ICT Definitions
Bates (2015)
defines Information and Communication Technology to include all those tools and
equipment used to support teaching and learning in the form of computers,
software programs, or e-materials. Therefore, for the current study, the
concept; Information and Communication Technology is being used to refer to
newer technologies used in the digitalization of educational institutions as
well as teachers’ everyday practices to implement these technologies. Further,
Information and Communication Technology may include various information
(assignment, projects, reports), communication (e-mails, websites, online
storage) and administration (LMS, CMS, databases) technologies and software
(courseware, tutorial, databases, websites), as well as to devices such as cell
phone, tablets, computers, and laptops as well as e-boards and projectors with
or without interactivity or the internet.
The branch of
engineering that deals with the use of computers and telecommunications to
retrieve and store and transmit information
The term
"IT" encompasses the methods and techniques used in information
handling and retrieval by automatic means. The means include computers,
telecommunications and office systems or any combination of these elements.
A broad term
used to refer to any form of the technology used to create, transfer, or store
information in all it's various forms (text, images, sound, multimedia files).
How can the use of ICTs
help improve 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 that, 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 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 the 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 Sesame Street 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 (also called computer-assisted instruction) that
focused on mastery of skills and content through repetition and
reinforcement. (See section below on Computer- Based Learning.)
Enhancing teacher
training. ICTs have also been used to improve access to and the
quality of teacher training. For example, institutions like the Cyber Teacher
Training Center (CTTC) in South Korea are taking advantage of the Internet to
provide better teacher professional development opportunities to inservice
teachers. The government-funded CTTC, established in 1997, offers
self-directed, self-paced Web-based courses for primary and secondary school
teachers. Courses include “Computers in the Information Society,”“Education
Reform,” and “Future Society and Education.” Online tutorials are also offered,
with some courses requiring occasional face-to-face meetings.15 In China,
large-scale radio and television-based teacher education have for many years
been conducted by China Central Radio and TV University,16 the Shanghai
Radio and TV University and many other RTVUs in the country.
At Indira Gandhi
National Open University, satellite-based one-way video- and two-way
audio-conferencing was held in 1996, supplemented by print-materials and
recorded video, to train 910 primary school teachers and facilitators from 20
district training institutes in Karnataka State. The teachers interacted with
remote lecturers by telephone and fax.
