught and
learned and then on this basis the methodology (including the educational technology) to
be used is selected. Thus the technology used is determined by the intended curriculum.
Also part of the context of the curriculum concerns the role of the teacher, the physical
setting and the general pedagogical views of the teacher and education system. These are
likely to affect the technology used. There have also been a number of instances where
the curriculum has been changed due to changes in technology. In some cases the
invention of new technology has added content to the curriculum (e.g. technology based
on electricity). In other cases new technology has made parts of the content obsolete (e.g.
using calculators instead of logarithms for calculation). And some technologies such as
overhead projectors, videos and computers have led to the development of new methods
of learning and teaching which were not feasible before their introduction. So in many
ways technology can be seen to be affecting the curriculum both in terms of content and
methodology. Already it would appear that the content and objectives of the curriculum
are changing to take account of the role of computers in society. The classroom learning
environment provides a structure to describe the setting in schools within which learning
is organised and the roles of the teacher and students occur. However, it does not describe
the reasons or purpose behind the construction of any particular environment. This is
dependent on the beliefs and actions of those responsible for setting up the environment,
particularly the underlying pedagogical philosophy of the teacher.

Promise of ICTs in Education

For developing countries ICTs have the potential for increasing access to and improving
the relevance and quality of education. It thus represents a potentially equalizing strategy
for developing countries.
[ICTs] greatly facilitate the acquisition and absorption of knowledge, offering developing
countries unprecedented opportunities to enhance educational systems, improve policy
formulation and execution, and widen the range of opportunities for business and the
poor. One of the greatest hardships endured by the poor, and by many others who live in
the poorest countries, is their sense of isolation. The new communications technologies
promise to reduce that sense of isolation, and to open access to knowledge in ways
unimaginable not long ago.
However, the reality of the Digital Divide—the gap between those who have access to
and control of technology and those who do not—means that the introduction and
integration of ICTs at different levels and in various types of education will be a most
challenging undertaking. Failure to meet the challenge would mean a further widening of
the knowledge gap and the deepening of existing economic and social inequalities.
Educational Productivity
Productivity or economic unit is defined by dividing the output (revenue) by the input
(costs). This is more difficult to define for the education industry since the output is not
easily measured, particularly not in monetary terms to compare with the costs. The output
is largely the quantity and quality of learning demonstrated by students, or learning
outcomes
Productivity =Output/Input = Educational Outcomes
Costs
Outcomes = Quality and quantity of student learning.
Costs =Teacher and student time, classroom materials, equipment, etc.

ICTs helps in expanding access to education

ICTs are a potentially powerful tool for extending educational opportunities, both formal
and non-formal, to previously underserved constituencies—scattered and rural
populations, groups traditionally excluded from education due to cultural or social
reasons such as ethnic minorities, girls and women, persons with disabilities, and the
elderly, as well as all others who for reasons of cost or because of time constraints are
unable to enroll on campus.
• Anytime, anywhere. One defining feature of ICTs is their ability to transcend time and
space. ICTs make possible asynchronous learning, or learning characterized by a time lag
between the delivery of instruction and its reception by learners.Online course materials,
for example,may be accessed 24 hours a day, 7 days a week. ICT-based educational
delivery (e.g., educational programming broadcast over radio or television) also
dispenses with the need for all learners and the instructor to be in one physical location.
Additionally, certain types of ICTs, such as teleconferencing technologies, enable
instruction to be received simultaneously by multiple, geographically dispersed learners
(i.e., synchronous learning).
• Access to remote learning resources. Teachers and learners no longer have to rely
solely on printed books and other materials in physical media housed in libraries (and
available in limited quantities) for their educational needs. With the Internet and the
World Wide Web, a wealth of learning materials in almost every subject and in a variety
of media can now be accessed from anywhere at anytime of the day and by an unlimited
number of people.This is particularly significant for many schools in developing
countries, and even some in developed countries, that have limited and outdated library
resources. ICTs also facilitate access to resource persons— mentors, experts, researchers,
professionals, business leaders, and peers—all over the world.

