1

NATIONAL SEMINAR
On

PEDAGOGICAL AND ASSESSMENT ISSUES IN TEACHER EDUCATION

Organized by
Department of Education, Guru Ghasidas Vishwavidyalaya Bilaspur, C.G.
On
23rd & 24th February,2018

Sanowar Shamim
Guru Ghasidas Vishwavidyalaya, Bilaspur,C.G
Mcom. IVth semester
Email id:sanowarshamim786@gmail.com
Nihal soni
Madan Mohan malviya college
B.ed Ist Year

Email id:nihalsonijiooo@gamil.com

ICT: As a tool to access education.

Abstract:

This paper gives a glimpse about the important role of ICT evolving higher education.
Globalization and innovation in technology have led an increased use of ICTs in all sectors and
education is no exception. Uses of ICTs in education are widespread and are continually growing
worldwide. It is generally believed that ICTs can empower teachers and learners, making
significant contribution to quality education and achievement. According to recent literacy
survey of India that covered 4,511 villages and 3,720 urban block, the literacy rate in rural is at
71% and in urban is at 86%.So this paper deals with how effectively the literacy rate can be
increased in these areas through ICTs. Moreover, Government has also taken some crucial steps
to improve the basic and higher education through various schemes like Skill India and Digital
 2

India. This paper highlights the significant role that ICTs play in these scheme which can
develop teaching in a better way. The paper also illustrate how ICTs can reach in those remote
areas more easily where schools and colleges and efficient teachers are not available. At last, the
paper examines certain important issues related with effective implementation of ICTs in all
level of education and provide suggestions to address certain challenges that would help in
implementation of ICTs in education and simultaneously increasing quality of education.

Keywords:

ICTs, Globalization, Skill India, Digital India, Literacy.

 Introduction:

In the age of innovation and productivity, knowledge and technology has come to occupy a
centre stage in national and international policy debates. Nations are focusing on ways to
improve knowledge generation and sharing; and creation and flow of new technologies. In this
scenario, it has been duly recognized that implementation and adoption of ICT in a nation at all
levels, would certainly contribute and enhance its productivity, efficiency and growth. ICT is
inevitable for all sectors and all segments across regions. ICTs offer the potential to share
information across traditional barriers, to give a voice to traditionally unheard peoples, to
provide valuable information that enhances economic, health and educational activities. The role
of ICT cannot be undermined keeping in view its pertinent uses. ICT is useful in education; for
digital literacy and developing all kinds of resources; in infrastructure development; in logistics
management; in healthcare; for livelihood generation and empowerment of masses; for e-
governance; in administration and finance; specialized business and industrial uses; agricultural
uses; in research and development and for economic growth and poverty alleviation. ICT has a
direct role to play in the education sector. It can bring many benefits to schools, educational
institutions as well as to the community. ICT in schools add to knowledge production,
information and communication sharing among the school community. India‟s demographic
mosaic consists of an increasing demand for education for a population - 30 percent of which is
below 15 years of age, 75 per cent of which resides in rural India, a literacy rate of about 74
percent, and a linguistic break-up of over 20 different major languages. The demand for
education far outstrips the conventional systems ability to provide it, leaving no alternative to the
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use of technology in education. To this end, the government of India has formulated the national
policy on ICT enabled educational institutions. The National Policy on Information and
Communication Technology (ICT) in School Education “aims at preparing youth to participate
creatively in the establishment, sustenance and growth of a knowledge society leading to all
round socio-economic development of the nation and global competitiveness”. In India, ICTs
was launched in schools in December 2004 and revised in 2010 to provide opportunities to
secondary stage students for building upon their capacity on ICT skills and direct them towards
computer aided learning process. ICT in schools have been included under the Rashtriya
Madhyamik Shiksha Abhiyan (RMSA). The scheme is a major catalyst to bridge the digital
divide amongst students of various socio-economic and other geographical barriers. The scheme
also provides support to States and Union Territories to establish computer labs on sustainable
basis. Research shows that ICT plays a leading role in promoting the economy of a country. The
role of ICT is multidimensional. Although ICT infrastructure by itself may not contribute to a
country’s economy, it is believed that it does facilitate overall economic growth. ICT can
strengthen the economy in specific sectors or in specific processes that lead to economic growth.
However, ICT is simply a tool for achieving higher economic growth and not an end in itself.
Academicians, industrialists and policy makers tend to accept a direct correlation between use of
ICT and positive macroeconomic growth. ICT has a vital role in connecting the rural economy to
the outside world for exchange of information, a basic necessity for economic development.
Effective use of ICT can demolish geographical boundaries and can bring rural communities
present section on introduction is followed by the definition and meaning of ICT in section 2.
Section 3 discusses the need for ICT in education and in section 4. highlights the benefits of ICT
in to educational institutions. Section 5. elaborates upon the challenges faced in the
implementation of ICT enabled education in rural schools. Section 6. presents the different ICT
initiatives taken in rural education in India. This is followed by the concluding section that
makes suitable suggestions for improving ICT enabled education in India.

