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Importance of ICT in Education Essay

1. introduction.

Advancements in technology have driven a shift in the ways in which people learn in the world. Today, more than ever, the role of ICT in education is becoming increasingly important. ICT, which full form is Information and Communication Technologies, is a broad term that encompasses all technologies and devices that are used to collect, store, manipulate, transmit or communicate data and information. These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. The existence of wireless communication such as mobile phone and pagers can also constitute ICT. These technologies are playing an increasingly important role in the overall development of an individual, a family, a society and a country. ICTs are no longer seen as a stand-alone subject, but are seen as tools to help the teacher deliver and help students to learn more effectively. Despite the numerous possibilities ICT in education offers, there are some challenges most teachers have to tackle due to the restricted knowledge in ICT or not having confidence in using them or simply lack of time to sit down and go through the step-by-step guidance. The lack of confidence in using ICT often means teachers are unlikely to use any of the equipment and, at the same time, they would not try out the different ways of teaching with the ICT. This would lead to a vicious circle and making things become ever worse. With the growing presence of computer technology in our nation's educational system, it is necessary for educators and students to gain a skill of appropriate use of technology. These technologies are not only changing traditional educational methodologies, but also requiring both teachers and students to learn new methods. ICT is a diverse field and its usage in education is not new. It is well benefited with the development and the modernisation of the world. From the introduction of the phonetic alphabet to the printing press, technology has allowed human knowledge to take great leaps. Nowadays the digital technology is so common and has a powerful effect on society as a whole and, in particular, on how people have a good education. In recent years, abbreviations for a range of new technologies can be seen everywhere and the world technology is now commonly called ICT. This reflects the convergence of IT with other technologies such as telecommunications, broadcasters and multimedia. Today, it is estimated that over 2.5 billion people worldwide use the Internet to access a broad range of information. For young people growing up in the digital age, ICT is everywhere. In this article, the significance of ICT in education is examined and its benefits and limitations explored. The differences within various countries and societies are also considered, but the main focus is on the situation in developed countries, where ICT is allowing new, flexible, on-demand forms of teaching and learning to take place with increasing confidence and substantial efficiency. The benefits of using ICT as a tool for education can be seen in many different ways. Learners can access and process new information more quickly; they are more motivated and more independent. Also, using ICT in education creates an effective learning process. A new strategy needs to be designed with the conclusion of the effectiveness of ICT use in the classroom. The modernizing of schools and the development of education is crucial for both the present and the future of teaching and learning and also for developing the individual capital. Now the role of ICT in education stands for that we've reached a stage that it became a real fast and widely integrated tool for retrieving and producing information.

1.1. Definition of ICT

The architects of the National Curriculum have used the word "technology" to refer to those man-made systems that use knowledge and established ways of working for specific purposes. This application of technology in this common sense often takes a lot of silicon-fed time and energy just to improve or simplify what was there before. For example, a washing machine is technology and a pressure sore relief system is technology. But if we examine what was until recently called "information technology," we can see it differs from this common sense. The Curriculum and the Qualifications and Curriculum Authority, in their wisdom, have changed the title of the subject to ICT to include the new area of study known as "digital literacy," but they still refer to technology under the heading of "foundation subjects." This new title recognizes that the focus of the subject is not on the technology itself, known by the common sense for over fifty years, but on its application in the storage, handling, and processing of information and the resultant effects and its use in society. In the same way, at a higher level in education or industry when developing a new system or solution to a problem, the term ICT will be used to describe the method and technologies used. This usually refers to the convergence of computers and communications and has been happening in many fields over the last ten years or so, but the use of ICT in these forms often requires a slightly different approach compared to the ongoing systems that people are familiar with. It is often the case that user requirements are met by teams made up of people with different skills, and the user should be made aware of these. But to do this, the systems analyst must follow a particular way of working or life-cycle. As a systems analyst will often be experiencing situations where the complete system is being changed or where no proper system exists, it is important to note that certain time will be spent on the initial investigation. Also, as ICT continues to become more and more complex and new suggestions and technologies become available, it is likely that the current life-cycle model will change to a more flexible way of working like the spiral cycle, where no real progress is made until the very end.