Use of ICTs preparing individuals for the workplace

One of the most commonly cited reasons for using ICTs in the classroom has been to
better prepare the current generation of students for a workplace where ICTs,particularly
computers, the Internet and related technologies, are becoming more and more
ubiquitous.Technological literacy, or the ability to use ICTs effectively and efficiently, is
thus seen as representing a competitive edge in an increasingly globalizing job market.
Technological literacy, however, is not the only skill well-paying jobs in the new
global economy will require.
The potential of ICTs to promote the acquisition of these skills is tied to its use as a tool
for raising educational quality, including promoting the shift to a learner-centered
environment.

ICTs - improving the quality of education

Improving the quality of education and training is a critical issue, particularly at a time of
educational expansion. ICTs can enhance the quality of education in several ways: by
increasing learner motivation and engagement,by facilitating the acquisition of basic
skills, and by enhancing teacher training.ICTs are also transformational tools which,
when used appropriately, can promote the shift to a learner-centered environment.

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

Digital Age Literacy

Functional literacy Ability to decipher meaning and express ideas in a range of media;
this includes the use of images, graphics, video, charts and graphs or visual literacy

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

ICTs help in transforming the learning environment

into one that is learner-centered
Research has shown that the appropriate use of ICTs can catalyze the paradigmatic shift
in both content and pedagogy that is at the heart of education reform in the 21st
century..If designed and implemented properly, ICT-supported education can promote the
acquisition of the knowledge and skills that will empower students for lifelong learning.
When used appropriately, ICTs—especially computers and Internet technologies—
enable new ways of teaching and learning rather than simply allow teachers and students
to do what they have done before in a better way. These new ways of teaching and
learning are underpinned by constructivist theories of learning and constitute a shift from
a teacher-centered pedagogy—in its worst form characterized by memorization and rote
learning—to one that is learner-centered..)

• Active learning. ICT-enhanced learning mobilizes tools for examination, calculation

and analysis of information, thus providing a platform for student inquiry, analysis and
construction of new information. Learners therefore learn as they do and, whenever
appropriate, work on real-life problems in-depth, making learning less abstract and more
relevant to the learner’s life situation.
In this way, and in contrast to memorization-based or rote learning, ICT-enhanced
learning promotes increased learner engagement. ICT-enhanced learning is also “just-in-
time” learning in which learners can choose what to learn when they need to learn it.

• Collaborative learning. ICT-supported learning encourages interaction and

cooperation among students, teachers, and experts regardless of where they are. Apart
from modeling real-world interactions, ICT-supported learning provides learners the
opportunity to work with people from different cultures, thereby helping to enhance
learners’ teaming and communicative skills as well as their global awareness. It models
learning done throughout the learner’s lifetime by expanding the learning space to
include not just peers but also mentors and experts from different fields.

• Creative Learning. ICT-supported learning promotes the manipulation of existing

information and the creation of real-world products rather than the regurgitation of
received information.
• Integrative learning. ICT-enhanced learning promotes a thematic, integrative approach
to teaching and learning. This approach eliminates the artificial separation between the
different disciplines and between theory and practice that characterizes the traditional
classroom approach.

• Evaluative learning. ICT-enhanced learning is student-directed and diagnostic. Unlike

static, text- or print-based educational technologies, ICT-enhanced learning recognizes
that there are many different learning pathways and many different articulations of
knowledge. ICTs allow learners to explore and discover rather than merely listen and
remember.

Use of ICTs in Education

Education policymakers and planners must first of all be clear about what educational
outcomes are being targeted. These broad goals should guide the choice of technologies
to be used and their modalities of use.
The potential of each technology varies according to how it is used. Haddad and Draxler
identify at least five levels of technology use in education: presentation, demonstration,
drill and practice, interaction, and collaboration.
Each of the different ICTs—print, audio/video cassettes, radio and TV broadcasts,
computers or the Internet—may be used for presentation and demonstration, the most
basic of the five levels. Except for video technologies, drill and practice may likewise be
performed using the whole range of technologies.
On the other hand, networked computers and the Internet are the ICTs that enable
interactive and collaborative learning best; their full potential as educational tools will
remain unrealized if they are used merely for presentation or demonstration.