 Meaning and definition of ICT:

The United Nations Development Programme (UNDP) defines Information and Communication
Technologies: “ICTs are basically information-handling tools - a varied set of goods,
applications and services that are used to produce, store, process, distribute and exchange
information. They include the old‟ ICTs of radio, television and telephone, and the new‟ ICTs of
 4

computers, satellite and wireless technology and the Internet”. These different tools are now able
to work together, and combine to form our networked world‟, a massive infrastructure of inter-
connected telephone services, standardized computing hardware, the internet, radio and
television, which reaches into every corner of the globe”.
Initially “ICT” means Information Communication Technology and refers to the combination of
manufacturing and services industries that capture, transmit and display data and information
electronically. There are various ICT tools available which can be utilized for the knowledge
creation and dissemination in the modern world. Tools include Radio, T.V, Internet, Mobile
phone, Computer, laptop, tablets and many other hardware and software applications. Certain
ICT tools like laptops, PCs, mobile phones, and PDAs have their own implication in Education.
These devices can be used in imparting education and training for teachers and students.
A tool for teaching:
ICT is sometimes considered to happen only at the computer science subject , where students
learn about using computers, keyboards skills, software, basic text production,etc.Nevertheless,
ICT solutions can be widely used by teachers for a pedagogical purpose.Particularly in Finland,
teachers are given autonomy to give lessons using software, platform or tool that will help them
to deliver the topic in a more fascinating way and to make the lessons more innovative. Students
also benefit from those ICT combined lessons with more inspiration and motivation for learning.
Thanks to the help of ICT,both teachers and students can produce their creative work and
manage the process together and independently.

 Need of ICT:
ICT is the convergence of computer, communication and content technologies. It has attracted
the attention of academia, business, government and communities to use it for innovative
profitable propositions. In order to compete in a global competitive environment, a highly skilled
and educated workforce with aptitude and skill sets in application of ICT is inevitable for every
nation. ICTs are a potentially powerful tool for extending educational opportunities, both formal
and non-formal, to previously underserved 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, children with special needs and the elderly, as well as all others
who for reasons of cost or because of time constraints are unable to enroll on campus. Use of
ICT will catalyse the cause and achieve the goals of inclusive education in schools. There is no
 5

