short essay on ict in education

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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
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Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
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Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
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Related information

Information and communication technologies (ICT)

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IMPORTANCE OF ICT IN EDUCATION

2016, International Journal of Advance Research in Science and Engineering (IJARSE)

This paper is a mere attempt to present a glimpse of meaning of ICT, its importance & its mandatory need for education, which is indispensable. ICT stands for INFORMATION & COMMUNICATION TECHNOLOGY. These technologies include: computers, the Internet, Broadcasting technologies (radio and television), Telephony. One of the many challenges facing developing countries today is that of preparing their societies and governments for globalization and the information and communication revolution. Policy-makers, educationists, non-governmental organizations, academics, and ordinary citizens are increasingly concerned with the need to make their societies competitive in the emergent information economy. Globalization and innovations in technology have led to 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 contributions to learning and achievement. Of the teachers interviewed on the effectiveness of ICT in education majority of them felt that introduction and use of ICT adequately will be extremely effective in children's learning and achievement. However, current research on the impacts of ICTs on student achievement yields few conclusive statements, pros or con, about the use of ICTs in education. Studies have shown that even in the most advanced schools in industrialized countries, ICTs are generally not considered central to the teaching and learning process. However, there appears to be a mismatch between methods used to measure effects and the type of learning promoted. Standardized testing, for example, tends to measure the results of traditional teaching practices, rather than new knowledge and skills related to the use of ICTs. It is clear that more research needs to be conducted to understand the complex links between ICTs, learning, and achievement. Again, on the question of impact of audio visuals, research shows that surprisingly little documentation is available on the use and impact of video in education, barring one or two video projects like UNICEF's animation series, 'Meena', which has become a key weapon in the battle against gender and social inequity in South Asia. Many teachers are reluctant to use ICTs, especially computers and the internet. Some of the reasons for this reluctance include poor software design, skepticism about the effectiveness of computers in improving learning outcomes, lack of administrative support, increased time and effort needed to learn the technology and how to use it for teaching, and the fear of losing their authority in the classroom as it becomes more learner-centered. In terms of using internet and other ICT as a resource for lesson preparation, most of the teachers interviewed, admitted to never or rarely using it, while very few used the internet to gather information sporadically or regularly.

Related Papers

IJIRMPS International Journal

Information Communication Technologies (ICT) at present are influencing every aspect of human life. They are playing salient roles in work places, business, education, and entertainment. Moreover, many people recognize ICT's as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information. ICT permeates the business environment, it underpins the success of modern corporations, and it provides governments with an efficient infrastructure. At the same time, ICT adds value to the processes of learning, and in the organization and management of learning institutions. One of the many challenges facing developing countries today is that of preparing their societies and governments for globalization and the information and communication revolution. Policy-makers, educationists, non-governmental organizations, academics, and ordinary citizens are increasingly concerned with the need to make their societies competitive in the emergent information economy. Globalization and innovations in technology have led to 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 contributions to learning and achievement. Over the last two decades, the rapid growth of ICT has become one of the most important topics discussed by the scholars in education. This is due to the capability of ICT in providing a dynamic and proactive teaching and learning environment. In line with the current digital era, teachers are required to integrate ICT in their daily teaching and replace their traditional methods with modern tools and facilities. The main focus of this paper is on effectiveness of ICT integration in education.

Shehu Abdullahi Ringim

IAEME Publication

Dr. Syed Noor-ul- Amin

Mesai Mitiku

The significance of the use of ICTs in education sector is notable and implemented in many countries. The SchoolNet project in Ethiopia and its study is still in infancy. Few available researches sheds light on some of the issues that urgently seek for further research and theory building to guide the practical implementation and establishment of the SchoolNet project. However, if policy recommendation related to ICTs use in education to be credible, it needs to be backed by a rich evidence of researches, lessons learned etc. In this regard such tools are limited or unavailable. Despite the country's huge investment of one-tenth of its GDP every year on ICTs, little hard evidence and consensus exist on the cost-effective utilizations of the technologies to meet a wide variety of some of the most graving challenges facing the country. In view of these and considering the potential risks associated with ICTs use in education, the study intends to take the required urgency which is...

Information Technology for …

Saïd Assar , Redouane Amrani

Anne Lorilyn Vintayen-Macasieb

OYEWO SAHEED ADEKUNLE

Adekunle S Oyewo

Abstract: Over the past two decades, Information & Communication Technology (ICT) has become an essential tool for all areas of life. In many countries information and communication technology has a clear impact on the development of educational curricula and has fundamentally transformed all business and governance across the world. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more student-centred learning settings. Moreover, with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more imperative, and will continue to develop in this age. In this proposal, a literature review regarding the effective use of ICTs for education will be investigated, along with its effectiveness in teaching learning process; quality and accessibility of education, learning motivation.

Assessing the effects of ICT in education

NOR SHAFIKA

patrice chiremba

The purpose of this paper aims to bring together the findings and key points from a review of significant part of the available literature associated with ICTs for Education and ICTs in Education. This review set out to identify and evaluate relevant strategies in national and international research and initiatives related to measuring and demonstrating the effective use of ICT for education with regard to the teaching learning process; ICT and quality and accessibility of education; ICT and learning motivation, ICT and learning environment, and ICT to enhance the scholastic performance. Abstract: Information and communication technologies (ICT) have become commonplace entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more student-centred learning settings. But with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important and this importance will continue to grow and develop in the 21st century. In this paper, a literature review regarding the use of ICTs in education was provided. Effective use of ICT for Education, along with ICT use in the teaching learning process; quality and accessibility of education; learning motivation. Learning environment. Besides, an overview of the ICT and scholastic performance.

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Role of ICT in Education

Every aspect of our lives is driven by technology. We are growing more and more reliant on new developments as technology advances. It not only makes our lives simpler but also more efficient. When we are discussing the role of ICT in our lives, how can we neglect the transformations that are happening with the introduction of ICT in education? This article revolves around ICT in education, how ICT positively affects the way students learn and also the advantages of ICT in education. Before we dive into them, let us look at what is ICT in education.

What is ICT in Education?

Before we understand what is ICT in education, we need to break down the term to understand it in a broader sense. For that, we will have to understand what is the full form of ICT in education. The full form of ICT is Information and Communication Technology. Information and communication technology has a significant impact on how well students learn. It greatly expands educational opportunities while also adding value to education. To understand the significance the ICT in education, let us look at the advantages of ICT in education.

In today's rapidly evolving world, integrating Information and Communication Technology (ICT) in education has become a pivotal force for transforming traditional learning approaches. ICT in education, often called e-learning or digital learning, has revolutionized how students learn and teachers teach. This digital transformation has significantly impacted the educational landscape by enhancing accessibility, interactivity, and effectiveness.

Use & Benefits of ICT in Education

The use of ICT in education is multifaceted. It provides students access to various online resources, including textbooks, research materials, and educational videos. This accessibility breaks down geographical barriers, making quality education available to learners worldwide, regardless of their location or economic background. Additionally, ICT facilitates lifelong learning, allowing individuals to acquire knowledge conveniently and conveniently.

One of the most remarkable aspects of ICT in education is its ability to cater to diverse learning styles. Interactive learning platforms, simulations, and multimedia resources engage students in ways that traditional methods often cannot. This active engagement fosters critical thinking, problem-solving, and creativity, preparing students for the complex challenges of the modern world.

Furthermore, the use of ICT in education enhances collaboration and communication. Online forums, video conferencing, and virtual classrooms enable students to connect with peers and educators from around the globe.

Teachers also benefit from ICT integration in education. Digital tools and platforms streamline administrative tasks, allowing educators to focus more on the core of teaching and individualized instruction.

Advantages of ICT in Education

The introduction of ICT in the realm of education unleashes a myriad of possibilities in the process of learning. Let us look at some of the advantages to understand how leveraging information and communication technology can bring out the best in students.