Radio and TV use in education

Radio and television have been used widely as educational tools since the 1920s and the
1950s, respectively. There are three general approaches to the use of radio and TV
broadcasting in education:

1) direct class teaching, where broadcast programming substitutes for teachers on a

temporary basis;

2) school broadcasting, where broadcast programming provides complementary

teaching and learning resources not otherwise available; and

3) general educational programming over community, national and international

stations which provide general and informal educational opportunities.
The most notable and best documented example of the direct class teaching approach is
Interactive Radio Instruction (IRI).This consists of “ready-made 20-30 minute direct
teaching and learning exercises to the classroom on a daily basis. The radio lessons,
developed around specific learning objectives at particular levels of maths, science,
health and languages in national curricula, are intended to improve the quality of
classroom teaching and to act as a regular, structured aid to poorly trained
classroom teachers in under-resourced schools. ”IRI projects objective is to raise the
quality of learning—and not merely to expand educational access—and it has had much
success in both formal and non-formal settings. Extensive research around the world has
shown that many IRI projects have had a positive impact on learning outcomes and on
educational equity. And with its economies of scale, it has proven to be a cost-effective
strategy relative to other interventions.

Teleconferencing use in Education

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) audioconferencing;
2) audio-graphic conferencing,
3) videoconferencing; and
4) Web-based conferencing.

Audioconferencing 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 audiographic.Non-moving visuals are added using a computer
keyboard or by drawing/writing on a graphics tablet or whiteboard.

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).

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.
Teleconferencing is used in both formal and non-formal learning contexts to facilitate
teacher-learner and learner-learner discussions, as well as to access experts and other
resource persons remotely. In open and distance learning, teleconferencing is a useful
tool for providing direct instruction and learner support, minimizing learner isolation
The audio graphic teleconferencing network aims to provide continuing education and
academic upgrading to nurses in parts where access to nursing education has been
extremely limited.

COMPUTERS AND INTERNET USE IN EDUCATION:

There are three general approaches to the instructional use of computers and the Internet,
namely:
1) Learning about computers and the Internet, in which technological literacy is the end
goal;
2) Learning with computers and the Internet, in which the technology facilitates learning
across
the curriculum; and
3) Learning through computers and the Internet, integrating technological skills
development
with curriculum applications.
Learning about computers and the Internet focuses on developing technological literacy.
It typically
includes:
• Fundamentals: basic terms, concepts and operations
• Use of the keyboard and mouse
• Use of productivity tools such as word processing, spreadsheets, data base and graphics
programs
• Use of research and collaboration tools such as search engines and email
• Basic skills in using programming and authoring • Developing an awareness of the
social impact of technological change.
Learning with the technology means focusing on how the technology can be the means to
learning ends across the curriculum. It includes:
• Presentation, demonstration, and the manipulation of data using productivity tools
• Use of curriculum-specific applications types such as educational games, drill and
practice, simulations, tutorials, virtual laboratories, visualizations and graphical
representations of abstract concepts, musical composition, and expert systems
• Use of information and resources on CD-ROM or online such as encyclopedia,
interactive maps and atlases, electronic journals and other references
Technological literacy is required for learning with technologies to be possible, implying
a two-step process in which students learn about the technologies before they can actually
use them to learn.
However, there have been attempts to integrate the two approaches.
Learning through computers and the Internet combines learning
about them with learning with them. It involves learning the technological skills “just-in-
time” or when the learner needs to learn them as he or she engages in a curriculum-
related activity.

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.

Issues in the Use of ICTs in Education

Effectiveness, cost, equity, and sustainability are four broad intertwined issues which
must be addressed when considering the overall impact of the use of ICTs in education.
Cost of ICT framework

FIXED COSTS
• Retrofitting of physical facilities
• Hardware and networking
• Software
• Upgrades and replacement (in about five years)

