Challenges in ICT for Education
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Presentation from the UOU International ICT Conference held on 28-29 November 2011 in Dehradun
![The View From the Trenches Challenges Facing the Use of ICTs in Education in General and E Learning in Particular Prof. Usha Vyasulu Reddy, Ph. D Educationist and ICTD Consultant Hyderabad 500 082 E mail: [email_address] 12/12/11 (c) Prof. Usha Vyasulu Reddy](https://image.slidesharecdn.com/challengesinictforeducation-111212001513-phpapp01/85/Challenges-in-ICT-for-Education-1-320.jpg)
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Challenges in ICT for Education
- 1. The View From the Trenches Challenges Facing the Use of ICTs in Education in General and E Learning in Particular Prof. Usha Vyasulu Reddy, Ph. D Educationist and ICTD Consultant Hyderabad 500 082 E mail: [email_address] 12/12/11 (c) Prof. Usha Vyasulu Reddy
- 2. 12/12/11 (c) Prof. Usha Vyasulu Reddy Introductory remarks
- 5. 12/12/11 (c) Prof. Usha Vyasulu Reddy G2G=Government to Government; G2B=Government to Business; G2C=Government to Citizen; B2B=Business to Business; B2C=Business to Citizen; C2C=Citizen to Citizen Taxonomy of ICTs—Technologies, Applications, and Services and Content Hardware— goods, Radios/TVs Computers, Modems, Mobile phone Connectivity media Telecommunications—fixed, wireless, and satellite Softwares --proprietary --open source Content --External --Local language --Locally produced Services --G2G --G2B --G2C --B2B --B2C --C2C THE USER Supporting Environments--physical --Power and energy sources --Buildings: telephone exchanges; telecentres; access points --Internet and Internet access devices Supporting environments—policy and legal and regulatory financial --Licensing arrangements for telecom operators, tariff structures --Standards (network operations, switching, transmission, languages --Licensing for broadcasters and the media --Competition regulation
- 15. 12/12/11 (c) Prof. Usha Vyasulu Reddy THANK YOU FOR YOUR ATTENTION
Notes de l'éditeur
- My concern has thus been with the application of ICTs to various development domains—from the basic sectors of agriculture and poverty reduction, education, gender and health to to the equally important sustainable development, governance, peace, and cultural diversity There are differences in the way in which ICTs have been applied There are common trends in the generic aspects of using ICTs and it is these that I will explore
- There is often confusion in understanding what the term “ICTs in education” means. In some instances, it has meant “ICT education”, i.e. the creation of a pool of human resource to cater to the growing knowledge society needs. In other countries, the use of ICTs in education has meant “ICT supported education” and this has resulted in a large number of distance learning systems providing learning opportunities and consequently increasing access to education. In still some other cases, the term has meant “ICT enabled education”—essentially meaning the use of ICTs as a primary channel of educational interaction, i.e. e-learning and m-learning. So, the first stage in planning the use of any technology in education is to understand and then define what is meant by the term within a given context. Educational systems, as we understand them involve interaction between the teacher and the student. A school, a college, a technical training institute, all have similar structures—there is a physical location consisting of buildings and equipment; human resources consisting of teachers and students, principals and administrators; a set of protocols, i.e. rules, norms, and procedures; enrolment and admission and monitoring procedures content materials in the shape of syllabi, textbooks, learner support materials in the shape of libraries and laboratories; assessment techniques consisting of tests and examinations; and recognition in terms of accreditation and the qualitative judgement of the school, college, or technical training institute based upon an overall performance of the students and the institution. All of these activities are bound by time and place. Open and distance learning systems are similar to conventional systems yet have a distinct identity. Both systems aims to provide relevance and quality to educational content; both aim to achieve certain minimum standards of education and training; both have administrative systems that enrol and instruct learners; both usually require learners to sit for examinations before receiving certification. So, the process of education remains the same in both systems. The tools are different. The tools of education are the means (the media and the ICTs-- whether in face to face, open and distance or other learning environments) that are used to deliver education. They, themselves are not education The use of powerful ICTs to enhance access, improve quality, and provide equity in education must be distinguished from the process of education.
- Essentially, ICT devices and applications are used in the production, storage and sharing of information and knowledge. They consist of hardware and application software that run the hardware and also enable development of content. The figure [1] below illustrates a typology of ICTs in current use. [1] Figure Credit: Usha V Reddy, 2011
- Current e learning systems are very similar to the more traditional radio and television that have been extensively used, especially for basic and non formal education ever since radio came on the scene. there is no clear evidence anywhere in the world that changing the mode of educational delivery has made any significant difference to the extent or quality of learning
- The academic--course design, content development, materials development, production, counseling, tutoring, and mentoring of learners, assessment and evaluation The managerial--This includes promotion, enrolment, registration, learner support, data management, system evaluation and research The t echnology--managing the technology in terms of hardware, programming and application software, preparation and packaging of content, delivery technologies, system maintenance, and upgradation of all aspects of the technology. Deployment of technology and maintenance at the learner end can also be part of the technology responsibility The material development and distribution--Production and distribution of technology based materials, especially in a non broadcast or off line mode to learners The administrative--These include processes of recruitment of manpower, financial management and control, and various support services that are necessary for other functions to take place.