Enhance Teaching Effectiveness

Teachers can make use of different ICT tools like computers, laptops etc, to make conceptual comprehension easier for students.
It aids them in implementing a variety of strategies in the classroom environment to improve learning outcomes.
They can effectively present ideas to the students using ICT and leave a long-lasting impact on them.

Ensure Active Participation

For the learning process to be effective, it has to be a two-way process. ICT makes this possible.
Even in online learning scenarios, there are different tools that different online softwares provide for the students to actively participate in the learning process.
It provides students with the opportunity to exhibit their thoughts and opinions in the most effective manner.

Teachmint provides you with the best LMS that offers different tools like Live Polls, Hand Raise, Private & Classroom chat, etc to ensure the active participation of your students. With Teachmint, online and offline teaching is effortless and effective. Learn more about our Learning Management System , by visiting our website.

Foster Collaborative Learning

Technology expands the possibility of collaborative learning in the classroom.
It enables students to refine their soft skills along with their technical skills.
ICT tools provide students with the opportunity to speak up their minds through discussion forums.

To understand the importance of collaborative learning, read our blog on How to Implement Collaborative Learning in Classroom

Easy Student Evaluation

When the exams are made online, the evaluation of the students becomes seamless and easy.
Performance analytics provided by different software assist teachers in understanding their students in a better way.
Analytics reports of students help teachers to check for understanding of the students.

Better Conceptual Understanding

When students learn different concepts through animated videos or other technologically enhanced digital mediums, they will have a better conceptual understanding.
As mentioned before, technology aids teachers in understanding whether students have understood the lessons.
When teachers adopt effective strategies with the help of ICT, students will be able to comprehend the concepts in a better way.

Assists Students in Research

Through information and communication technology, students and researchers have access to a lot of data.
The abundant availability of data helps them structure and frame the research in the best possible way.
If students want to engage in self-directed learning , ICT makes it possible for them.

An Insight Into Something Great

Information and communication technology not only enhances the learning experience for the students but also ensures the smooth functioning of schools. There are different platforms to improve the quality of education in schools. In addition to this, there is a variety of software available to make the operations of schools effortless. Even though there exists an abundance of ICT tools in education, let us take you through something even better.

We would like to introduce you to Teachmint’s Integrated School Platform powered by the latest technologies. It is neither just an LMS platform nor just an ERP system, rather it has everything that a school need. Teachmint’s Integrated School Platforms can take care of every operation in a school. It has the best LMS and education ERP , and in addition to this, we provide digital content and a learning app for both teachers and students. What more do a school need? To learn more about the Integrated School Platform, visit our website.

The intervention of information and communication technology is redefining the way students learn. It is making the process of learning more efficient and effective for students and teachers. ICT tools in education make it easier for teachers to use the best strategies to bring out the best in their students. ICT in education sector is beneficial for the students, in addition to this, it is making it possible for schools to impart education in the finest way. Moreover, the technology enables them to manage all the management and administration functions in a seamless manner. Hence, there is no doubt that it is a boon to the education industry.

In conclusion, ICT in education has revolutionized how we learn and teach. It empowers students with unparalleled access to resources, fosters interactive and collaborative learning experiences, and equips educators with tools to enhance their teaching. However, to fully harness the potential of ICT in education, it is vital to address issues of accessibility and digital literacy, ensuring that no student is left behind in the digital age.

Learn more about Teachmint plans here.

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Essay Samples on Information Technology

The benefits of information technology: empowering the modern world.

This essay has examined the myriad benefits of information technology, emphasizing its transformative impact on various sectors and aspects of modern society. As IT continues to evolve, its potential to further enhance our lives and the world remains immense. Introduction The advent of Information Technology...

Advantages of Technology
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Issues and Challenges in Information Technology: Exploring the Landscape

Introduction This essay has shed light on the array of issues and challenges that arise within the realm of Information Technology. It emphasizes the importance of proactive measures, ethical considerations, and collaborative efforts to navigate the complexities of the digital landscape. The rapid advancement of...

Modern Technology

Information Technology in Education: Empowering Learning in the Digital Age

This essay has explored the transformative role of information technology in education, emphasizing its potential to enhance learning experiences, foster collaboration, and prepare students for the challenges of the digital age. It underscores the importance of embracing technology as a catalyst for educational innovation and...

Technology in Education

The Future of Information Technology: Navigating the Digital Frontier

This essay has provided insights into the potential future of information technology, highlighting the transformative technologies and challenges that await us as we navigate the digital landscape. Introduction The landscape of Information Technology (IT) is continually evolving, shaping the way we live, work, and interact....

The Advantages of Information Technology: Transforming the Modern World

This essay has delved into the extensive advantages of information technology, highlighting its critical role in shaping various aspects of modern society. As IT continues to evolve, its potential to further enhance our lives and the world remains immense. Introduction In the modern era, information...

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Disadvantages of Information Technology: Navigating Digital Downsides

This essay has examined the various disadvantages of information technology, emphasizing the need for a comprehensive approach to navigating these challenges. As IT continues to dominate modern life, understanding and addressing these issues will be paramount for individuals, businesses, and governments alike. Introduction Information Technology...

Digital Communication

The History of Information Technology: From Abacus to AI

This essay has explored the rich history of information technology, from its humble beginnings to the transformative technologies that define our modern world. It serves as a reminder of the incredible journey of human innovation and the boundless potential of technology. Introduction The history of...

The Ubiquitous Role of Information Technology in Daily Life

Introduction This essay has highlighted the far-reaching influence of information technology on daily life, underscoring its role in communication, convenience, entertainment, work, and more. As we navigate the digital landscape, it's essential to be mindful of its implications and maximize its positive impact on our...

The Evolution of Information Technology Entrepreneurship

Introduction Information technology has had a deep impact on the current era. Almost every aspect of globalization is highly dependent on it. It has become dominant in all aspects of globalization. Information Technology is the study of transmitting information in various ways through the means...

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The Ethical Behavior When Using Information Communication And Technology

The topic that I choose and I want to explain is about online harassment. Online harassment or known as cyber harassment and online abuse. Online means email, social media platforms like Instagram, Twitter, Facebook, and messanging app like Whatsapp, digital platforms like Youtube. Actually there...

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Overview Of Information And Communication Technology In Bangladesh Context

Introduction: Information and communication technology (ICT) has become a part and parcel in today’s modern civilization. Although it was first adopted by private sector but now after seeing the potential and success rate, government of different countries are coping up with this magic wand. In...

Comsats Institute Of Information Technology

Green computing also known as Green IT, is the environmentally responsible and eco-friendly use of computers and their resources. In broader terms, it is also defined as the study of designing, engineering, using, disposing or recycling of computing devices in a way that reduces their...

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The Integration Of Information And Communication Technology In Education

Information and Communication Technology (ICT) has become a catchphrase in the contemporary world where every single moment of humanity is monitored and anchored by technology. ICTs have made swift treads for the past three decades by bringing in new dimensions in the fields of transmission...