VARIABLE OR RECURRENT COSTS

• Professional development
• Connectivity, including Internet access and telephone time
• Maintenance and support, including utilities and supplies
In order to determine cost efficiencies, fixed costs must be distinguished from variable
costs, and the balance between the two understood. If the fixed costs of a technology
project are high and its variable costs are low, then there will be cost advantages to
scaling up. This is the case with general educational radio and television broadcasting.
Programs such as Sesame Street and Discovery are more cost-efficient the larger their
audience since the high cost of production is distributed over a larger viewer base while
no staff expenditures are made for learner support.
On the other hand, the case in Mexico demonstrates that the impact of higher variable
costs related to learner support may be offset if the scale of the project is sufficiently
large to the point where per student costs compare favorably with those of traditional
schools. Similarly, with the Interactive Radio Instruction project annual cost per student
is estimated to fall from US$8.25 with 100,000 students to US$3.12 with 1,000,000.58
Obviously, these economies of scale may be achieved only in countries with large
populations.
Open and distance learning institutions have also achieved cost-effectiveness through
economies of scale. Per student costs of the 11 mega-universities range from only 5% to
50% of the average of the traditional universities in their respective countries.
The introduction of computers represents additional costs for schools but without short-
term cost advantages. Data on cost of computer use per student in both primary and
secondary schools in fact suggest cost-ineffectiveness.

Challenge: Absence of Standardized Evaluation Framework for Educational

Interventions using ICTs
As reviewed in this article, a comprehensive and rigorous body of evidence of the
educational impacts of ICT interventions in developing countries does not yet exist and is
needed to better understand if and how particular interventions will prove effective, and
to guide local and national decision making and spending of scarce donor resources.
Program evaluation is an essential component to the implementation of effective
educational interventions, especially those that employ innovative technologies. Creating
a standardized evaluation framework that is flexible enough to allow for the multitude of
resource constraints, as well as other economic and socio-cultural factors often found in
developing countries, is a necessary precursor to establishing a cohesive body of
evidence demonstrating the impacts of ICTs
Challenge: Limited Local Capacity for Evaluation
Researchers and evaluators in developed countries have extensive experience in empirical
—both quantitative and qualitative—techniques and evaluation design. Often, local
researchers within developing countries need to be trained in modern data collection
methodologies, monitoring and analysis.
Challenge: Limited Funding and Resource Constraints for M&E
Many projects in the education sector have specific monies set aside for M&E activities.
However, additional monies often need to be allocated in order to conduct a
comprehensive impact evaluation which is very difficult when resources are scarce to
begin with and existing funds for M&E are diverted to program activities
Challenge: Lack of Demand and Ownership of Evaluations
The most basic requirement for developing a results-based M&E system, either project-
based or within an overall government-sponsored framework, and for a culture of M&E
to truly take root, is Tolani-Brown, McCormac & Zimmermann the commitment and
enthusiasm of project stakeholders and funders.
Challenge: Confusing Updating with Upgrading
Given the dearth of evidence that correlates ICT with improved student learning, why
then are so many developing countries headed down this path? Clearly, the research
shows that many stakeholders and decision-makers in developing countries are driven by
their intuition, that by modernizing learning environments with computers and other ICTs
they believe they will be improving the learning and teaching that occurs in classrooms.
Social and political pressures may also influence where scarce resources are allocated,
hoping to realize the biggest and quickest impact towards reaching goals of improved
student learning. However, by simply updating materials, infrastructure and resources,
schools and education systems are not likely to accomplish the desired upgrades to
classroom instruction and student learning.
ICT-enhancing educational projects sustainable
One aspect of development programs that is often neglected is sustainability. The long
history of development aid has shown that too many projects and programs start with a
bang but all too soon fade out with a whimper, to be quickly forgotten.This is true for
many ICT-based educational projects as well. In many instances, these projects are
initiated by third party donors—such as international aid agencies or corporations—and
not enough attention is paid to establishing a mechanism by which the educational
institution or community involved can pursue the project on its own or in partnership
with other stakeholders after the initiating donor exits. But cost and financing are not the
only barriers to sustainability. According to Cisler, the sustainability of ICT-enabled
programs has four components social, political, technological, and economic
.
Economic sustainability refers to the ability of a school and community to finance an
ICT-enabled programme over the long term.Cost-effectiveness is key, as technology
investments typically run high and in many cases divert funds from other equally
pressing needs. Planners should look to the total cost of ownership and build lucrative
partnerships with the community to be able to defray all expenses over the long term. The
need to develop multiple channels of financing through community participation ties
economic sustainability closely to social and political sustainability.

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.