1.2. Importance of ICT in education

ICT has an important role in schools as it adds to the process of teaching and learning. It provides many opportunities for students to learn and understand the content, as well as access useful material. Instant access to information is important, and that's the beauty of ICT. Modern education has vastly grown in effectiveness due to the advent of technology. Computers are now an essential part of everyday life, used in every aspect of life. The new computerized method for learning is now becoming more and more attractive to students. The government has also recognized the potential of ICT in education, and it has launched the National Grid for Learning (NGfL) initiative. This is a key educational strategy designed to facilitate teaching and learning through the use of ICT. Through the use of ICT in education, more innovative teaching and learning activities can be established. Students involved in such activities are expected to show higher order understanding abilities. Students' roles in this new teaching and learning environment are changed. The traditional way of teaching, where teachers provide facts to students, is changing. However, with the help of ICT, the teacher may facilitate the student to construct their own knowledge. In this way, the learning will be more meaningful. Students having access to print and electronic media will be more engaged in comparing, evaluating, and analyzing the information. Also, ICT products such as 'Inspiration' or 'Kidspiration' can help students become more independent learners. These programs help students to produce concept diagrams, storyboards, work plans, and the like, storing and retrieving work when appropriate. Such active involvements can help a student develop knowledge and skills. It also provides another channel for different learning styles to have access to the same material. By using ICT, the range of didactic materials becomes accessible. Utilizing computer technology will surely leave a lasting impact in many forms or areas of learning. Students and teachers can immediately get up-to-date information. As a result, this will strengthen the learning environment. For effective and successful progress in implementing ICT for education, clear educational objectives should be defined. Working towards the application of ICT in education, 'supporting and extending learning' should be one of the main objectives. Online access and work should be facilitated so that every student's progress can be tracked and monitored. The benefits of the application of technology in education far outweigh the challenges and issues encountered. For educators and policymakers in education, it brings the opportunity for reflection and awareness on how to strengthen future learning and teaching. Also, one can have a better understanding of how to approach the newer generation of students, many of whom have a distinct taste for technology and are more adaptive towards digital information and communication.

2. Benefits of ICT in Education

Information and resources available online can be updated and enriched in no time, while this is not possible with printouts such as books and magazines. By incorporating ICT into critical thinking and learning, students are encouraged to become active participants in their learning. For instance, students are usually told to discuss a topic and they can use search engines like Google or Yahoo to find materials and different views about that topic. Each new search may return new results; this can encourage students to initiate discussions and collaborate with one another. This, in return, helps the students to understand the topics in depth. With relevant information and ICT tools, the students compare and investigate the inquiries that are substantial to the success of coursework. Also, these resources are interesting and engaging to students. For example, a PowerPoint presentation is more interactive and efficient than the traditional way of teaching using a chalkboard. The elaboration from text and images in the PowerPoint slides would address cognitive, as well as verbal and spatial senses. This dual-mode presentation feature allows the lecturer and students to interact and share knowledge, providing an opportunity to assess the critical thinking of the internet generation. Besides, the lecturer can encourage students to access the lecture notes and academic materials online within a given period. Through this, students can have the opportunities to develop proper time management skills which are very crucial to success in life. Students are also able to monitor their own learning by viewing and making use of the valuable resources and academic materials. In addition to the core benefits, the provision of resources over the Internet also brings about a revolution in traditional schools, colleges, and universities. Traditional paper-based institutions have begun to offer electronic-based services such as online applications and access to information and results that for years have called for users to be there in person. This new line of e-service provision allows potential students worldwide to inquire and begin the application process from anywhere at any time. This ultimately leads to an increase in the student population that selects education that can provide online amenities. As for students and staff in the institutions, ICT is viewed as a row of tools that can enhance teaching and learning. A newly enrolled student need not queue up to get attention from the administration; instead, simple mouse clicks would allow students to enter a world of interactive and multimedia-rich services. Lecturers and tutors will prepare for a richer learning experience for their students by exchanging information and ideas via emails and newsgroups.