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Best topics on Information Technology

1. The Benefits of Information Technology: Empowering the Modern World

2. Issues and Challenges in Information Technology: Exploring the Landscape

3. Information Technology in Education: Empowering Learning in the Digital Age

4. The Future of Information Technology: Navigating the Digital Frontier

5. The Advantages of Information Technology: Transforming the Modern World

6. Disadvantages of Information Technology: Navigating Digital Downsides

7. The History of Information Technology: From Abacus to AI

8. The Ubiquitous Role of Information Technology in Daily Life

9. The Evolution of Information Technology Entrepreneurship

10. The Ethical Behavior When Using Information Communication And Technology

11. Overview Of Information And Communication Technology In Bangladesh Context

12. Comsats Institute Of Information Technology

13. The Integration Of Information And Communication Technology In Education

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A Day Without Technology
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Home — Essay Samples — Education — History of Education — History of ICT in education

History of Ict in Education

Categories: History of Education

About this sample

Words: 957 |

Published: Jan 29, 2019

Words: 957 | Pages: 2 | 5 min read

The Slide Rule: The first educational technology known as Slide Rule was first introduced in 1654 by Robert Bissaker. The instrument was designed for use by scientists and engineers up to the early 1970s till modern calculator was invented. The Slide Rule was eventually used in the classroom for mathematics and was a replacement to what we know today as electronic and graphing calculators.
The Magic Lantern: The magic lantern was first introduced in 1646. Although the device was used in homes and theaters, magic lanterns were used in the classroom to improve learning and student engagement. The photographic slides were inserted one at a time for viewing of specific images or subject matter. Those who were proficient at using a magic lantern could rapidly change the slides to make it appear as if the image was moving. It was used as one kind of projection machine now used in modern classrooms.
Slates and Chalk: It was in 1800s when technology first introduced education with slates and chalks. Slates were small kind of boards that were written on using a piece of chalk. Students used slates in place of pen and paper, even though slates were not very useful for longer work and could only be used to solve short equations. Then they were erased so they could be used to solve a new equation. So, there was no scope of saving. After with all of those limitations slates and chalk was revolutionary to education. In that time paper was not easy to access. So, this invention kept quite a good impact on education that time.
Blackboards: Blackboards were made of slate that was surrounded by a wooden border to prevent the slate from breaking. Slate was the material of choice due to its broad availability throughout the world during the 19th century. Even it is being using in our county now in most of our schools. In recent years, it was determined that chalk dust posed potential health risks which is one of the reasons they were gradually replaced by the whiteboard as we know it today.
The Calculating Engine: In 1822, Charles Babbage first introduced a calculating engine which led to modern day digital computing. The engine was capable of compute simple mathematics. Charles Babbage is known as the “Father of Modern Digital Computing” as we know digital computers in today’s classrooms.
The Typewriter: In 1873 Christopher L. Sholes first introduced the typewriter which also debuted the QWERTY keyboard which is still used on modern day devices and computers. Typewriter was used to typing books and other educational materials. It brought a revolution to printing section, one of the most important element for education.
The Film Projector: By 1925, the film projector was making its way into classroom environments. The projector displayed still images from a film strip accompanied by an audio recording. The images had to be manually changed as you advanced through the film strip. This type of technology remained in the classroom until the early 1980s and was used to study a particular topic or timeline of events. After that more modern, overhead projector was invented that we use in our modern classroom now a day.
The Photocopier: The photocopier was invented at the last year of 1950s by Xerox. It was widely used for copying books and other educational materials. This machine was one of the most important invention for modern education. From then to now there is no alternative to photocopier machine.
The handheld Calculator: The handheld calculator was invented in 1970s. It is a revolution to modern mathematics. Though it was concerned that it will decrease the basic sides of mathematics like longer division or multiplications. But it was a great help to classroom education. It made mathematical procedure faster.
The Personal Computer: In the early 1980s International business machine (IBM) introduced first personal computer. Although computer was invented a long before that but it was not used widely. After invention of personal computer it was possible to use widely. Internet was not accessed by everyone that time, so PCs were used to typing and calculating larger mathematics and equations.
The CD-ROM: The CD-ROM was brought to educational environment in mid of 1980s. At that time storing data was not that much easy. CD-ROM made it very easy. Students was able to store audio, video even the whole encyclopedia in one compact disk. Though it is now less important to us as we use flash drives but at that that time for carrying data and saving data it was best.
The Internet: In the early-mid of 1990s, internet was made available for public. It brought revolution to public life. Education became more efficient with internet. In the first periods, it wasn’t that much speedy as like todays. That time internet just could use to transfer smaller files. Now it’s possible to transfer almost every kinds of files. With the help of internet it’s possible to learn anything even without help of any teacher.
The Interactive Whiteboard: The interactive whiteboard was invented just before the 21st century. It gradually replacing other whiteboards and blackboards. One interactive whiteboard needed a white screen, an overhead projector and a computer. In this type of board it’s possible to present anything graphically. It is a miracle to classroom education.
Virtual Reality: latest include in modern education is virtual reality. Many educators have been improving their classroom learning experience using virtual or augmented reality. Modern devices such as Google Cardboard VR allow students to study locations and objects in 3D in addition to exploring current events.

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Educational Technology Debate

Exploring ICT and Learning in Developing Countries

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ETD promotes discussion on low-cost ICT initiatives for educational systems in developing countries. Read More

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« Previous Topics January 2011 Future Topics »

ICT in Schools

There Are No Technology Shortcuts to Good Education

How We Use Technology in Education is More Important than Which Technology We Use

3 Reasons Why Sloppy Thinking Leads to Careless Educational ICT

High Tech Society Requires a High Touch Childhood

Technologies for Learning vs. Learning about Technology

The question is not whether, but how ICT can be useful in education

Rob van Son

The opening statement of this Education Technology Debate was titled “ Is ICT in education a revolution or a fool’s errand? “. This is a puzzling question. Over the last decades, there have been many studies on the introduction of ICT in education. So why is it that we can still have a debate about the usefulness of ICT in education? Why has the matter not been settled after three decades of debate?

I think the continuation of the debate is for a large part due to the fact that the question is stated wrong. ICT is not one simple “application” that can easily be evaluated once and for all. ICT is a huge and complex cluster of ever changing technologies that have extensions in almost every aspect of industry, commerce, and private life in the developed world. The question should not be “ Whether ICT is useful in education?”, but “ How can ICT be made useful in education?”. Not because ICT is some magic spell that will solve all problems, but because ICT is needed to provide the children of the world the education they so desperately need.

I would like to step back from the question of how to make specific ICT solutions useful in particular schools, to the question of what is required to give children the education they need. And then look into the matter of how this might be achievable by deploying the tools we have, mainly ICT.

A good overview of the scientific studies on the use of ICT in education was written by Magdalena Clara (2007) for the CERI-KERIS (2007) meeting and her paper can be seen as the background of my contribution to this debate. The other papers in this meeting give a nice overview of current thinking (CERI-KERIS, 2007)

The first question to target is what is the aim of education? It is not high grades on standardized tests. But what is it?

A global view: Wealth, health, and happiness

World wide, people spend trillions of dollars on education. Educational spending constitutes around 5% of global GDP. A “simple” question is now: Why do people spend so much money on educating children? And often other people’s children? What do they hope this money will achieve?

The aim of educational spending can be compressed into a sound bite: To improve the future Wealth, Health, and Happiness of the children.

Future income and prosperity is foremost in the mind of those who advocate education. Children that receive an education will be more productive as adults. Hence, they will be able to earn more income. This wealth will benefit the whole community.

Moreover, it is well known that both personal and family health improves with the level of education of the parents, especially the care giving parent. This health improvement comes over, and is independent of, the increase of socio-economic status that results from education (e.g., Yuyu Chen and Hongbin Li, 2006). All school curricula contain implicit and explicit health related components, like disease prevention and dietary advice. This way, schools provide a major contribution to public health.

The last item, happiness, might sound rather vague and “new-age”, but has been at the foundation of every educational system I have ever seen. A primary cause of preventable suffering is ignorance and social misadaptation. The common cure has been moral teachings. Children have been taught moral lessons under the guise of religious, political, or civic education since the dawn of civilization. To avoid the endless confusion about “morals”, “life-style”, “civic duty”, and “freedom”, I prefer to say that education promotes the future happiness of the child as a member of the community.

Globally, people consider these effects of education so important that they are willing to spend close to 5 cent per dollar earned on education. Do the educational systems of the world deliver? For many children of the world, they do. However, for far too many other children, they do not deliver on any scale of educational achievement. In the (very) long term, education worldwide could be improved to adequate levels by supplying more teachers and more resources. But in the long term, we are all dead, and these children out of school. In the short term, the only solution would be to dramatically increase teacher productivity. That is, to let each teacher educate more children better. A daunting task, indeed.

Increasing teacher productivity

Education is a service “industry”. Over human history, a single teacher has been able to handle around 30-60 pupils at a time, with no real increase of numbers over time. It should be understood that group sizes of 30 pupils and less are certainly preferable for the quality of education. The ideal seems to be adequate teacher quality (training), groups of 20-30 pupils, all at comparable educational level, with text books and some other materials available. Reality in many regions is, deficiencies in teacher training, up to 60 pupils of varying levels, and few or no text books or other materials. A description of such schools can be found in Oscar Becerra (2010).