Technological sustainability involves choosing technology that will be effective over

the long term. In a rapidly changing technology environment, this becomes a particularly
tricky issue as planners must acquire only the latest technologies (which is
understandable in part because these are the models which vendors are likely to push
aggressively) Generally, however, planners should go with tried and tested systems;
stability issues plague many of the latest technologies. Again, the rule of thumb is to let
the learning objectives drive the technology choice and not vice versa—the latest
technologies may not be the most appropriate tools for achieving the desired educational
goals.When making technology decisions, planners should also factor in not just costs but
also the availability of spare parts and technical support.
LITRETURE REVIEW:

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.

Benefits and Roles of ICTs in Education

Positive effects on students of ICTs in education include:
Enhanced motivation and creativity when confronted by the new learning
environments,
A greater disposition to research and problem-solving focused on real social
situations,
comprehensive assimilation of knowledge in the interdisciplinary ICT
environment,
systematic encouragement of collaborative work between individuals and
groups,
ability to generate knowledge,
capacity to cope with rapidly changing, complex, and uncertain environments,
new skills and abilities fostered through technological literacy.

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

THE “DIGITAL DIVIDE”

A major pre-occupation in the literature on ICTs and education has been the question
of the “digital divide” According to an OECD report, digital divide is defined as the
disparity in ICT diffusion and use between industrial and developing countries (or,
indeed, between rich and poor, men and women, urban and rural areas
within individual countries)
As Wachira (2005) states that in developing countries where less than
1% of the population has access to ICTs, the digital divide is largely a rural-urban divide
with those in the urban areas being on the vantage point claims in his book “The Digital
Divide : Facing A Crisis or Creating A Myth ?” that today’s digital divide was
yesterday’s computers-in-the schools divide, the television divide of 1955, the radio
divide of 1930, or the book divide of the previous half-millennium. The difference
between then and now is that both technologies seem to eliminate most of these gaps at
much faster rates
In his paper “Assessment of Existing Empirical Analyses of the
Underlying Causes of the Digital Divide and Policy”, Wijewardena (2002) suggests that
there are six key underlying causes of the digital divide. These are the disparities in
access to non ICT resources, the impact of the digital divide being a driver of the digital
divide, cultural features, language issues, level of urbanization and the level of
concentration of ownership in ICTs infrastructure and services
As Adeya (2002) quotes in his paper “ICTs and Poverty” from Barlow (1998):
Common perceptions of the potential of the digital age are limited by the
habits of mind one develops in an industrial society. These habits are different
for those who have grown up in poverty with no television sets for instance to
shape their world view.
However, Adeya (2002) also notes that the basis of this argument is weak however
since Barlow has no empirical evidence to support his assertion, apart from his
experiences in the countryside of a developed country
Moreover, they argue that while technology has the potential of bringing educational
opportunities to more remote areas, the introduction of IT into schools becomes confined
for developing countries due to the demands on infrastructure investment. Thus, the
divide between urban and rural areas might be widened and consequently it might
introduce a digital divide to the existing economic and educational divides
Finally, Bracey (2005) puts forward that it is critical to ensure that the
digital divide between developing and developed countries is bridged through the
introduction of ICTs into elementary school systems where early learning begins. In his
point of view, the challenge for all is to make use of new technologies in meaningful
ways to maximize their value to learners, teachers and others involved in the
dissemination of the uses of technology .

A THEORETICAL OVERVIEW OF “DIGITAL DIVIDE”

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

State approaches to development and ICT

In any major policy initiative that induces a major social change or transformation, the
state normally is expected to play the role of the initiator, mediator, facilitator and
arbitrator. The Indian state has played a major role in the context of ICT for development
from the early 1980s at various levels. The approach paper to Tenth Five-year Plan
(Government of India, 01) has been prepared against a backdrop of high expectations
arising from the recent performance of GDP growth. This has improved from an average
of about 5.7% in the 1980s to about 6.5% in the Eighth and Ninth Plan period making
India one of the ten fastest growing economies and a substantial part of the buoyancy is
due to the growth in the services sectors led by ICT and telecommunications. The Tenth
Plan stresses the need for defining the development objectives not just in terms of
increases in GDP or per capita income but broader parameters, which enhance human
well being. It tries to focus on inter-state inequalities and underlines the strategies to
overcome the regional disparities and different growth rates. The Tenth Plan emphasizes
on those sectors, which are most likely to create high quality employment opportunities,
such as construction, real estate housing, modern retailing, and IT-enabled services.
Moreover, it recognizes the comparative advantage of brainpower to absorb, assimilate
and adopt spectacular developments in system integration and technology, and harness
them for national growth in today’s knowledge-based world economy. Technology and
knowledge could be a tool to give India a competitive advantage in the new global
economy, but out of the approximately 200 million children in the age group of 6-14
years, only 120 million are in schools.