conclusive research to prove that student achievement is superior when using ICTs in the
education space, either in the developed or in developing countries. However, there is a general
consensus among practitioners and academicians that integration of ICTs in education has an
overall positive impact on the learning environment. ICTs have the potential to innovate,
accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school
experience to work practices, create economic viability for tomorrow's workers, as well as
strengthening teaching and helping schools change. In diverse socio-economic and cultural
contexts, ICTs can be successfully leveraged to reach out to a greater number of students,
including those to whom education was previously not easily accessible, and help in promoting
learning, along with exposing students to the technical skills required for many occupations.
Other benefits of ICT in education are:
It has the potential to improve education system of the nation.
It can transform the nature and quality of education as a whole.
It helps to enhance the quality of education by facilitating new forms of interaction between
students,teachers, education employees and the community.
It acts as and provides students and teachers with new tools that enable improved learning and
teaching and adds to skill formation.
It improves the learning process through the provision of more interactive educational
materials that increase learner motivation and facilitate the easy acquisition of basic skills.
It makes education more accessible for all, bringing education to the doorstep of children
living in remote rural locations by means of enabling distance learning.
It provides access to a vast treasure of educational resources and content for improving
literacy.
It leads to integration of technologies with traditional educational activities although it can
never replace the conventional teacher-student relationship that is so crucial to the development
process.
It offers more challenging and engaging learning environment for students of all ages.
It enables a knowledge network for students.
It provides greater flexibility and individualized learning facilities to learners.
It enhances the overall teaching-learning process.
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It avails high speed delivery of uniform quality content at reduced cost bringing the cost of
education from very high to very low.
It can serve multiple teaching functions and diverse audiences.4762
It facilitates in enhancing the efficiency and effectiveness of educational administration and
policy by improving the quality of administrative activities and processes.
Nevertheless, technology is only a tool and the success of ICTs in enhancing the delivery of
quality education to the needy, without widening the gap, will depend largely on policy level
interventions that are directed toward how ICTs must be deployed in school education. In India,
various ICTs have been employed over the years to promote primary and secondary education in
schools. However, there have been enormous geographic and demographic disparities in their
use. Some states and regions in the country currently have an enabling environment in place that
allows for a greater use of ICT for education, whereas others lack such an environment. As per
the 2011 census, nearly three-fourth of the Indian population lives in rural areas covering over 6
lakh villages. The state of rural education in India is though very poor. There are very few
government schools in most villages while private schools are largely concentrated in the urban
areas. Children have to travel far away distances to avail basic education facilities, not to
mention the acquiring of ICT skill sets and facilities. In fact, majority schools in rural areas do
not provide computer education at all. The National Policy on Education [NPE] provides for the
scheme of ICT for all rural schools in India. Measures have also been taken to reduce and
remove rural-urban disparities and promote diversified and better employment opportunities in
rural areas. In the rural context, the main focus of NPE is the implementation of schemes and
programs, such that predominantly address the educational needs of rural areas including
technical education. ASER (2014) states that for six years now ever since the turn of the century,
more than 96 percent of children (in the age group 6- 14 years) are enrolled in school in rural
India. 71 percent of enrolled children are attending school during the winter days. With growing
and visible progress from year to year, increasing figures of enrollment and attendance in rural
schools, it becomes pertinent to focus on delivering quality ICT education to this section of the
population pie towards creating a learned and skilled human resource for furthering economic
growth and development.

 ICT and teachers Training:

 7

In the modern world of ICT there is decentralization of knowledge source. Technology is only a
tool and it must be utilized only to remove the barriers and challenges present in the existing
system. ICT provides opportunities to complement on the job training and continuing education
for teachers in a convenient and flexible manner. Use of ICTs in education requires major shift in
the way content is designed and delivered. New technologies cannot be imposed without
enabling teachers and learners to understand these fundamental shifts. Ongoing training is
necessary for the trainers in institutions and organizations who are engaged in the design of
curriculum, teaching materials and delivery of ICT-enabled education . ICT is applied in their
teaching practices as well as for delivery for these trainings. In order to implement ICT-driven
distance education programs , the teachers must first understand and be comfortable with the
technologies. They must be given opportunities for acquisition of a new knowledge. This can
begin by promoting computer-training programs for teachers. Use of ICTs for teacher training
has been recognized by the governments of most South Asian countries and teacher training
programmes like Intel Teach across India, Pakistan, and Sri Lanka; Microsoft Shiksha in India;
and several other initiatives in Nepal and Bhutan are focused on using ICTs for training teachers
[6].The International Society for Technology in Education (ISTE) has created the most
comprehensive set of ICT standards for teachers, students, and administrators . The SSA has
taken initiatives to strengthen Computer-Aided Learning (CAL) in collaboration with a number
of private organizations after having a look at the advantages of ICT in Education for achieving
the goals of SSA. Under the SSA framework, a provision has been made for computer education
district-wise and is made available to each State under CAL interventions under PPP mode . ICT
can be applied for pre-service and in-service teachers training programmes. Through SSA and
RMSA various block resource centre (BRC) offices exist in Haryana. Through these centre and
infrastructure available at these centers in service training can be provided effectively. Instead of
inviting teachers at district level they can be asked to assemble at least one teacher from every
school daily to get certain basic knowledge about ICT and its application in school curriculum.
The training batches duration may be on weekly or fortnightly basis by expert in ICT and its
implementation for education. In teacher training colleges, computers and the Internet can be
used to increase teachers‘ basic skills of teaching and subject related knowledge by accessing the
resources that can later be used in classrooms teaching. Visualiser can be easily operated and
used by teachers which is an cost effective, easy to use and time saving tool for education in
 8

