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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 TECHNOLOGY

AND

COMMUNICATION

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 th ther eref efor oree most most dom domin inan antt de deli live very ry mecha mechani nism sm in both both devel develope oped d an and d devel developi oping ng 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 usess both use both radio radio broadc broadcast astss and comput computer er and Intern Internet et techno technolog logies ies to facili facilitat tatee 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 rece recent nt year years, s, onli online ne prog progra ramm mmin ing.8 g.8 Si Simi mila larl rly, y, th thee Indi Indira ra Gand Gandhi hi Nati Nation onal al Open 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, elearning encompasses learning at all levels,both formal and non-formal, that uses an informati infor mation on network—the network—the Internet, an intr intranet anet (LAN) or extranet extranet (WAN)—whe (WAN)—whether  ther  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 traditiona traditionall class can be assigned assigned both print-based print-based and online online materi mat erials als,, have online online mentor mentoring ing sessio sessions ns with with their their teacher teacher through through chat, 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 subjectt matter, subjec matter, the learning objectives and outcomes, outcomes, the characteristics 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; twoway commun communica icatio tions ns that that allow allow learne learners rs and tutors tutors to intera interact; ct; the possib possibili ility ty of  occasional face-to-face meetings; and a specialized division of labor in the production and delivery of courses.”

Learner-centered Learner-center ed 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 whi ch indivi individual dualss “const “construc ruct” t” meanin meaning g based based on prior prior knowle knowledge dge and experi experience ence.. 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 o verall 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 p roblems 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 ap propriate 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 What is learned/taught includes content, andtolearning outcomesoccurs. (the knowledge, skills and attitudes thatobjectives, students are intended 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 ob obsolete solete (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 opportunit opportunities ies 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 o f 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 o r 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 ed ge 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, moving images in can used to process. provide challenging and authentic contentand thatcolorful, will engage the student thebelearning Interactive radio likewise

 

makes use of sound effects, songs, dramatizations, comic co mic 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 c onstructivist 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-intime” 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 a nd 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 a nd 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 levels basis. of The radioscience, lessons, developed around specific learning objectives at particular maths,

 

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 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 Teleconfere ncing 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, g ames, 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 abou t 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-intime” or when the learner needs to learn them as he or she engages in a curriculumrelated 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, supp ort, 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 w ith 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 o ffset 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 c osts 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 shortterm 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 reviewedimpacts in this article, comprehensive and rigorous body ofdoes evidence of exist the and is educational of ICT ainterventions in developing countries not yet needed to better understand und erstand 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 an d 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 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 p roject 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 bu build ild 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 is bebeing affected by it whether or indirectly, know why such an innovation introduced, whatdirectly the implications are on theirexactly 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 p roject 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 planners should go with tri tried ed 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 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 withwere regard to expectations the early introduction of microcomputers education in and 1980s, there high that it would make educationin more effective

 

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. a dministrative. . 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 scho ol 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 d delivery elivery 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 an OECD report, and digital divide is countries defined as(or, the disparity in ICT diffusion and usetobetween industrial developing indeed, between rich and poor, men and women, urban and rural areas within individual countries) As Wachira (2005) states that in developing countries co untries 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 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”, P olicy”, 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 g rown 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 ne new w 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 ev evolution olution of the role that ICTs play in educational educa tional 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 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 Un ited 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 Infrastructure and also facilitating access to a Global Information Infrastructure. The Global Information Infrastructure vision was w as 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 its Reconstruction and Development (IBRD) and the Bank of group is  pursuing objective of improving economic c onditions conditions byWorld application 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 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 a nd 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 F Five-year ive-year Plan (Government of India, 01) has been prepared against a backdrop of high expectations

arising performance of GDP growth. This improved from an average of aboutfrom 5.7%the inrecent the 1980s to about 6.5% in the Eighth andhas 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 o f 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 (Assoc (As sociat iated ed Chamber Chamberss of Commer Commerce ce and Indust Industry ry of India) India) Summit Summit on “Indi “Indiaa 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 Devel Dev elopm opment ental al sect sector or,, 45 in numb number er.. The The reco recomm mmen endat datio ions ns wi with th resp respec ectt to e-

governance, aslack stated Vittal (2001), government culture of secrecy, corruption, hierarchy, and of by imagination to do the 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 no nottifi ified char chartter an and d no ment mentio ion n is mad adee rega regard rdiing the heiir ef efffecti ective vene ness ss and 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 mainta maintain in the syste system. m. Moreov Moreover, er, the governm government ent needs needs to explai explain n to people people the advantages of IT, as people participation is a necessary input for the success of these   progr program ams. s. Al Also so th thee gover governm nmen entt has has to ensur ensuree prope properr phys physic ical al and mech mechani anica call infrastructure for transformation (Jayanth, 2000). The government should adopt a strategy as to explain what the conc concept ept of IT to society is, why its need is felt, and how it can transform lives. This can be do done ne 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.   Numb Number erss of proj projec ects ts have have been been in init itia iated ted in keep keepin ing g wi with th Indi India’ a’ss lo loca call needs needs fo for  r  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 th thee co coope opera rati tive ve set set up. Amul Amul coop cooper erat ativ ivee has in intr trod oduc uced ed a numbe numberr of ICTICT-ba base sed d 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 p rivate sectors getting actively involved in project development and records computerization 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 officesThis of state governments the state governments to implement thetoproject. project is going inenabling 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 p art 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 wit h respect respect to launch launch and control control of degree degree progra programme mmess and conten contents ts result resulting ing 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 cr crea eati tion on of a ‘Nat ‘Natio ional nal Qual Qualif ific icat atio ion n Fram Framewo ework rk’, ’, whic which h woul would d enabl enablee seam seamle less ss integration of credits earned from different institutions and systems.