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.

Recommendations with respect to infrastructure

The government tries to improve the IT infrastructure in India by tackling the shortage of
proper power supply and the huge gap between demand and supply of bandwidth. With
respect to infrastructure development out of the 23 proposed recommendations 19 of
them are characterized as ongoing. This is quite misleading, for enhancing the pace of IT
penetration in remote areas of the country, the task force has recommended that the
defence forces should provide connectivity to civilian establishments. On the proposal for
making available updated information at the panchayat (local institution at village level)
level, the National Informatics Centre (NIC) was involved in the creation of the databases
on-line (NICNET) for access to the public. In an inaugural session of the ASSOCHAM
(Associated Chambers of Commerce and Industry of India) Summit on “India in a
knowledge millennium” Prime Minister Atal Bihari Vajpayee declared that “knowledge-
based society will enable us to leapfrog in finding new and innovative ways to meet the
challenges of building just and equitable social order and seek urgent solution.” The Task
Force has suggested the maximum number of recommendations in the
Developmental sector, 45 in number. The recommendations with respect to e-
governance, as stated by Vittal (2001), the government culture of secrecy, corruption,
hierarchy, and lack of imagination to do right things at the right time have given rise to
cultural resistance to egovernance. Therefore, the attempt has to be made on overcoming
each of these curses. Even though the Task Force has recommended the creation of
citizen charters, development of a smart card programme; the ATR ruefully notes that
only 59 wings of the state apparatus have
notified charter and no mention is made regarding their effectiveness and
implementation. The proposal to set up a national institute of e-governance has remained
at a proposal level. For creation of e-governance, the government has to first carryout the
training manpower for operations and knowing the need of number of technical personnel
to maintain the system. Moreover, the government needs to explain to people the
advantages of IT, as people participation is a necessary input for the success of these
programs. Also the government has to ensure proper physical and mechanical
infrastructure for transformation (Jayanth, 2000).
The government should adopt a strategy as to explain what the concept of IT to society is,
why its need is felt, and how it can transform lives. This can be done with the spread of
information networks in the villages as stated by T. Vishwanathan the Director of the
Indian National Scientific Documentation

ICT and governance for development

ICT generates new possibilities to address problems of rural poverty, inequality and
environmental degradation. A major impact of e-governance must be felt in the rural
areas where the bulk of the Indian population lives so the government has to support
initiatives to solve the problems of rural dwellers by using IT.
Numbers of projects have been initiated in keeping with India’s local needs for
application in rural development. For example, the National Dairy Development Board
(NDDB) has successfully employed and IT-based machines are used in milk collection
centres. This cheap and credible technology was being used in rural cooperatives to
measure fat content of milk, test the quality of milk and promptly make payment to the
farmers. As a result reduced time for payments and instilled confidence of the farmers in
the cooperative set up. Amul cooperative has introduced a number of ICT-based
operations, which have contributed to efficiency of milk procurement and distribution.
The NDDB has also been able to deal with problems of unethical practices in the milk
enterprises
India healthcare project that began in 1994 is an initiative for rural development by
employing innovative use of IT. It is a collaborative project of the Government of India, a
multinational computer vendor and the software company CMC limited. The project’s
initial impetus arose from the government’s interest in providing electronic support to
village workers in the rural healthcare system. The project team designed a system, based
on handheld computer technology with a view to reduce the burden of paperwork,
improve data accuracy and to empower the health worker to provide timely care and
information. The project is interesting as it involves vendors from private sectors getting
actively involved in project development and records computerization programme is
being implemented as a joint effort of Ministry of Rural Area Employment and NIC. NIC
has string of its district centres with additional hardware, software tools, standardized
application software, training to offices of state governments enabling the state
governments to implement the project. This project is going in 540 districts (Government
of India, 2001: 56). Apart from this, the on-line transaction system has been implemented
in Railway passenger ticket booking system and part of social phenomenon to fulfil their
needs and desires