schools and colleges. It decreases teacher‘s preparation time, increases interactivity with students
and student concentration in complex issues. It can also be used even without computer and is
budget friendly. Small training sessions on how to use such new tools in educating schools may
be arranged for interested teachers.
 BENEFITS OF ICT:
ICT is important in schools and educational institutions as it assists in carrying out their activities
and functions such as record keeping, research work, instructional uses, presentations, financial
analysis, examination results management, communication, supervision, MIS, teaching-learning
activities, and general school management functions. According to Peeraer and Petergem (2011),
ITC benefits schools in several ways: (i)enhancing learning in classroom; (ii) improving school
management and related tasks; (iii) improving accountability, efficiency and effectiveness in
school activities; (iv) introducing usage of Power Point presentations and internet. Keengwe and
Onchwari (2011) support the view that ICT in schools can lead to high quality teaching and
learning. Others who confirm to this view are Jhuree (2005), Yusuf (2005), Dzidonu (2010),
Higgins and Moseley (2011), and Rebecca and Marshall (2012). Nisar, Munir and Shafqat
(2011) found that availability and usage of ICT improves the knowledge and learning skills of
students. Hence, it compels policy formulation for the education sector. Literature reveals that
when well-utilized, ICT in schools has the potential to improve the teaching-learning process in
many ways. ICT is learner centric and hence brings about active involvement of students in the
learning process. Students get motivated when learning activities are challenging, authentic,
multi-sensorial and multi-disciplinary. Schools tend to witness a higher attendance, motivation
levels, academic accomplishments and effective communication as an outcome of ICT programs
and projects. Teachers too gain as a result of ICT initiatives. They find ICT to be useful for
teaching as well as for personal and professional work. Application of ICT in teaching makes
teaching more innovative, interesting, interactive, easy and effective. It complements the
traditional teaching-learning process. While imparting knowledge with the aid of ICT,educators
find that students are more receptive and responsive. Also, ICT can help to impart more
information and knowledge to students in a shorter time, enabling maximum utilization of
resources and time. Against this background, the study explores the issues and challenges
associated with the implementation of ICT in rural schools in India. The study also makes
suggestions for improving ICT assisted education in Indian schools. In India, ASER (2014)
 9

reports a small increase in the availability of computers in the rural schools visited. Computer
availability has increased from 15.8 percent in 2010 to 19.6 percent in 2014.
Several states stand out in this regard. In Gujarat, 81.3 percent of schools visited had computers;
Kerala witnessed a record of 89.8 percent schools with computer facilities; Maharashtra with
46.3 percent computer-enabled schools and 62.4 percent schools in Tamil Nadu.
ICT benefits for teacher, non-teaching staff-
 Using the ICT gadgets teachers can easily represent their lecture,
 Teachers make interesting and fruitful their teaching by using ICT.
 Non-teaching staff easily store the recodes in computers,
 Reduces isolation of teachers working in special Educational needs by enabling them to
communicate electronically with colleagues,
 Enhances professional development and the effectiveness of the use of ICT with
students through collaboration with peers,
 Improving the skills of staff a greater understanding of access technology used by
students.