The challenge is to improve educational quality in such schools without the ability to supply more teachers on short order. That is, to increase teacher productivity, defined as the cumulative increase per teacher of earning capacity, family health status, and happiness of the students. It is obvious that there are no practical ways to actually quantify “real” teacher productivity. Well-known proxy measures are increases in some skills, e.g., reading level and mastering of arithmetic. However, it must be remembered that these are just proxy measures.

So the challenges to improve teacher productivity are, in no particular order:

Supply teaching materials
Improve teacher’s mastering of the curriculum
Improve teacher handling of groups larger than 30 pupils
Improve teacher handling of diverse groups of pupils

The only two known ways to improve productivity in a service industry are education and ICT, i.e., networked computers. Education was the problem to begin with, so this leaves us with ICT as the only short term way to improve teacher productivity in the schools as described by Oscar Becerra (2010).

The question now that remains is, can it be done at all? Can teacher productivity be increased? Or are we forced to admit that there is only one solution: Supply more teachers? I sincerely believe that it is possible to improve teacher productivity in the short term and so improve education in disadvantaged communities at a reasonable cost.

The remainder of this contribution is an attempt to argue the possibilities of ICT4E for improving teacher productivity. As a model for this discussion, I take the OLPC 1:1 distribution model as described by Oscar Becerra (2010). In this model, every child and teacher has a personal laptop and there are network connections between the laptops, at least around the school building. There is a periodical update of library and software materials, possibly through an Internet connection of the school or by exchange of some storage medium, eg, a portable computer disk.

Teaching: drill and debate

Wayan Vota started his introduction with a reference to Plato. If we go back to classical Greece in his spirit, we can see two opposing approaches to teaching, which can be simplified as the Spartan and Athenian way. The Spartans raised their children to be good soldiers. The aim was to be practical and the tool was the drill. The Athenians raised their children to be good citizens. The aim was to become politically engaged and the tool was the intelligent conversation.

Very appropriate, the face of Spartan education is a mythical state reformer, Lycurgus, who organized all life in Sparta around military power. The face of Athenian education is a historical philosopher, Socrates, who taught by debate, or rather, guided conversation. Obviously, the above is a caricature of historical Greece. But the aim of these sketches is not historical accuracy, but to characterize archetypes floating around in the educational world.

The current debates between “traditionalist” and “constructivist” models of teaching are also debates between Spartan and Athenian models. In the end, we obviously need both. Some skills are better learned with practice, or drill. Other skills are best learned by guiding students to find their own solutions.

It is easy to envisage a hundred people doing drills in an exercise field but it is difficult to imagine more than a handful of people discussing a question at a market place in an orderly fashion. The same can be seen in a school. A classroom with sixty children can easily recite exercises together or all copy a lesson from the blackboard. However, it is difficult to see how a teacher can give personal attention and feedback on performance to all children individually in such a large group.

When teachers are strained due to large groups, little time, and few teaching materials, they will fall back to drills to get any teaching done. When the strain is relieved, it is natural that the balance will be shifted to more individual guiding at the expense of drill practice. Teachers, schools, and parents will have to adapt to this shift. There will be inertia against change as it will be initially difficult to evaluate the value of the new teaching against the known outcomes of the old methods. For instance, writing essays or organizational skills are more difficult to judge than correctly reciting lists of facts.

There is one thing missing in the above argument. That is the fact that all education requires motivation. Especially in children, the most important job of the teacher and the parents is to motivate the pupils (by stick and carrot) to learn, whether it be drill practice or not. The main motivating factor in education is relevance (e.g., Oscar Becerra, 2010).

Targeting teacher productivity: The role of ICT

The above global, birds-eye view of educational practices has been made to set the stage for a discussion on how to assist failing schools. Against this background, we can more easily discuss how ICT can be recruited to help increase teacher productivity. For simplicity, and a good sound-bite, think of ICT as the technology to deliver Information, Communication, and Tools to teachers and students.

As a starter, if there is one major role for ICT in education, it would be the distribution of Information in general, and teaching materials in particular. With current technology, it is possible to compile a mobile library that a child can take home. Electronic text books solve a lot of the production and distribution problems in teaching materials, as well as allowing easy updates. If every child has access to a computer in class and at home, it becomes very easy to supply every child with up-to-date text books and a portable library. And the library does not have to be limited to texts and pictures, but can include multi-media resources. This is an obvious application of ICT4E that has immediate effects.

Motivation Motivation in education is to a large extend a matter of relevance of the curriculum and inter-personal relations at school and between school and parents. In general, more relevance and better contacts tends to result in better motivation and better educational results (e.g., Oscar Becerra 2010). The role of ICT is two-fold.

General office automation software can help with better student records and parent contacts. Moreover, with teaching materials and text books available in electronic form, they can be adapted more easily to local situations to make them more relevant to the children. There is a consistent trend that long term student motivation increases after the introduction of ICT in schools (Anja Balanskat, 2007; Oscar Becerra, 2010).

For a national supplier of teaching materials, it is relatively cheap to assemble additional, localized, information to supplement a standard electronic text. For instance, biology lessons could be supplemented by examples of local flora and fauna, instead of a single text with a national selection of plants and animals that might not be very relevant to the children. Such localization is expensive in the production of paper text books, but very cheap in electronic text books.

With electronic distribution and school based storage, it becomes much more practical to make teaching materials relevant and attractive to the children. Which will help improving motivation in school. Note that this distribution model also allows for easy distribution of supplementary materials for the teachers. Thus also allowing for better teacher preparation.

The Spartan model: Drill It is a truism that to learn anything you have to practise. In martial terms, “an army fights as it trains”. In general, more practise is better to the extend that children that spend more time on a certain subject tend to master it better. This can be called the drill aspect of education. Often, it is not so important how a particular skill is practised, as that there is practise at all. There is a huge pitfall in relying on drills. The underlying assumption is that the drilled skills can be applied in real life. But any expectation that children can generalize and extrapolate from the classroom to the real world is at best a speculation waiting for proof.

The point of drill practice is that there is only a limited scope for supervision. The only condition is that the student performs the exercises correctly. If she does, no teacher or other supervisor is actually needed. So it is no surprise that “drill and test” practices were the most popular targets of educational software (e.g., Report to the Ministry of Education New-Zealand, 2000). Drill and test software comes closest to the “ideal” of relieving teachers from supervising children.

Drill and test software can generate unlimited numbers of exercise questions and track student performance. Progress of the children to the next level can be made conditional on performance at the current level, so students can progress at an optimal pace. Teachers can easily follow the progress of students from a distance and check whether they actually practice. Unsupervised practice might ideally free up teacher time for helping pupils that need personal attention, while not hampering the progress of those who do not need personal help. Such software is already in widespread use.

The next step in using drill and test software is to delegate it to times the students are not expected in class. If teacher supervision is not needed, the practice can be done at home or elsewhere. Class time can then be used for other purposes.

The Athenian model: Guided conversations Education does not consist of poring a substance called “knowledge” into the heads of individual students. Teaching is a social interaction. Any attempt to structure education without social interactions between teacher and students is destined to fail. The social aspect of teaching is most clearly visible in the Athenian, or Socratic, model of educating by conversation.

In the Athenian model, students are taught to argue, debate, and find their own solutions. This prepares students to the real world, where they will have to collaborate with colleagues to face problems never encountered in school. The basic assumption behind this method is that the debating, researching, and learning skills can be applied to effectively master many relevant subjects.

ICT can still help in this phase of education. The crucial part of this guided conversation is that it is about communication between students and between students and teacher. And although we know there is nothing better than a face-to-face talk, other means of communication can substitute if face-to-face time is not available. Video conferencing, conference calls, Instant Messaging (or twitter), Wiki discussion platforms, school web-sites, and email correspondence are all useful ways to communicate at a distance.