2.1. Access to information and resources

Access to information and resources is one of the key benefits of ICT in education. Firstly, the amount of information that is available on the internet is staggering. By using the internet and search engines, students can find information relevant to the subject they are studying. This is especially important in a world where so much of the available information is found online. Also, lots of knowledge can be found on websites such as Wikipedia, news sites, encyclopedias, and numerous other information sites. Podcasts that have been written by leading academics in their fields can also provide students with access to the latest theories and ideas. Secondly, modern ICT provides education with far greater possibilities and resources. The use of online databases means that a huge amount of information is available. This is particularly significant in secondary schools where resource and access are more limited. Such databases can help secondary schools to provide pupils with resources that they might not otherwise have access to. These databases can also expand the range of materials that are available to students with special educational needs. In addition, improvements in technology and increased use of ICT in education have created opportunities for students to use new resources. For instance, e-books can now be found on the internet and students can access course materials 24/7. This is particularly useful in higher education where independent study and resource are important. Moreover, the development of ICT has meant that a range of both 'old' and 'new' technologies can be used in education. Modern ICT is used to organize material in classrooms or lecture theaters, allow teachers to explain more effectively, and help students to keep current work well organized. Also, staff can use digital presentation methods - like PowerPoints - instead of traditional methods such as writing on a whiteboard. This is particularly helpful for learners who are more visually oriented and can become easily disorganized. Finally, schools and other educational settings now have more mobility - that is, they can move and change the way they present work in a classroom or lecture theater. For instance, wireless technology can be used in colleges in order to give more mobility to IT resources. This mobility means that information can be shown on differing computers, interactive whiteboards, and projectors. This makes it easier for teachers to use ICT to help students reach their learning potential. Moreover, materials can be displayed on whiteboards or screens around the room as students progress through a lesson. This creates a range of opportunities so that students are able to interact and use ICT collaboratively as well as more individually. Also, the teacher can adapt by changing where in the classroom or hall information is presented. Not only physical access to ICT but the mobility and ease of use has provided educational settings with better opportunities for ICT to impact on students. All these possibilities and changes that access to ICT provides can help to give students a more effective and dynamic learning experience.

2.2. Enhanced teaching and learning experiences

The use of ICT in education not only provides opportunities for teachers and students to learn and experience a new way of learning, but also creates an interactive and engaging environment. ICT provides education in different ways, such as a student can research on the internet with the help of ICT or a teacher can teach with ICT, which is known as e-learning. There are a number of positive impacts of ICT in education, including enhancing teaching and learning experiences. Through the use of ICT in learning, students can have access to more learning resources. For example, in a science lesson, it is much more interesting for the students to watch a video of a volcano erupting. This will improve their understanding in a much more efficient way compared to just reading about it. Also, it helps the students to remember the information longer. Students that are more interested in learning are more active during study and thus would help to develop their critical thinking as well because they are making decisions on what they learn. Critical thinking and decision making are vital in education and also in many aspects of life. When students can take control of the learning process, that is when the role of the teacher will become such as a facilitator and provide guidance, instead of just a direct instructor. This shift in teaching is reshaping the way that we think about learning and the use of technology in the classroom. Through the use of ICT, the study and acquisition of knowledge can become more interesting and have the potential of becoming a great life journey, rather than just a one-time event during the preparation of an exam. Employers always look for employees who have a higher level of knowledge and critical thinking. Therefore, if schools start to implement ICT in education, it will help students to prepare themselves for a future work environment with a good command of skills and good learning experiences. In conclusion, the use of ICT in education is a much challenging issue to both students and teachers. However, it will get more and more popular in the future and it is a good methodology to improve learning. I believe that students will use ICT effectively if its application is planned and organized. It is a valuable tool for students to develop and extend their understanding, and it allows for the changes in pedagogical practice that are necessary in a quickly advancing technological world. ICT will create an interactive and engaging environment, and it also helps the students and teachers to embrace professional development.

