ICT 2

ICT (Information and Communication Technologies) in Education

Information and communication technologies (ICT) include computers, the Internet, broadcasting technologies (radio and television) and telephony. While the rise of computers and the Internet has provoked great interest in the ways in which they can be applied in education to improve its efficiency and effectiveness at all levels, older technologies, such as the telephone, radio and television have long been used as instructional tools. Radio and television have been used for open and distance learning, although print has remained the cheapest, most accessible and most dominant delivery mechanism in developed as well as developing countries.

As a result of the increasing application of ICTs in education, a number of new learning approaches have emerged. E-learning encompasses learning at all levels, formal as well as non-formal, using information networks such as the Internet, an intranet (LAN) or extranet (WAN) for course delivery, interaction and facilitation. Blended learning refers to learning models that combine traditional classroom practice with e-leaning solutions. The blending of different methods was developed after educators recognized that not all learning is best achieved in an electronically-mediated environment, in particular one that dispenses with a live instructor altogether.

Open and distance learning is a learning approach in which teacher and learner are separated in time or place and uses a variety of media, including print and electronic, to ensure a two-way communication that allows tutors and learners to interact.

ICTs have the potential to increase access to and improve the relevance and quality of education in developing countries. ICTs can be used to provide educational opportunities to people who have previously had no access to education, such as scattered and rural populations, groups traditionally excluded from education because of cultural or social reasons, persons with disabilities and the elderly. This is possible because such technologies allow asynchronous learning, which is characterized by a time lag between the delivery of instruction and its reception by learners. ICT-based educational delivery also dispenses with the need for the instructor and all learners to be in one physical location.

Some types of ICTs, such as teleconferencing technologies, make it possible for multiple, geographically dispersed learners to receive instruction simultaneously. The Internet and the World Wide Web also provide access to learning materials in almost every subject and in a variety of media anywhere at any time of the day and to an unlimited number of people. One of the most commonly cited reasons for using ICTs in education has been to better prepare students for a workplace where ICTs are becoming more and more ubiquitous. In addition, ICTs can improve the quality of education by increasing learner engagement and motivation, by facilitating the acquisition of basic skills and by enhancing teacher training.

However, there is lack of good monitoring and evaluation tools and processes for the use of ICTs in education. The scarcity of evaluation data has shown important biases in the work. There are also collected data, but this is often quantitative data related to infrastructure rather than data that can help gauge the impact of the use of ICTs on student learning.

In addition, little is known about the real costs of ICTs in education. It is important to better understand the costs and benefits associated with different types of ICTs and their uses in various educational situations so that resources can be targeted effectively. There is some evidence that computers may be most cost-effective when they are placed in common areas, including libraries and teacher-training institutes. One of the most cost-effective uses of ICTs in education may be their role in the improvement of organizational and systemic efficiencies, including combating corruption.

Distance education is also often cited as a cost-saving investment. Although such programs typically require large up-front investments, economies of scale can be achieved. Overall, there are various financing mechanisms for ICTs in education. Countries and communities typically employ a variety of financing and cost recovery mechanisms because of the high up-front costs and large recurrent costs related to such projects. Public-private partnerships and user fees are important components of financing ICTs in education initiatives in many countries.

The role of the teacher has not been diminished by the use of ICTs in the classroom or in distance education. ICTs also do not automatically change teaching practices. Traditional teacher leadership skills and practices have remained important, but experience has also shown that in order to optimize teacher use of ICTs, a variety of support and enabling mechanists must be implemented.