ICT: Concept Need and ScopeJammu University2 Year B.Ed.Paper 202/3Sem: II

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Information and communications technology (ICT) is often used as an extended synonym for information technology (IT)

It is a more extensive term (i.e. more broad in scope) that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers as well as necessary enterprise software, middleware, storage, and audio-visual systems, which enable users to access, store, transmit, and manipulate information.

The term ICT is also used to refer to the convergence of audio-visual and telephone networks with computer networks through a various linking systems.

ICT covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form.

Information and communication technology, or ICT, is defined as the combination of informatics technology with other, related technologies, specifically communication technology.

ICT has no universal definition, since "the concepts, methods and applications involved in ICT are constantly evolving on an almost daily basis.”

Some underlying principles of ICTTechnology does not exist in isolationICT contributes at various points along a line

of activity ICT is used in activities –the ICT use depends

on the activities The key outputs of educational activities are

context are knowledge, experience and products

The output should be useful to the users (self and others)

ICT in Education the ever-growing computer-centric lifestyle, which includes the

rapid influx of computers in the modern classroom. can contribute to-

universal access to education, equity in education, the delivery of quality learning and teaching, teachers’ professional development and more efficient education management, governance and

administration. Access, inclusion and quality are among the main challenges

they can address. All governments aim to provide the most comprehensive

education possible for their citizens within the constraints of available finance.

Scope of ICTProfessional development for teachersAvailability of resourcesICT in schoolsRole of ICT in the classExpanding educational opportunities Increasing efficiency Enhancing quality of learning Enriching quality of teaching

Facilitating skill formation Establishing and sustaining lifelong learning Improving policy planning and management Advancing community linkages IT-Professional and Vocational Education in

Information TechnologyDistance Learning Lifelong Learning Information Technology in Educational

Management

enhance teachinghelping the student learnthat students can find information, they

need proper instructions, they need scope for creativity, expectations of the teacher brings forth performance.

Lively teaching learning process

Aspects of the educational use of ICT:supporting new pedagogical methodsaccessing remote resourcesenabling collaborationextending educational programs anddeveloping skills for the workplace

Using ICT in Education ICT Education: most common understanding of the field of ICTs

in education refers to the creation of human resource to meet

the IT needs of the knowledge economy ICT in Education policy of a government

describes the steps by which computers will be placed in schools, how teachers and students will be provided the basic computer programming skills to cater to the growing job market in computer based technologies.

ICT Supported Education: A large number of distance education universities

and programmes use ICT to support the print content that they deliver to students.

Include audio and video such as radio and television programmes, audio and video tapes delivered to students as part of a learning kit, and in more recent times, multimedia content such as lessons which are delivered off line, i.e. on CDs.

This is also sometimes called multimedia education, where multiple media are used to support learning.

ICT Enabled Education:Any educational program that is purely

delivered through ICTs, or with ICT delivered content as the primary backbone of the teaching-learning process, such as on line courses through the web, is ICT enabled education.

This form of education requires ICT access and requires that the learner use ICTs as a primary or basic medium of instruction.

Strengths of ICTsLow per unit costDistance and climate independentCan serve multiple teaching functions and

diverse audiencesHigh speed delivery, wide reach at low costUniform quality

Weaknesses of ICT: High infrastructure and start up costs Centralized uniform content: The larger the numbers, the lower

the cost. (not taking into account individual differences) Are not ideally location and problem sensitive: Address

problems in a general way, but cannot, without special effort, solve local and culturally sensitive problems.

Problems of reach, access, remain: Not everyone has equal access; so not everyone benefits equally from the use of ICTs.

Tend to create new class of knowledge rich/knowledge poor: Those who have access and knowledge through the media become richer and those who do not become poorer, widening the “knowledge or digital gap” between rich and poor.

Essentially delivery systems: A medium is different from the content; and often we forget that we can deliver any content, because ICTs are essentially meant only to deliver content, not to change attitudes or bring about behaviour change. �

Hard to assess impact: Learning from ICT delivered content is difficult to assess since such learning is of a multidimensional and long term kind, rather than from immediate learning assessment as in a classroom test.

Reorientation and retraining Attitudinal change to understanding of teaching and

learning