2.3. Development of digital skills

The use of ICT in education helps students to develop digital skills, for example by using educational software and the internet. Schools need to provide well-equipped and up-to-date ICT resources. In addition to providing acquisition of knowledge and experience, ICT can be used to promote thinking, problem-solving, and independent learning. ICT also enables the development of a range of key skills, for example: locating and selecting information; developing a systematic approach to investigating and solving problems; using and applying information obtained; and the ability to evaluate and select information found. Overall, the use of ICT is a key way to help the development of digital literacy - that is, the skills needed to interact with the digital world, especially the ability to think critically about what you see and hear, the ability to transfer learned skills across different software and hardware, and the capacity to make well-informed choices - and is a unique opportunity for young people to gain the more advanced understanding that society requires today. So the integration of ICT into the learning and teaching process in the classroom provides a better and efficient learning environment not the same as traditional teacher-led learning. It can really help the teacher to manage a class of pupils since it increases interactivity, and it can equally help the teacher to cater to the different learning styles of the students. On the other hand, the potential benefits that ICT brings to education are high. As a result of this, while the government has spent a large amount of money in the education sector, for example providing a large sum of money for schools to invest in ICT, a number of key issues have been addressed, for example: a common standard for initial and continuing professional development; improvement of teaching and learning; good educational ICT resources; build a strategy that can be sustained; develop accountability and comprehensive and accessible advice on procurement of ICT goods and services, etc. Every school or institution should have an ICT policy. And every teacher is required to have a minimum standard of ICT capability before they qualify for Qualified Teacher Status, and there are a variety of initiatives that support the implementation of such a policy, promoting the development of ICT and ensuring that ICT capability is safeguarded while continuing to adapt. Yet, the increase in the number of initiatives can pose a real challenge for teachers to find out what is relevant to their own practice. It requires them to be a reflective practitioner, use ICT in their teaching, and maintain up-to-date knowledge of ICT and the impact on education in various ways. Such requirements seem to be difficult for some teachers, especially for those who have never used ICT before, started recently, or have been using a traditional way, which a long-term and systematic staff development program is essential, and its implementation should be of the highest priority.

3. Challenges and Considerations

There are a number of challenges which need to be tackled in order to ensure the effective use of ICT in the education sector. The first challenge is that all teachers must be given the appropriate training to enable them to make the most of the new technologies. This is not to say that teachers must learn to be technologically savvy, but that we need to explore the changes to pedagogy which are necessary in response to the increasing amount of ICT used in the classroom. In practical terms, teacher training is often not sufficient and it can be expensive and time-consuming. If all teachers are to undergo training, this would have to occur at some point between their induction year. Finally, as a result of investment in ICT, it may be that other subjects risk losing funds due to the reallocation of resources. For example, in a recent report, the Nuffield Review found that ICT Coordinator posts carried less status and less extra management time, funds, and cash allowances. The second challenge is the learning using ICT. In the digital era, children need to have the capacity to use ICT to not only access information but to process and present. However, the use of ICT in the classroom resulted in insignificant impact on student learning. Some argue that children are not that much interested. But the main reason is yet the teachers' governance. They merely focus on the subject matter. But in practical terms, it should provide the space for students to think, encourage it as a process to problem-solve, and allow it time to develop. Moreover, schools' rushes towards the virtuoso model of one computer for every child can result in wasted resources solely battling to keep a variety of machines operational. Also, digital technologies evolve constantly and become increasingly sophisticated. So just a quick summary on the advantages and disadvantages, the teacher can have a list of explanations to certain results they produce, to infer in the test of students' understanding, to decide on which way students should go in the discussion, and many other practical ways to use it. And without up-to-date knowledge or skills, teachers can be left behind and sometimes children, who are quick to embrace technology, may even overtake them.