Virtual Classrooms It is possible to extend the classroom face-to-face conversations into electronic collaborations, with electronic conferencing as communication channels. It is well known that peer guidance is the second best thing after teacher guidance. The decoupling of group work and guidance from the classroom and school times to virtual groups, or virtual classrooms, would allow children’s supervision and guidance to be shared by different teachers (if available) and peers. If network connections are available, children could be working in peer groups that could span classes or even schools and supervision could be shared over teachers and (older) students.

The main advantage of such a virtual classroom set-up would be more efficient use of teacher time. With virtual classrooms, the teacher is not restricted to a particular place, and sometimes even a particular time, for teaching. Virtual classes do not have to demand all of a teacher’s time continuously, but she might be able to distribute attention over several tasks and virtual classrooms. In some situations supervision can be partially delegated to other students.

From the student’s view, virtual classrooms separate them (from the distractions of) other children that might be present physically, but do not partake in the same lessons. Virtual classrooms can allow children to be taught interactively while not actually, physically, present in the same classroom. Thereby giving children the benefits of the Athenian educational model, while not demanding everyone to be present at the same place at the same time.

Obviously, there is no point in trying to organize all teaching in virtual classrooms where children stay at home. This is not how education works. Certainly not with small children. But many aspects of normal classroom interactions, like group work and home work, can be made much more efficient using collaborative software and simple communication channels, like email or drop-boxes. These technologie becomes more relevant when coping with situations where children have only half day lessons due to a lack of teachers and classrooms.

An important criticism of the Athenian approach to education is that leaving the actual learning of subject matter out of the classroom leads to the pitfall of the sophists. People who could eloquently argue for or against any standpoint on any random subject without mastering even a single one themselves. The real strength of the Athenian method is that it teaches students to master skills and solve problems themselves in collaboration with peers. Lifelong learning might seem a mirage in schools struggling to provide for education now. But if there is one thing that we know for sure it is that children in school today will have to learn a new set of skills at various times in their working lives. School should prepare them for this re-education, if at all possible.

Criticism: Can ICT4E actually work in the developing world?

The above is all nice and well, looking at ICT4E as an option to improve education in less developed countries. But what if there is no alternative to more and better qualified teachers? What if we simply have to give up and wait for that (elusive) moment the required quality and quantity of education can be delivered to the children the old way? What if the current generation of children cannot be helped at all and are “lost”? This is more or less the position of Kentaro Toyama in his contribution to this debate and an earlier article (Kentaro Toyama, 2010, 2011).

Critics of investments in ICT4E can point to monumental failures in introducing technology to aid in development. In each individual case, the reasons for failure are complex and intricate. Generalizing, even over-generalizing, it can be said that all the really hard problems of humanity have at their root social problems. Economic, agricultural, industrial, and technological solutions are all only effective if they are also able to solve some of these social problems. The problems of under-development and failing education are not different.

The received opinion is that technology, like any other “solution”, will only work if it is integrated in the social structure. It must become an integral part of the lives of the people. There are remarkable exceptions to this rule. Few communities have had problems with embracing tele-communications technology, i.e., movies, radio, TV, or fixed and mobile phones. If you allow people a chance to hear, view, or speak other people, they will grab it with both hands. All these communication technologies have caused revolutions in the lives of people all over the world (e.g., Charles Kenny, 2009). But in general, it is true that an externally supplied solution only works if it can be integrated in the life of those who receive it.

Criticism is generally directed towards Educational Technology (Kentaro Toyama, 2010) which is treated as some field separated from general ICT. The conclusion then is that as delivering Educational Technology has failed to solve problems in X cases, it must be dismissed as a possible solution to the problems of the developing world. However, the fact that ICT can be used in education does not create a separate, isolated field of ICT4E.

In reality, ICT are a cluster of hard- and software technologies for the control, communication, and handling of information and multi-media. This cluster of technologies is more extensive, diverse, and volatile than anything produced by humans before. These technologies have changed the face of industry, commerce, and private life the world over, e.g., it allowed the economic rise of the BRIC countries. Deciding now that none of these technologies can be harnessed for education in poor communities seems at least premature.

The question Can technology benefit failing schools? is meaningless and cannot be answered with Yes or No . In my opinion, the only real question is How can technology benefit failing schools?

Discussion: [ICT4E] is no more about computers than astronomy is about telescopes (Adapted from Edsger Dijkstra)

The Spartan drill delivers skilled workers, the Athenian debate produces educated citizens. We want children to be educated to become both productive workers and engaged citizens. For such an education, students and teachers need good, up-to-date information and teaching materials, good tools to work and practice with these materials, and communication channels to collaborate and interact with peers and teacher.

In this context, ICT4E becomes Information, Communication, and Tools for Education . Every school will benefit from such ICT4E, but I expect that schools that are overstretched by the limitations of the resources of their country will benefit most.

Any improvement in the situation in schools, and the introduction of new tools and possibilities in general, will lead to changes in education itself. If the implementation works out well, the balance of teaching will move from drill practise towards more “Athenian” style teaching. Children will start to learn new things. New things that might not fit easily in the existing evaluation models. Schools should be prepared for such changes. And schools should prepare teachers and parents for such changes.

In light of the quote from Edsger Dijkstra, what part can the computer, or ICT in general, play in education? I think the analogy to the telescope is very apt. A telescope is a personal access point into astronomy. A computer is a personal access point into an educational world of tools, connections, collaborations, and information. Such a computerized environment can help to raise students and teachers above the isolation and resource limitations that hold back education in so many parts in the world.

What is exactly demanded from ICT4E, and how the demands should be prioritized, is a matter of local requirements. 1:1 Laptop programs, e.g., the OLPC program, are the most thorough of such applications of ICT4E. And the paper by Oscar Becerra (2010) illustrates such a program. Many more can be found at the official site of the OLPC program , or at the independent site, OLPC News .

1:1 Laptop programs tackle all problems at the same time: Dissemination of teaching materials, communication and collaboration, and both general and specific tools useful in school. So a 1:1 laptop program is very likely to solve those local problems that can indeed be solved with ICT. But such 1:1 programs are complex and costly and not the be all and end all of ICT4E, e.g., see Magdalena Clara (2007) and this debating site itself . For a large number of reasons, 1:1 programs might not fit the requirements of individual schools. In the end, it all depends on the needs and resources of the school (Michael Trucano, 2007; InfoDev.org).

Back to the original question “ Are ICT investments in schools an education revolution or fool’s errand? “.

ICT in education can be a revolution, like text books or black boards once were. But just as some text books turn out to be useless, not all applications of ICT will be revolutionary or even useful. Every human endeavour can fail. And we know that ICT4E has had its share of failures. But as I argued above, the question is not whether , but how ICT can be useful in education. Because, short of “growing” teachers on trees, there seem to be no other option to improve education for the generation that is now entering schools in the developing nations.

Anja Balanskat (2007). “ Comparative international evidence on the impact of digital technologies on learning outcomes: empirical studies ”, CERI-KERIS 2007

Oscar Becerra (2010). “ What is reasonable to expect from information and communication technologies in education? ” Educational Technology Debate, Computer Configurations for Learning

CERI-KERIS (2007). International Expert Meeting on ICT and Educational Performance

Yuyu Chen, Hongbin Li (2006). “ Mother’s Education and Child Health: Is There a Nurturing Effect? ”

Magdalena Clara (2007). “ OECD Background paper ‘Information and Communication Technologies and Educational Performance’ “, CERI-KERIS International Expert Meeting on ICT and Educational Performance

ETD (2009). “ Assessing ICT4E Evaluations ”, Educational Technology Debate

InfoDev.org. “ Quick guide: Monitoring and evaluation of ICT in education initiatives ”, Web Site.