 CHALLENGES IN IMPLEMENTATION OF ICT ENABLED

EDUCATION IN RURAL SCHOOLS:
Although ICT has the potential to improve education system of a country to a great extent, yet it
is not the case in the developing countries. There are multiple issues and challenges confronting
the implementation of ICT education in schools and educational institutions in these countries
and the problems are much more magnified in case of schools located in remote villages and
rural areas. For rural schools in specific, the introduction of ICT faces hindrances in the form of
internal and external barriers. Internal barriers to ICT implementation in schools in rural
locations include:
Lack of trained teachers:
A major obstacle in the use of ICT in rural education is the lack of knowledge and skills. There is
dearth of dynamic teachers formally trained in ICT. Moreover, there is hardly any quality
training imparted on a regular basis to teachers involved in ICT education.
Unfavourable organizational culture and poor attitude and beliefs:
 10

Often in developing nations, the educational organizations and school management fail to
perceive the importance and seriousness of the role of ICT in education enhancement. Also, the
teachers‟ attitudes and beliefs are outdated and orthodox. They are unaware and rigid and not
willing to adapt to the change. They harbor false beliefs that ICT is meant primarily for the
youngsters and are skeptical about the effectiveness and utility of ICTs in school education.
Shortage of time:
In schools, teachers are usually burdened with multiple tasks other than teaching. Moreover, they
have to teach all types of subjects along with ICT. They do not have time to design, develop and
incorporate technology into teaching and learning. The teacher needs time to collaborate with
other teachers as well as learn how to use hardware and software and at the same time keep
oneself updated with the latest technology.
Issues of maintenance and upgrading of equipment:
Maintenance and upgrading of ICT equipments in rural schools is subject to their limited
financial resources. Largely, the government initiatives are restricted by budgetary constraints.
The ICT projects in rural schools are not self-sustainable. When the projects launched by
government or private sector phases out, the maintenance of equipments need to be borne by the
students. The students often with weak economic backgrounds are unable to fund the
maintenance and computing facilities expenses.
Insufficient funds:
Appropriate and latest hardware and software facility availability determines the effective and
efficient usage of technology. In developing countries, technology implementation into education
systems is a difficult task as it requires a magnum of funds, infrastructure and support facilities.
Lack or insufficiency of finances leads to redundant and obsolete infrastructure and equipments
in rural schools leaving a huge lacuna in the process of enabling ICT skills and imparting ICT
education; thereby rendering the entire ICT experience meaningless.
Challenge of language and content:
A large proportion of the educational software produced in the world market is in English.
Majority of online content is available in English. In developing countries, English language
proficiency is not high, especially outside the urban areas which becomes a serious barrier to
maximizing the educational benefits of ICT.
Crucial external barriers in the implementation of ICT in rural schools are:
 11

Shortage of equipments:
There is lack of computers and computer-related resources such as printers, projectors, scanners,
etc. in government schools in rural areas. The ratio of computer per student is insufficient. The
option of private schools is very few or missing in these regions. There is a mismatch between
the complementing resources and inappropriate combination of ICT resources result into reduced
diffusion of technology as well as poor ICT understanding in these educational institutions.
Unreliability of equipment:
Even the basic ICT equipments and computers possessed by rural schools are unreliable and
undependable. The schools lack up-to-date hardware and software availability. Old and obsolete
equipments are major hindrances to ICT adoption and application.
Lack of technical support:
Rural schools face issues related to technical know-how, absence of ICT service centers,
shortage of trained technical personnel. Whether provided by in-school staff or external service
providers, or both, technical support specialists are essential to the continued viability of ICT use
in a given school. Without on-site technical support, much time and money may be lost due to
technical breakdowns. One of the major obstacle to optimizing computer use in schools has been
the lack of timely technical support.
Resource related issues and internet:
Rural schools usually face trouble with respect to the availability of ICT related resources such
as supporting infrastructure, uninterrupted electricity, supplementary resources like multimedia,
projectors, scanners, smart boards, and so on. Despite being an integral component of the ICT,
internet is lacking in most rural schools. Most schools cannot afford the high fees charged by
internet providers and even where there is internet, slow or erratic connectivity destroys the very
essence and impact of ICT.
Other external factors inhibiting the usage of ICT in rural schools are social and cultural
factors inherent to these regions, lack of initiative by community leaders, corruption and
burglary.
 ICT INITIATIVES IN RURAL EDUCATION IN INDIA:
The government of India has announced 2010-2020 as the decade of innovation with special
focus on ICT enabled education and acquiring of ICT skills for students. The motive of the
national policy on education is to create an environment of integrated development for education
 12