3.1. Infrastructure and accessibility

ICT provides great opportunities for solving the problems of the world, both big and small. However, this is only true if it is applied properly in the right situations. In continuation of that, ICT was evaluated and tested for potential implementation strategies towards such problems. In a nutshell, this was the starting point in identifying the relevant needs of ICT for the various sectors of the economy and for the society at large, and also to build strong capacity among the local society in utilizing ICT. There were three specific objectives to aim for in testing the ICT potential in implementing technology for development strategies: to investigate the potential of ICT in resolving the problems in the respective sectors of the economy, to establish the current capacities of the local workforce and the relevant infrastructure in using and mastering ICT, and to build up a critical mass within the locality with skills and knowledge in ICT so that it would pave the way for any future development in the respective economic sectors by using ICT. Furthermore, the researcher had identified the most critical issues that need to be addressed in the respective sectors in order to alleviate the current problems and to move a step forward into the next level of development. The current development experiences as well as the obstacles that hinder the progress lead to the conclusion of two things: firstly, it is important to educate and mend the understanding of the decision-makers and the local community in exploiting ICT for the betterment of the respective sectors of the economy. Secondly, the formulation and implementation of ICT strategy could not be done just by the views of the top-down approach, but it must involve extensive people from all walks of life. The success of exploiting ICT in the technology for development strategies might well be pinned on the extent of the local society that could appreciate and utilize the technology given.

3.2. Digital divide and equity

Ensuring that there is an 'equality of access' to ICT is of importance since the divide exists not only within the UK but between the developed and developing countries in the world. Here in the UK, it had been noted in a report called 'Socio-Economic Impact of Rural Broadband' (published January 2011) that the digital divide is not only a reality, but that it can deepen social rifts within society and widen the gap between the prosperous urban areas and the struggling rural villages! And in the article 'Real and Virtual Differences', the authors note that 'The least advantaged lose out in terms of jobs, services and also the capacity to consume which further widens the social and economic gap.' This goes to show just how severe the effects of the digital divide are - and remember - this can be in terms of types of technology, access to ICT, age, gender, social, economic and cultural class etc. For example, in terms of age, research carried out in Wales shows that the older generation are less likely to have both internet access as well as the skills to use it. According to the survey in Wales, there are 69% of people aged over 60 who have broadband at home compared to 86% of the UK as a whole. Raising awareness and support structures for the older generation is a key part of the solution to help prevent digital divide due to age. The 2012 research by Beesley and Hartley in 'Investigating Local ICT: Geographies, Information, Inequality and Scale' supports the view that the digital divide persists and that there seems to be a 'Digital Underclass' emerging consisting of people in lower income and social classes. Nowadays it is indeed considered to be unacceptable that there are still many parts of the country where people are denied the opportunity to both obtain and manage their daily affairs and activities through the use of digital technology. This lack of access continues to be an ever-increasing cause of concern not only for personal quality of life but for the community and greater placement in step with the rest of the world in terms of technological advantages. So in conclusion, it is evident that problems do not lie solely in the availability of compatible machines or hardwire infrastructure, but that significant issues such as funding, government policies, technical support, changes in technology, skills as well as social and cultural backgrounds need to be addressed in order for the digital divide to be truly closed. Aligned with this is the importance of effective promotion and support and education through a variety of methods that engage and encourage as wide a range of people - no matter the difference - that ICT can and does improve both daily life and opportunities! So, geographically, the 'scatter' would be less - but the intensification is due to the uneven distribution of ICT devices - material objects and also age-old problems of accessibility and connectivity which are sociological factors - how close individuals and groups are spatially.

3.3. Teacher training and support

Teachers have to be provided with the necessary training opportunities, and there has to be a concerted effort to provide relevant support for them. The effective use of ICT for education must also be backed up by sound strategies, careful planning, appropriate support, and continual evaluation. Some schools have introduced INSET days that are specifically designed to focus on the uses of ICT as a means to support and enhance learning, and these are a useful start. However, the provision of one-off training and support will not be enough to ensure that teachers are able to make the best use of ICT on a sustained basis. As a result, the government has provided money for schools to ensure that all staff have access to training which will allow them to teach the whole of the ICT component in the National Curriculum at Key Stages 3 and 4. Over £230 million has been made available, and training is now a feature of many schools' ICT development plans. This is a positive move, although there continues to be a lack of sustained support programs as teachers and schools need continuing professional development opportunities. On the teacher training front, there have been recent government initiatives to ensure that all new teachers must have some knowledge of ICT as part of their initial teacher training program. Also, from the year 2000, all those training to be teachers must be tested for their ICT capability. This has led to an increased focus of HE institutions reviewing and redesigning initial teacher training courses to ensure that ICT capability is an integral part of the skills that trainee teachers acquire. All new teachers will have a general teaching. However, the provision of one-off training and support will not be enough to ensure that teachers are able to make the best use of ICT on a sustained basis. As a result, I always view technology as a tool to be used in learning. Technology has also changed the role of the teacher in a positive and exciting way. Modern ICT provides unlimited resources and huge potential to develop communication skills. It has the power to enhance teaching and learning in a variety of different ways. It also gives us immediate access to the latest information and research findings, which is vital for teaching professionals. Nowadays, so many different teaching materials are produced and teachers are really "drowned" in paperwork. By using teaching materials like PowerPoint to attract students' attention, in a way I feel like I am working with the students, I am not "lecturing" at them.