ICT and education

.
UGC and the respective universities control M.Sc/ M.A courses while as MCA/ MBA
have been controlled by AICTE. No coordination is visible between these two agencies
with respect to launch and control of degree programmes and contents resulting in
proliferation of degrees with new nomenclatures like BIT/MS e-commerce etc, which
confuse the student as well as the recruiters simultaneously. Even though an All India
Board on Information Technology Education is constituted by AICTE (All India Council
For Technical Education), it is yet to come out with a model curriculum, which is binding
upon institutions. The Chairman of AICTE, Rame Gowda, states that there are a number
of challenges brought by liberalisation and globalisation, therefore the need for technical
education has to be strong enough to face these challenges, otherwise it will result in
failure to compete in world markets thus driving economic ruin to the country However,
contrary to such statements no attempt is made by AICTE either to examine the current
status of higher education both at the professional and continuing education level. The
AICTE by transferring the question of academic quality assurance to universities has
abdicated its responsibility for ensuring education quality. No progress is yet made on the
proposal to set up an institute for computer professionals of India as well as on the
creation of a ‘National Qualification Framework’, which would enable seamless
integration of credits earned from different institutions and systems.
The boom in the IT sector is because of investment in higher education especially elite
institutes only. There is not much emphasis on the other technical education
infrastructure, which includes polytechnics, engineering colleges, etc. The public
spending on higher education is skewed towards privileged sectors, which receive 61% of
resources in government-financed education while as majority of the technical
institutions suffer from poor quality infrastructure and facilities generating graduates at
the technical level who join unemployable rolls. The government has to enhance the
literacy as individuals who will be literate will be ready to learn high skills and
participate in knowledge economy. In order to halt the brain drain of students to abroad
overhauling of our education system to make it market-oriented and on its part the
government develops domestic market for ICT-based services which in turn ensure job
opportunities for students coming out of institutes of engineering, technology rather than
being obsessed by software industry and its export orientation strategy.
The government has failed to meet the demand for technical educational which has
resulted in a rapid growth of private institutions in the IT sector which are unrecognized
and generating students, which are being added to ranks of unemployed youths even in
the technical sectors .The number of students enrolling for IT courses has slumped
due to US slowdown in 2002. On its part government, industry and educational
institutions must review and totally revamp IT education in India. The content of
graduate and postgraduate courses needs to be standardized and effective industry,
institute linkage need to be developed to provide training to the students. Bureaucracy
hurdles in universities have to be overcome to ensure substantive changes in the
curriculum. Industry can contribute to its role by participating as sponsors and framing
the curriculum, providing visiting faculty and hands on training The IT education has
been commercialised e.g., NIIT, APTECH with high fee structure and with their
employment oriented qualifications as a result growing number of “Have Not’s” who
cannot access to computer education is increasing UGC with AICTE are framing
guidelines to regulate the entry of the foreign Universities and with respect to technical
education a committee has been set up under the supervision of former Vice Chancellors
N.V. Vasani and Billange UGC with AICTE are of view that it is not practical approach
to ban their entry but what could be done is to “rationalization" of standards so as to
prevent students from being cheated UGC has come with revised guidelines to facilitate
the role of private players in higher education. In this regard the "de novo Institutions" in
emerging areas with promises of excellence, are likely to get deemed university status.
This status is subject to review every five years. These deemed universities under
stipulated guidelines of UGC on course structure, admission procedures and fee structure
can open centres in the country and can even open centres in foreign countries with due
permission from UGC and the host country The role of social variables i.e. education and
health as enabling factors, fostering economic progress has recently received much
attention in the development literature. However, the ay elementary education has been
neglected is striking given the importance provided in contemporary world and its
importance for economic development The operation and success of market mechanisms
can be deeply influenced by the nature of governmental arrangements and actions that go
with it. The market is an essential vehicle for realizing economic potentials, the long-run
active policy for example in initiating particular industries and in providing a wide base
of public education’s development itself opens new opportunities for social cooperation.
At an early stage of development, the focus of human activity has to satisfy basic needs
associated with relatively simple commodities, as the horizon of human concerns and
social interdependence expands so does the realm of cooperative action. Technological
progress also paves the way for more complex forms of cooperative action involving
large number of persons. This cooperative action plays a crucial part in formulating
organized public demands on which state depends in identifying its priorities and actions
in democratic society.
The development of basic education was significantly more advanced in all the high
performing Asian economies with successful growth mediated progress at the time of
their economic breakthrough as compared to India. Moreover, in the educational
expansion of these countries, the state as played a major part. In India by a contrast there
has been a remarkable apathy towards expanding elementary and secondary education
and certainly ‘too little’ government action rather than ‘too much’ is the basic failure of
Indian planning in this field, in spite of all the policy initiatives in this regard. Therefore,
an essential goal of public policy must be to ensure that bulk of growing population had
the capability to read and write, communicate and interact in modern economy. The
Government must invest heavily on basic education as in view of complementarily
between education and effectiveness of economic reforms By ensuring basic quality
improvement, remove barriers against women’s education, utilizing of funds for
education properly. The government motto of economic liberalization should be
accompanied by massive investments in social services The scenario of basic education is
sad according to S.K Somiya Chairman Educational Committee (FICCI)The elementary
education must be provided to every one as only one fifth of the population reaches
secondary education; therefore about 80% of country’s human capital goes waste. On the
other hand, there exists a paradox of country’s achievements in nuclear technology, space
technology, IT ignoring elementary education that also suffers from lopsided growth if it
is analysed on urban–rural trends The above scenario is further highlighted by
government failure to achieve universalisation of elementary education, in spite of
Ramamurthy panel recommendations that was put forth by V.P Singh’s government to
review the National Policy on Education 1986 brought by Rajiv Gandhi Government’s
concern of providing in computer facilities in state schools seems to have run into major
difficulties as there is lack of awareness on part of school administrators about IT usage
in the rural areas. Anil Sadgopal, Head of Department Education Faculty, University of
Delhi, attributed to sorry conditions of education to anti people and anti-child education
policies rather than the poor implementation of governmental policies. “Knowledge has
become patentable commodity in the emerging knowledge society,” this has been
observed by Prof. R. Govinda, Head School and non-formal education
AREAS OF SURVEYED:

