ICT in Education

Excerpts from the article written by Victoria L. Tinio

 Introduction

 Globalization and technological change—processes

that have accelerated in tandem over the past fifteen
years—have created a new global economy
“powered by technology, fueled by information and
driven by knowledge.”
 The illiterate of the 21st century,” according to
futurist Alvin Toffler, “will not be those who cannot
read and write, but those who cannot learn, unlearn,
and relearn.”
 Information and communication technologies (ICTs)
—which include radio and television, as well as newer
digital technologies such as computers and the
Internet—have been touted as potentially powerful
enabling tools for educational change and reform.
 When used appropriately, different ICTs are said to
help expand access to education, strengthen the
relevance of education to the increasingly digital
workplace, and raise educational quality by, among
others, helping make teaching and learning into an
engaging, active process connected to real life
 But...
 full realization of the potential educational benefits of
ICTs is not automatic.
 The effective integration of ICTs into the educational
system is a complex, multifaceted process that
involves not just technology—indeed, given enough
initial capital, getting the technology is the easiest
part!—but also curriculum and pedagogy,
institutional readiness, teacher competencies, and
long-term financing, among others.
What are ICTs and what types of ICTs
are commonly used in education?

 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.
 include computers, the Internet, broadcasting
technologies (radio and television), and telephony.
 What is e-learning?

 Although most commonly associated with higher

education and corporate training, e-learning
encompasses learning at all levels, both formal and non-
formal, that uses an information network—the Internet,
an intranet (LAN) or extranet (WAN)—whether wholly
or in part, for course delivery, interaction and/or
facilitation. Others prefer the term online learning. Web-
based learning is a subset of e-learning and refers to
learning using an Internet browser
 What is blended learning?

 This refers to learning models that combine traditional

classroom practice with e-learning solutions.
 Instruction.“Blending”was prompted by the recognition that
not all learning is best achieved in an electronically-mediated
environment, particularly one that dispenses with a live
instructor altogether. Instead, consideration must be given
to the subject matter, the learning objectives and outcomes,
the characteristics of the learners, and the learning context
in order to arrive at the optimum mix of instructional and
delivery methods.
What is open and distance learning?

 Open and distance learning is defined by the

Commonwealth of Learning as “a way of providing learning
opportunities that is characterized by the separation of
teacher and learner in time or place, or both time and place;
learning that is certified in some way by an institution or
agency; the use of a variety of media, including print and
electronic; two-way communications that allow learners
and tutors to interact; the possibility of occasional face-to-
face meetings; and a specialized division of labor in the
production and delivery of courses.
What is meant by a learner-centered
environment?

 The National Research Council of the U.S. defines

learner-centered environments as those that “pay
 careful attention to the knowledge, skills, attitudes,
and beliefs that learners bring with them to the
 classroom.”
 The Promise of ICTs
in Education

 The new communications technologies promise to

reduce that sense of isolation, and to open access to
knowledge in ways unimaginable not long ago.
How can ICTs help expand access to
education?

 Anytime, anywhere.
 Access to remote learning resources.
How can the use of ICTs help improve
the quality of education?

 Motivating to learn.
 Facilitating the acquisition of basic skills.
 Enhancing teacher training.
How can ICTs help transform the learning
environment into one that is learner-
centered?

 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.
 Active learning.
 Collaborative learning.
 Creative Learning.
 Integrative learning.
 Evaluative learning.
How have computers and the Internet
been used for teaching and learning?

 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.
 What does it mean to learn about
computers and the Internet?
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 applications
such as Logo or HyperStudio
 • Developing an awareness of the social impact of technological
 What is telecollaboration?

 Judi Harris defines telecollaboration as “an

educational endeavor that involves people in different
locations using Internet tools and resources to work
together.
 Issues in the Use of ICTs
in Education

 Does ICT-enhanced learning really work?

 How much does it cost?
 FIXED COSTS
 • Retrofitting of physical facilities
 • Hardware and networking
 • Software
 • Upgrades and replacement (in about five years)
 VARIABLE OR RECURRENT COSTS
 • Professional development
 • Connectivity, including Internet access and telephone time
 • Maintenance and support, including utilities and supplies
 Is there equity of access to ICTs in education?
 Are ICT-enhanced educational projects sustainable?
 According to Cisler, the sustainability of ICT-enabled
programs has four components:
 social, political, technological, and economic.
 Key Challenges in Integrating
ICTs in Education

 Significant challenges that policymakers and planners,

educators, education administrators, and other
stakeholders need to consider include educational
policy and planning, infrastructure, language and
content, capacity building, and financing
Eductional policy and planning
 Some essential elements of planning:
 A rigorous analysis of the present state of the educational
system.
 The specification of educational goals at different education
and training levels as well as the different modalities of use
of ICTs that can best be employed in pursuit of these goals.
 The identification of stakeholders and the harmonizing of
efforts across different interest groups.
 The piloting of the chosen ICT-based model.
 The specification of existing sources of financing and the
development of strategies for generating financial resources
to support ICT use over the long term.
Infrastructure-related challenges

 Appropriate rooms or buildings available to house the

technology.
 Availability of electricity and telephony.
 Ubiquity of different types of ICT in the country in
general, and in the educational system (at all levels) in
particular
Challenges with respect to capacity-
building

 Teachers.
 Education administrators.
 Technical support specialists.
 Content developers.
Areas of language and content

 80% of online content is in English

 this represents a serious barrier to maximizing the
educational benefits of the World Wide Web.
 it is imperative that teaching and learning materials
that match national curriculum requirements and
have locally meaningful content, preferably in the
local languages, be developed.
 financing the cost of ICT use

 One of the greatest challenges in ICT use in education

is balancing educational goals with economic realities.
 Whyte suggests the following potential sources of money
and resources for ICT use programs:
 1. Grants
 2. Public subsidies
 3. Private donations, fund-raising events
 4. In-kind support (e.g., equipment, volunteers)
 5. Community support (e.g. rent-free building)
 6. Membership fees
 7. Revenues earned from core business:
 • Connectivity (phone, fax, Internet,web pages)
 • Direct computer access to users
 • Office services (photocopying, scanning, audiovisual aids
 8. Revenues earned from ancillary activities:
 • Business services (word-processing, spreadsheets,
budget preparation, printing, receptionservices)
 • Educational services (distant education, training courses)
 • Community services (meeting rooms, social events, local
information, remittances from migrant workers)
 • Telework and consulting
 • Specialized activities (telemedicine)
 • Sales (stationary, stamps, refreshments, etc.)
“How you use technology is more important than if you
use it at all…and unless our thinking about schooling
changes along with the continuing expansion of ICTs in
the classroom then our technology investment will fail
to live up to its potential.”