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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
• Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
• E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To sup­port teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful imple­mentation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

• India [ PDF ]
• Detroit, USA [ PDF ]
• Finland [ PDF ]
• Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
• Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
• BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
• Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
• Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
• Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
• Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
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Related information

• Information and communication technologies (ICT)

Information and Communication Technology in Learning Essay

Introduction, discussion of findings.

The ability to collect information and categorize it for the further critical analysis is an imperative step in education. Therefore, tools for improving the students’ ability to perform the specified actions is needed. ICT should be seen as a critical tool in building the motivation levels among students. Increasing their understanding of the process, and promoting the active learning among them.

The purpose of the paper was to study the effects that the application of ICT produces in the academic setting. Specifically, the connection between the adoption of ICT tools and learners’ propensity toward developing critical thinking skills, as well as general data management abilities, has been examined. It was hypothesized that the adoption of ICT strategies and the use of e-learning tools, particularly, interactive boards, allows improving the quality of learning systematically and helps to teach students to manage data appropriately.

According to the results of the experiment during which the students had to work with an interactive board, the incorporation of ICT into the academic process allows students to acquire the needed abilities faster and teaches them to perform the tasks associated with data management. Students showed the ability to categorize data and manage the recently obtained information respectively, thus building the foundation for the future development of critical skills.

Nevertheless, the incorporation of the specified strategies is recommended to be coupled with the techniques that will involve peer support among learners and the enhancement of teachers’ ability to use the corresponding tools. Thus, a gradual improvement is expected to occur.

The integration of ICT resources into the process of education is critical to the development of skills associated with critical thinking in students. In the current study, an exploration of the ways in which educators deploy ICT in their studies was conducted to determine the significance of the identified approach and determine key themes in the use of the specified technology. The analysis and discussion that ensued showed that the use of ICT tools contributed extensively to learners’ ability to work with vast amounts of information by introducing different categories and assigning specific characteristics to each set of data.

The use of disruptive innovations in the classroom environment opens a plethora of opportunities for enhancing learners’ performance. Studies have shown that there might be a correlation between the introduction of ICT into the academic environment and the performance delivered by students (Khan, Khan, U-Din, & Jan, 2015). For instance, a recent article on the issue of applying IT innovations in the academic setting has shown that the use of ICT, in general, and their integration for the transition to e-learning, in particular, allows for a gradual improvement of skills (Günaydin & Karamete, 2016).

In addition, ITC helps to encourage independence among students, fostering the idea of self-directed learning among them (Gurbuzturk, 2018). Therefore, the application of ICT tools should be seen as the introduction of a range of opportunities for improving students’ academic progress and encouraging them to succeed.

The use of smart boards should be seen as a particularly inspiring opportunity. According to the existing research, smart boards are the perfect tool for building awareness about the importance of self-directed learning, critical skills, and analytical abilities among students (Günaydin & Karamete, 2016). Being one of the most common ICT tools utilized in classrooms, smart boards should be seen as the key tools in introducing learners to multimedia materials and encouraging the further acquisition of knowledge (Gurbuzturk, 2018). Therefore, the incorporation of ICT into the contemporary academic environment is likely to produce the platform for the rapid enhancement of learning and the development of critical thinking skills in students.