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

Impact of ICT on Learning & Teaching Page 23 of 73 Dr C. Paul Newhouse

Research findings for a positive impact of ICT on learning through learning
environments.

Positive Impact of ICT

Students use ICT to analyse, organize and creatively represent real information in
constructing knowledge Promote active learning and authentic assessment Students using
the ICT application showed gains on measures of progressive thought and reflection ICT
may be used to support students to design and produce their own knowledge
representations and thereby engage with powerful
learning experiences The evaluation of learning outcomes requires methods that measure
understanding. Students have more positive attitudes towards their classes and
learning when ICT use is included. The use of ICT has consistently improved students’
attitudes towards learning and their own self-concept Educational technology has had
positive effects on student attitudes toward learning and on student self-concepts.
Content-related graphics (both static and animated) and video can help improve student
attitudes and motivation Students tend to complete more in less time when they use ICT
Students using an integrated learning system to support the development of skills in
spelling, vocabulary, reading and mathematics showed improvements more cost effective
than other major initiatives Animation and video can enhance learning when the skills or
concepts to be learned involve motion or action.
In courses using computer-based networks, many students who seldom participated in
face-to-face class discussions became more active participants online. Introducing
technology into the learning environment has been shown to make learning more student-
centered, to encourage cooperative learning, and to stimulate increased teacher/student
interaction. Overcome physical disabilities. There are many case studies where children
with physical disabilities may use adaptive technologies to maximize their successful use
of ICT .

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:

Past studies in India. : HRD study on ICT Impact in India

ICT impact on Education Germany by wouland

Articles

Present scenario and Awareness still required in ICT

Interview