 

The boom in the IT sector is because of investment in higher education especially elite inst instit itut utes es only only.. Ther Theree is no nott much much emph emphas asis is on th thee ot othe herr te tech chni nica call ed educ ucat atio ion n infras inf rastr truct ucture ure,, which which includ includes es polyte polytechn chnics ics,, enginee engineerin ring g colleg colleges, es, etc. etc. The public public spending on higher education is skewed towards privileged sectors, which receive 61% of  reso resour urce cess in gover governm nmen entt-fi fina nanc nced ed educa educati tion on while while as majo majori rity ty of th thee te techn chnic ical al institutions suffer from poor quality infrastructure and facilities generating graduates at the technical level who join unemployable rolls. The government has to enhance the lite litera racy cy as in indi divi vidu dual alss who who wi will ll be li lite tera rate te wi will ll be read ready y to le lear arn n hi high gh skil skills ls an and d  participate  parti cipate in knowledge economy. In order to halt the brain drain of students 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 slow slowdow down n in 2002. 2002. On it itss part part gover governm nment ent,, in indu dust stry ry an and d educa educati tion onal al insti ins titut tution ionss must must review review and totall totally y revamp revamp IT educat education ion in India. India. The content content of  gra graduat duatee linkage and postgr posneed tgradua aduate te developed courses courses needs need to be training standa standardi rdized effect effective ive indust industry, ry, institute to be to sprovide tozed theand students. Bureaucracy hurdl hur dles es in unive univers rsit itie iess have have to be overc overcom omee to en ensu sure re subs substa tant ntiv ivee chang changes es in th thee 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 been co comm mmer erci cial alis ised ed e.g., e.g., NI NIIT IT,, APTE APTECH CH with with hi high gh fe feee st stru ruct ctur uree and and wi with th thei their  r  employment oriented qualifications as a result growing number of “Have Not’s” who cannot cann ot access access to comput computer er educat education ion is increa increasin sing g UGC with with AICTE AICTE are framin framing g 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 are of view that it it is not practical 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. Thiss status Thi status is subjec subjectt to review review every every five five years. years. These These deemed deemed univer universit sities ies under  under  stipulated guidelines of UGC on course structure, admission procedures and fee structure can open centres centres in the country and can even open centres in foreign foreign countries with due  permission from UGC and the host country The role of social variables i.e. education and health heal th as enabli enabling ng factor factors, s, foster fostering ing economi economicc progre progress ss has recent recently ly receiv received ed much much attention in the development literature. However, the ay elementary education has been neglect negl ected ed is str striki iking ng given given the import importance ance provid provided ed in contemp contempora orary ry world 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 stage of development, development, the focus of human activity activity has to satisfy 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  th thei eirr econ econom omic ic brea breakt kthr hroug ough h as comp compar ared ed to Indi India. a. More Moreove over, r, in th thee educa educati tiona onall expansion of these countries, the state state as played a major part. IIn n India by a contrast there 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 essential goal of public policy must be to ensure that bulk of growing populati population on had the capability to read and write, communicate and interact in modern economy. The Governm Gove rnment ent must must invest invest heavil heavily y on basic basic educati education on as in view view of comple complemen mentar tarily ily   between education and effectiveness of economic reforms By ensuring basic quality improv imp roveme ement, nt, remove remove barrie barriers rs agains againstt women’ women’ss educati education, on, utiliz utilizing ing of funds funds for  educa edu cati tion on pr prop oper ly.. The Theinvestments gover governm nmen ent mott motto oservices of econo economi c li liber beral aliza tion on education shoul should d be accompanied byerly massive int social Themic scenario ofizati basic 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 anal analys ysed ed on ur urba ban–r n–rur ural al tr trend endss The The above above scena scenari rio o is fu furt rther her hi high ghli ligh ghte ted d by governm gove rnment ent fai failur luree to achieve achieve univer universal salisa isatio tion n of elemen elementar tary y educati education, on, in spite 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  polic ies rather than the poor implementation implementation of governmental governmental policies. policies. “Knowledge “Knowledge has   become become patent patentabl ablee commod commodit ity y in the emergi emerging ng knowle knowledge dge societ society,” y,” this this has been 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 measures of progressive thought and rreflection eflection 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 positive attitudes towards their classes 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 iin n 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 initiatives Animation and video can enhance learning when the sskills kills 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 studentcentered, 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 wh ich in itself is determined by economic conditions, social attitudes towards education and awareness awa reness 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 wellbetter as thethan areas byhave rapidbeen economic transformation have performed thecharacterized regions which traditionally  backward. Despite this, the female enrolment and literacy rates remain lower than those for the males. The alarming 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 pop ulation 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

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