Charles Kenny (2009). “ Revolution in a Box ”, Foreign Policy November/December 2009

Report to the Ministry of Education New-Zealand (2000). “ A Review of the Literature on Computer-Assisted Learning, Particularly Integrated Learning Systems, and Outcomes with Respect to Literacy and Numeracy ”, UniServices Ltd

Kentaro Toyama (2010). “ Can Technology End Poverty? “, Boston Review, November/December 2010. “ Response ” from KT:

Kentaro Toyama (2011). “ There Are No Technology Shortcuts to Good Education “, Educational Technology Debate, ICT in Schools, January 2011.

Michael Trucano (2007). “ What do we know about the effective uses of information and communication technologies in education in developing countries? ”, CERI-KERIS 2007

Written by Rob van Son on January 25, 2011 in ICT in Schools . Tagged: Athens Constructivist Debate Drill Educational Technology happiness health ICT4E Lycurgus Socrates Sparta Teacher Productivity Virtual Classroom Wealth | Trackbacks

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17 Responses to “The question is not whether, but how ICT can be useful in education”

Yama,I fear you speak of some fantasy future state of education when you talk about individualized education for all. Yes, technology could play a role, and yes, this would be the best possible process to educate our youth, but it will never, ever happen. Or not in our lifetimes, anyway. The closest I've heard to this is Teachermate , which helps increase the uniqueness of instruction on a large scale, but cannot make the true individualized instruction you seem to speak of. That would require a massive investment in new teachers, which Rob debunked in an earlier comment .So we are left with some sub-optimal mix of teachers, technology, and to a great extent, homogenized educational experiences. From this, I can agree with you – we will only get random serendipity, which is why I so dislike the individualized story of child + laptop + miracle = education, especially that third, undefined step.

As I already wrote, all the hard problems of humanity are social problems. Technological problems are easy. Any solution that would require society to change, e.g., change power distribution, is very, very, likely to fail. We cannot wish for other parents, children, and teachers. We will have to do with those that are there.

I know that the best fitting, natural if you want, approach to education are apprenticeships and personal tutors. The closest we have to that approach to formal education is the Oxford university model. Everybody knows that, but we also know why that won't work: There are not enough tutors to teach all the children.

While we wait for utopia to come, we should help the children going to school now. So what can we do until we have all those highly qualified and motivated teachers? Help the children in class now to learn more. The next question is to look what we can do to help the teachers teach and children to learn. And frankly, I see no option but to recruit technology in some form.

But the search for solutions does not have to be limited to giving every child a computer and an Internet broadband connection. And most certainly, technology should not be limited to the classroom.

James, you are thinking education is equal as teaching, and you are ignoring one of the most important elements (if not the most important), which learning by the students. Do you think the poor will be able to overcome their situation and even have the opportunities others have with the educational system you are describing? I am afraid not! I would challenge people to think about other solutions that really give opportunities to children in developing countries.

Rob, I agree with you that once someone decides that ICT of any kind — television, radio, PC, mobile phone — are to be used in education , it's important to focus on how best to use it. Our disagreement is in fact on the point of "whether," rather than "how." You're sure that it's always "yes," while I believe that there are plenty of instances where "no" is a better response. That's a disagreement we're not likely to resolve, so let's move on…

Two misperceptions of my view that I'd like to correct are below…

First, I'm not at all pessimistic about the possibility of improving education. Children are not "lost" unless we give up on education entirely. But, I disagree that the best way to do so is to focus on technology when improving teachers and administrations (and engaging with parents) is far more important. There is a cost trade-off, because the resources allocated to technology could easily be allocated towards teacher training or more teachers. It's a little strange to imply that if we don't use ICTs, the children are lost! Were all of us lost before ICTs?

Second, I actually believe very much in a constructivist view of education, but in the sense of learning happening when a person cognitively recreates the thing being learned. Learning is an active, rather than a passive process, yes, but good teachers are still critical, and there's no more guarantee of good active learning on PCs than there is of good active learning in a sandbox.

First, I think we mostly agree.

I most certainly would not want to state that Technology is always the solution. But more, that tools help people do their work. So, if there is a shortage of people to do the work, it is common practice to try to improve productivity with technology. So, in this respect I see the educational problems as a labor shortage problem that might be alleviated by the introduction of technology and tools.

I write "alleviated", not solved. And I do not have a particular preference for certain technologies. My all time favorite educational technology is the blackboard.

I am all for the training of teachers, because that is the other route to higher productivity. But (re-)training of teachers has even more logistic problems than the introduction of technology. And we are already short of teachers. Who will train the teachers?

I have explained my thoughts on these logistic problems of recruiting and training teachers in my February post on ETD.

On your second point.

I introduced a more "neutral" terminology of Spartan and Athenian education to avoid the politicized polemics between "Constructivism" vs "Traditional" education. And, really, these ideas are as old as education itself.

When translated to the developing world, I see the problems mostly as a result of over-crowding and under-training of teachers. The teachers in these schools simply lack the time and means to apply methods targeted at individual students. And as they have never been able to apply such methods, they also lack the training and experience to do so.

I think that to introduce more "modern" (or classical) teaching methods in the developing world it is necessary to first give the teachers the time and means to do so. In front of a class with 60 children and no textbooks or other teaching materials, how much room is there for "Constructivist" education?

How about trying to carve up a little room for such education by supplying textbooks and teaching materials. And if we could introduce something, anything, that would allow the teachers to get one part of the group busy with learning or exercising without the teacher's constant supervision, then she could give more personal attention to the others.

You could do that by hiring low-trained class supervisors that simply help the children with prescribed drill practice. And you could do that with some kind of technology, like cardboard models, or ICT gadgets. My point is that without carving out a little space for the teacher to attend to individual pupils, there will not be much Constructivist teaching.

You have no idea what you are talking about may a tour around Africa would do you some good. Video Conferencing is a far fetched reality. How about we start with the basics a pen, a book and a desk to write on!

This is more realistic than the latter posts.

I feel as if some of the old methods are outdated. I spend tons of money on college and then i go there just to go to my computer and learn what im supposed to. Its almost as if the classroom is just a form of mission administration! Learn this, come back and take a test this day, and im going to waste your time while you do it. Look at khan academy. I learned everything from there.

I regularly check this site to see how the "debate" about ICT is going. And, whew, much to my "comfort", it remains well anchored in the circular mode. And while the debate "rages", children are using technology more and more in their lives, so given the old and stale, old public education structures (aka schools), so much learning is happening outside of schools. When oh When will folks finally come to the realization that we have entered a new phase and reality, when research of ICT in Ed is discussed: "We know it works in practice, but does it work in theory?" This is my answer now to researchers and simply tell them, "Please go visit a classroom where the teachers have done a good job of integrating the technology into the classroom and tell them that according to research, there is nothing really happening." Alfred Jarry, the great French satirical playwright would have a field day on this one. We need to move on folks to developing concerted, coherent actions plans to support our teachers and help them create new learning environments, this in conjunction with students. Now that is one area that technology has made a huge difference: It now includes the voice of students in the design of learning and teaching environments. Some adults are having a tougher time on this element right now.

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Literate and educationally advanced population is the primary characterizing feature of any developed nation. In this context, digital inclusion in education system is seen as a potent solution to the holistic growth of an education system, since it provides a comfortable learning environment that meets the demands of individual learners, and that of the society as a whole. Like many other governments around the world, the Government of India has also made strides in modernizing its education system by promoting Information and Communication Technology (ICT)-based education. Educational institutions support this innovative technology-based education system, known as “Smart Learning”. The current chapter focuses on ICT’s required capabilities in establishing a digital environment and examines how ICT may upgrade education for next generation, while also being effective in smart learning. The study further emphasizes the opportunities and benefits of ICT in the education system, and throws light on a few important initiatives taken by the Indian Government and other organizations toward the holistic development of the Indian education system by bringing sophistication in the field of education. This work can be categorized as descriptive research. Researchers have chosen a qualitative method by reviewing and analyzing reports, research works, and other information sources pertaining to the topic. Thematic and Content Analyses are used to infer from the data acquired from various reports, reviews, and also from experts’ opinions. The challenges that pose impediments in the path of successful implementation of the ICT-based teaching-learning system in India are also dealt with. Findings of this study will provide guidance to educational policymakers as well as future researchers of the country.