An overview of the information obtained in the course of the data collection has shown that the combination of traditional methods of information management and the use of ICT in the classroom environment contributes significantly to the successful learning process. All of the cases considered in the research have shown an increase in the students’ ability to classify data with the help of the proposed devices. As shown in Table 1, the teachers that currently teach at school and apply ICT have contributed to a gradual progress of their students, whereas the D Group respondents have spurred smaller progress. Specifically, the smart board used in several cases has proven to be especially efficient in assisting learners to understand the concept of classification.

Table 1. A and D: Comparison.

Specifically, teachers from Group A claim that technology has opened new opportunities for their students’ progress. According to one of the participants, ICT “means creating engaging lessons which incorporate ICT to move students more actively engaged.” Thus, the inclusion of the specified tools is critical to the enhancement of learning.

The observed phenomenon signifies that ICT are not only valuable but also critical additions to the academic setting due to the opportunities for increasing learners’ ability to collect, arrange, and analyze data. The specified skill has become especially important in the modern environment, where the data flow is unceasing and increasingly vast (Khan et al., 2015). Thus, by using ICT tools that will help learners to manage information properly, educators will create the platform for students’ further academic progress. As the line chart in Figure 1 shows, both A and D groups utilizing IT techniques have affected students’ performance positively.

Furthermore, the study has shown that the application of interactive boards as the means of assisting students in systematizing the obtained information also spurs the students’ ability to conduct research and perform both inductive and deductive reasoning (Gurbuzturk, 2018). The fact that ICT allow learners to obtain an intrinsic ability to understand the nature of research shows that the specified technology has to be included into the range of tools used in classrooms.

The identified outcomes align with the assumptions made by Günaydin and Karamete (2016). Moreover, the specified devices will help to create the platform based on which learners will engage in evidence-based research and, thus become able to connect theoretical ideas and the practical application thereof (Gurbuzturk, 2018). Thus, the outcomes of the study indicate that using ICT as the foundation for promoting critical thinking, analytical abilities, and reasoning skills is essential.

Technological innovations have become an inseparable part of the modern education, and ICT tools are likely to have a profoundly positive effect on students’ ability to think critically, collect data, categorize it, and process it to produce meaningful outcomes. The integration of ICT into the learning process is an essential stage in improving the quality of education and promoting lifelong learning. For this purpose, the application of integrated instructions involving peer assessment and the active communication among learners is required. Therefore, using ICT, in general, and interactive boards, in particular, to illustrate specific information and assist students in collecting and analyzing data is necessary.

Günaydin, S., & Karamete, A. (2016). Material development to raise awareness of using smart boards: An example design and development research . European Journal of Contemporary Education, 15 (1), 114-122.

Gurbuzturk, O. (2018). Investigation of elementary education students’ attitudes towards the use of smart boards. International Electronic Journal of Elementary Education, 11 (1), 55-61.

Khan, M. S., Khan, I., U-Din, S., & Jan, R. (2015). The impacts of ICT on the students’ performance: A review of access to information. Research on Humanities and Social Sciences, 5 (1), 85-94.

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Importance of Information and Communication Technology (ICT) in Higher Education Paper

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• Viney Dhiman 5 ,
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The process of ICT becomes an integral part of the process of learning nowadays. The growth and the development of technology are playing an important role in higher education. It helps prepare different learning concepts to enhance the impact of teaching, learning, and research criteria. It highlights different impacts of information and communication technology for providing development to generate different methods. The use of the given technology has changed the procedures in terms of business and governance. The online learning methods provide an experience to adopt suitable factors of consideration used to access educational research to create a proper method of suitable learning based on different analyses. It represents the strategy of the curriculum to provide a demand to the educational practices. It is characterized by providing a descriptive study to link the use of ICT to educational practices.

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Dhiman, V., Bharti, A., Sharma, V. (2022). Importance of Information and Communication Technology (ICT) in Higher Education Paper. In: Ramu, A., Chee Onn, C., Sumithra, M. (eds) International Conference on Computing, Communication, Electrical and Biomedical Systems. EAI/Springer Innovations in Communication and Computing. Springer, Cham. https://doi.org/10.1007/978-3-030-86165-0_46

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