and economic empowerment of rural students. Important initiatives and strides have been taken
in the sphere of rural education:
Computer literacy projects for teachers and students.
Mobile classrooms through IT buses.
E-Learning centers and kiosks for enhancing online education for social and economic
change in rural society.
Community Tele centres to meet the needs of ICT learning outside formal school setting.765
Bicycle-based connectivity in rural areas.
National award for teachers using ICT in schools in the teaching learning process.
Development of IT curriculum.
Innovative „Rural Reach Program‟ by Infosys for imparting first hand ICT knowledge to
children of grades 5-10 in villages
Higher education ICT initiatives such as E-Gyankosh, Gyan Darshan, Gyan Vani and
various other distance education programs.

 CONCLUSION AND SUGGESTIONS:

Quality in education through ICT and its awareness among stakeholders will have positive
impact on the society. ICT can be helpful in quality and standards of education by implementing
it in various phases of education. ICT can be employed in formal and Non-formal types of
education and would eventually make the learners employable and socially useful part of the
society. By employing ICT in teacher training can save a lot of money of the Government.
Moreover a lot of qualitative improvement can be seen as resource persons for the training can
be best of the world. By employing ICT in administration can help in solving the problem of
Absenteeism of students and teachers. Good quality content is one of the major issue and directly
affects the standards of education and quality. By overcoming the certain challenges involved in
the process of education can help a lot in this side. Conclusively a lot of quality improvement is
possible after careful and planned implementation of ICT in education by various stakeholders.
Revolution in information and communication technologies has reduced national boundaries to
meaningless lines drawn on maps. In this scenario, education has been identified as one of the
services which need to be opened up for free flow of trade between countries. India is developing
as a knowledge economy and it cannot function without the support of ICT. The gap between
 13

demand and supply of education has necessitated the government and institutions to formulate
policies for more beneficial use of ICT. In order to bridge the gap, it is necessary to evolve
cooperation between public and private stakeholders. There is a need to focus on improving four
aspects of ICT - access, usage, economic impact and social impact. The study makes the
following suggestions for improving and enabling ICT education in rural India:
 There is a need for public-private partnership for resource mobilization for funding ICT
education in rural areas.
 To provide need-based ICT Education in rural areas specific to their skill sets.
 To formulate policies to promote broad access to skills and competencies for learning and
adopting ICT Provision of broad-based formal education of ICT.
 To create awareness on ICT Education . Give incentives to firms and individuals for
encouraging involvement in continuous training in ICT
 Develop supportive infrastructure facilities such as electricity, internet, etc. Government
should actively promote the usage of alternate sources of power to ensure a steady power
supply to schools in rural areas.
 Computer recycling can be an ecologically sound alternative to the problem of computer
shortage.
 Enlarge community participation for self-sustainability in ICT application.
 Government and national education authorities should ensure availability of high quality
internet access to schools and educational institutions.
 Government should ensure joint efforts by software companies and teachers for preparing
quality content to support the curriculum and language diversities.
 To make ICTs effective and integral tools of education, monitoring and evaluation must
be a priority.
 The urban-rural divide in terms of access, equity, and resources will continue to be the
main issues that Indian educators will have to address as the needs of the learning
community will change.
 Migration of rural Indians to urban areas is not the solution to the gnawing gap between
the two regions. Rather, with health, education, a bit of infrastructure and livelihood
opportunity, life in rural India may become better and more welcoming than that in urban
areas.
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