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The New Educational Models Based on Information and Communication Technology and Education 4.0

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Acknowledgments

We would like to extend our special thanks and gratitude to Dr. Sangeetha. C. P. (Asst. Professor, Govt Arts College, Coimbatore, India); and Dr. Kuldeep Singh (Assistant Professor; GD Goenka University, Haryana, India) for their constant encouragement and support in completing this study.

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Dr. Prama Chatterjee

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Arnab Gantait

Central University of Andhra Pradesh, Chedulla, Andhra Pradesh, India

Dr. G. Anjaneya Swamy

School of Business, Alcorn State University, Lorman, MS, USA

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Amina Omrane

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Sumona Datta

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Chatterjee, P., Gantait, A., Swamy, G.A., George, B. (2023). Information and Communication Technologies in Education: A Framework for Transforming the Indian Education System through Smart Learning. In: Omrane, A., Patra, G., Datta, S. (eds) Digital Technologies for Smart Business, Economics and Education. Arts, Research, Innovation and Society. Springer, Cham. https://doi.org/10.1007/978-3-031-24101-7_16

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EducoNetImpact: Laureate of the UNESCO ICT in Education Prize

This edition of the Prize , under the theme “Digital learning for greening education”, recognizes EducoNetImpact as one of two winning projects that create synergies between the twin digital and greening transitions of education.

Born from a PhD research project, EducoNetImpact is an educational initiative aimed at raising awareness of “digital sobriety” —a concept promoting eco-friendly and sustainable use of technology. Empowering teachers to educate students about the environmental impact of digital technology, EducoNetImpact has developed a comprehensive pedagogical guide, featuring a self-training course, ready-to-use learning materials, age-appropriate games, and other interactive resources, all accessible through an online platform.

Key achievements and impact

Conceptualized as part of a doctoral research project in 2020, EducoNetImpact has embraced a collaborative approach by working with educators to co-create and test its materials in Belgian classrooms. This iterative process has resulted in a diverse range of open-source licensed resources that are continually updated to remain current and relevant. Notably, the project has recently expanded its content to address the environmental impact of Artificial Intelligence, a pressing issue brought to the forefront by the rapid rise of Generative AI technologies.

EducoNetImpact has been instrumental in raising awareness among teachers through interactive and creative workshops. One notable example is an escape game designed to introduce participants to both the platform’s resources and the concept of ‘digital sobriety’.

The learning and teaching materials developed through the project are aligned with the European Commission’s Digital Competence Framework, ensuring that they meet established standards for digital literacy and environmental responsibility. Utilized by approximately 1,000 teachers and their students, the project has documented positive outcomes, including heightened awareness of digital sustainability and the adoption of more eco-responsible behaviors. These include more sustainable use of digital platforms and enhanced recycling practices for digital devices.

The EducoNetImpact initiative aims to “walk the talk” by actively minimizing the carbon footprint of its digital platform. Its website incorporates eco-design principles and was validated by an eco-socio-design audit conducted by Kastor Green, which awarded the project an overall score of 77% for its eco-design and an impressive 94% for accessibility.

Recognition and future prospects

At the root of the project lies a critical question: while digital technologies are often celebrated for their potential to foster a greener future—by monitoring climate change, optimizing energy efficiency, supporting a circular economy, and alleviating eco-anxiety through demonstrating visible solutions—they also have significant environmental drawbacks. It is increasingly evident that the production and use of these technologies consume substantial amounts of energy and resources, contribute to carbon emissions, and exacerbate the growing problem of electronic waste.

Therefore, as an education initiative, EducoNetImpact seeks to address the knowledge gap on this issue, by raising awareness among teachers and students about the often-overlooked negative impacts of digital technologies on the environment, while encouraging more eco-friendly actions whilst interacting with technologies.

Winning the UNESCO ICT in Education Prize enables the initiative to enhance its digital learning resources platform, introducing new materials and expanding its reach, particularly among older students and those in higher education. Additionally, the prize will support the translation of EducoNetImpact into more languages, broadening its impact beyond the current French version and fostering responsible digital use on a global scale.

The evolution of EducoNetImpact from a doctoral research project to an internationally recognized initiative underlines the crucial role of the research community in addressing contemporary challenges. As Ms Sarah Descamps, lead of EducoNetImpact, puts it: “Receiving this award for EducoNetImpact is an incredible honor and a powerful motivation for the entire research community.”

Receiving this award for EducoNetImpact is an incredible honor and a powerful motivation to the entire research community.

About the ICT in Education Prize

Established in 2005 and supported by the Kingdom of Bahrain, the Prize rewards every year individuals and organizations that enhance teaching, learning and overall education performance. It recognizes innovative approaches in leveraging new technologies to expand educational and lifelong learning opportunities for all. Each prizewinner receives US$ 25,000, a medal and a diploma during a ceremony at UNESCO Headquarters in Paris.

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Dr. Sarvepalli Radhakrishnan Essay: Short And Long Essay Ideas For School Students

Teacher’s day 2024: this article discusses short and long essay ideas in english on dr. sarvepalli radhakrishnan for teacher’s day. find some of the best ideas to write on dr. sarvepalli radhakrishnan in 10 lines, 100 words, 150 words, 250 words, 500 words and long format..

Dr Sarvepalli Radhakrishnan Short and Long Essay Ideas: Are you also a student who is looking for some of the best short and long essay ideas on Dr Sarvepalli Radhakrishnan for Teacher's Day? We have got your back! This article is all about the best lines on Dr. Sarvepalli Radhakrishnan along with a short and long essay to help you out for the special day.

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45+ Teacher's Day Thoughts And Best Quotes By Students To Their Favourite Educator!

Dr. Sarvepalli Radhakrishnan's Essay In 100 Words

Good Morning! Today, I am going to speak some lines about Dr. Sarvepalli Radhakrishnan on the special occasion of Teacher’s Day. Dr.Sarvepalli Radhakrishnan is a renowned Indian philosopher, scholar and statesman. Born on 5th September 1888, he made a significant impact in the society. Not only this, he also served as the first vice president and second president of India.

Dr Sarvepalli Radhakrishnan's Essay In 150 Words

Dr. Sarvepalli Radhakrishnan, born on September 5, 1888, in Tamil Nadu, India, was a distinguished philosopher and educator. He played an important role in shaping the education system of the country. He also earned international recognition for many of his international works and projects. Radhakrishnan also served as India’s first vice president from the year 1952 to 1962. It was his deep commitment to education that made this day an important day to celebrate Teacher’s Day in India.

Teachers are the pillars of society and they impart their knowledge to shape the future generations of the society. A gifted teacher himself, Dr. Sarvepalli Radhakrishnan emphasised the importance of ethical and moral education.

Dr Sarvepalli Radhakrishnan's Essay In 200 Words

Good Morning! Today, I am going to speak some lines about Dr. Sarvepalli Radhakrishnan on the special occasion of Teacher’s Day. Dr. Sarvepalli Radhakrishnan was born in 1888 on the 5th of September in Tamil Nadu at Tirutlani, India. He had a great personality and was a famous teacher as well.

He completed his school at the Christian Missionary Institution of Tamil Nadu and graduated from Madras Christian College. After this, Dr. Radha krishnan got a job as an Assistant Lecturer in the College. He then went on to further jobs and at the age of 30, he was honoured with King-George V chair of Mental and Moral Science by the vice-chancellor at Kolkata University at that time.

He was an excellent teacher and an inspiration for today’s generation. Those students who want to become teachers in the future can take inspiration from Dr. Sarvepalli Radhakrishnan. He also became a famous author and continued to write many articles on different subjects. His exemplary work has been famous worldwide.

Dr Sarvepalli Radhakrishnan's Essay In 500 Words

Students can take the ideas from the above lines and then add on the below lines to complete the essay in 500 words.

Dr. Sarvepalli Radhakrishnan, one of India’s most prominent philosophers and statesmen is best for knowing his important contributions to education, philosophy and the understanding of Indian culture. He was born in 1888 in a small village in Tamil Nadu and yet created a significant impact on society with his intellectual brilliance and unwavering dedication or commitment to the betterment of society.

Top 10 Additional Lines On Dr. Sarvepalli Radhakrishnan

Dr. Sarvepalli Radhakrishnan was born on September 5, 1888, in a small village in Tamil Nadu and he is widely recognised as one of the greatest philosophers and teachers of his time.
Ramakrishnan also served as the first vice president of India from 1952 to 1962. He also served as the second president from the year 1962 to 1967.
His birthday is celebrated as Teacher’s Day on September 5 to honour him and the work he did for the betterment of society.
Dr. Sarvepalli Radhakrishnan has also served as a professor of philosophy at prestigious institutions.
He was also awarded the Bharat Ratna, India's highest civilian honour, in the year 1954.
The projects and impeccable work of Dr. Sarvepalli Radhakrishnan have helped to bridge the gap between Eastern and Western thought, making Indian philosophy more accessible to the world.
The interpretations of Dr. Sarvepalli Radhakrishnan on Hinduism have helped change Western perceptions of Indian spirituality.
Radhakrishnan is best known for his interpretation of Indian philosophy, particularly Advaita Vedanta.
He believed that education should not only impart knowledge but also instil moral and ethical values.
His legacy as a teacher, philosopher, and statesman continues to inspire generations in India and around the world.

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Importance of ICT in Education Essay
Impact of ICT in Education. In cases where there are limitations such that it is impossible to convene people and resources together for learning. E-learning provides a very important and convenient way of teaching people. In such a case, a teacher provides learning materials and lessons online, which can be accessed by his/her students at ...
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250 Words Essay on ICT. Relevance of ICT in modern education. ICT in the past In the 1980's, Britishers introduced PC's in schools. As there wasn't adequate amount of investment, each and every school was provided with just a single computer.
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 ...
The Purpose Of ICT In Schools Education Essay
For education, the purpose of ICT is generally to familiarise students and teachers with the use and workings of computers, related social and ethnical issues. It is generally believed that ICT can empower both teachers and learners. It promotes change the development in 21st century.
Essay On Importance Of ICT In Education
To begin with, ICT stands for information and communication technologies and are defined as a different set of technological tools, devices and resources used to communicate, to create, disseminate, store, and manage information (Steadman, 1998). According to a research on use of ICT in school curriculum "there has been a rise of interest in ...
The Role of Technology in Education: [Essay Example], 689 words
By promoting collaboration and communication, technology can help students develop essential 21st-century skills, such as teamwork, communication, and problem-solving, which are vital for success in the modern workforce. Despite its numerous advantages, the integration of technology into education also raises concerns that must be addressed.
PDF ICT in Education: A Critical Literature Review and Its Implications
ABSTRACT. This review summarizes the relevant research on the use of information and communication technology (ICT) in education. Specifically, it reviews studies that have touched upon the merits of ICT integration in schools, barriers or challenges encountered in the use of ICT, factors influencing successful ICT integration, in-service and ...
Impacts Of Ict In Education Education Essay
Education prepares students for the use of ICT in education, future occupation and social life. Get Help With Your Essay. If you need assistance with writing your essay, our professional essay writing service is here to help! Find out more about our Essay Writing Service. In the education sector, we have seen ICT having a huge impact in the ...
IMPORTANCE OF ICT IN EDUCATION
2) To increase a variety of educational services and medium / method. 3) To promote equal opportunities to obtain education and information. 4) To develop a system of collecting and disseminating educational information. 5) To promote technology literacy of all citizens, especially for students.
Essays on Technology in Education
The integration of technology into educational systems has sparked extensive debate among educators, policymakers, and stakeholders. Proponents argue that technology enhances learning experiences, fosters engagement, and prepares students for a digital future. Critics, however, contend that it can create distractions, widen the digital divide ...
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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 ...
Role of ICT in Education
Use & Benefits of ICT in Education. The use of ICT in education is multifaceted. It provides students access to various online resources, including textbooks, research materials, and educational videos. This accessibility breaks down geographical barriers, making quality education available to learners worldwide, regardless of their location or ...
Information Technology Essay Examples for College Students
The Benefits of Information Technology: Empowering the Modern World. This essay has examined the myriad benefits of information technology, emphasizing its transformative impact on various sectors and aspects of modern society. As IT continues to evolve, its potential to further enhance our lives and the world remains immense.
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Importance of ICT in Education. This paper explores the importance of the tools of the tools of ICT in education and the roles that these tools have played in making learning better and easier. 3.6. Pages: 4. Words: 1177. We will write a custom essay specifically for you by our professional experts.
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ICT in Education: Possibilities and Challenges*. 4/dt/eng/carnoy1004.pdfMartin CarnoyAbstractIn the inaugural lesson for the academic year 2004-2005, the author reflects on the role of informati. n and commu-nications technology in education. He raises some fundamental issues and questions whether ICT is suited to trans-mitting knowledge ...
History of ICT in education: [Essay Example], 957 words
The Calculating Engine: In 1822, Charles Babbage first introduced a calculating engine which led to modern day digital computing. The engine was capable of compute simple mathematics. Charles Babbage is known as the "Father of Modern Digital Computing" as we know digital computers in today's classrooms.
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The role of ICT in education is becoming more and more important. In this paper an attempt has been made to discuss the role of ICT in education. This paper also ... study reports, books, periodicals, research papers, journal, peer - reviewed article were retrieved for comprehensive and holistic analyses. LITERATURE REVIEW :- For the present ...
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about the incorporation of ICT in the education framework. 3.2 Ict Competence: Computer competence is delineated as being competent to handle a variety of diverse computer applications for varied usages (Tondeur, J, 2008). Teachers‟ computer competence is a foremost pointer of integrating ICT in teaching (Bordbar.
Information Communication Technology in Education
Information communication technologies (ICT) at present are influencing every aspect of human life. They are playing salient roles in work places, business, education, and entertainment.
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Decent Essays. 1216 Words. 5 Pages. Open Document. ICT has a huge range of functions in education such as; communication, learning tools, administration, information sources and distance learning. ICT has therefore had quite an impact on education; for instance, the National Curriculum demands children be taught to use computers early on so as ...
The question is not whether, but how ICT can be useful in education
The only two known ways to improve productivity in a service industry are education and ICT, i.e., networked computers. Education was the problem to begin with, so this leaves us with ICT as the only short term way to improve teacher productivity in the schools as described by Oscar Becerra (2010).
Essay on Information Technology in 400 Words
10 shares. 3.1. (328) Essay on Information Technology: Information Technology is the study of computer systems and telecommunications for storing, retrieving, and transmitting information using the Internet. Today, we rely on information technology to collect and transfer data from and on the internet. Say goodbye to the conventional lifestyle ...
Information and Communication Technologies in Education: A ...
The second objective focuses on ICT's potential to create a digital environment, and the numerous benefits of ICT in education and training sectors. The third objective is to investigate the role of Information and Communication Technology (ICT) in the education sector, particularly in higher education and also in "smart learning".
EducoNetImpact: Laureate of the UNESCO ICT in Education Prize
This edition of the Prize, under the theme "Digital learning for greening education", recognizes EducoNetImpact as one of two winning projects that create synergies between the twin digital and greening transitions of education.. Born from a PhD research project, EducoNetImpact is an educational initiative aimed at raising awareness of "digital sobriety" —a concept promoting eco ...
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Whether you're an educator seeking to refine your craft or a lifelong learner eager to expand your horizons, our short courses provide the tools you need to stay at the forefront of education. For other UCT short courses visit The Learning Store to browse a comprehensive catalogue of courses on offer. Available Short Courses
Dr. Sarvepalli Radhakrishnan Essay: Short And Long Essay Ideas For
Read a comprehensive essay on Dr. Sarvepalli Radhakrishnan in English, specially written for school children. Learn about his life, achievements, and contributions to Indian education.