The document discusses the concepts of information and communication technology (ICT) and its need and scope in education. ICT is defined as the integration of telecommunications, computers, software, storage, and audiovisual systems to access, store, transmit and manipulate information. The document outlines how ICT can contribute to universal access to education, equity, quality learning and teaching, teacher professional development, and efficient education management. Some strengths of using ICT in education include low costs, distance independence, and uniform quality, while weaknesses include high startup costs and risk of widening the digital divide.

1. ICT: Concept
Need and
Scope
Jammu University
2 Year B.Ed.
Paper 202/3
Sem: II
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2. Information and communications technology
(ICT) is often used as an extended synonym for
information technology (IT)
It is a more extensive term (i.e. more broad in
scope) that stresses the role of unified
communications and the integration of
telecommunications (telephone lines and
wireless signals), computers as well as necessary
enterprise software, middleware, storage, and
audio-visual systems, which enable users to
access, store, transmit, and manipulate
information.

3.  The term ICT is also used to refer to the convergence
of audio-visual and telephone networks with computer
networks through a various linking systems.
 ICT covers any product that will store, retrieve,
manipulate, transmit or receive information
electronically in a digital form.
 Information and communication technology, or ICT, is
defined as the combination of informatics technology
with other, related technologies, specifically
communication technology.
 ICT has no universal definition, since "the concepts,
methods and applications involved in ICT are
constantly evolving on an almost daily basis.”

4. Some underlying principles of ICT
Technology does not exist in isolation
ICT contributes at various points along a line
of activity
ICT is used in activities –the ICT use depends
on the activities
The key outputs of educational activities are
context are knowledge, experience and
products
The output should be useful to the users (self
and others)

5. ICT in Education
 the ever-growing computer-centric lifestyle, which
includes the rapid influx of computers in the modern
classroom.
 can contribute to-
 universal access to education,
 equity in education,
 the delivery of quality learning and teaching,
 teachers’ professional development and
 more efficient education management, governance and
administration.
 Access, inclusion and quality are among the main
challenges they can address.
 All governments aim to provide the most comprehensive
education possible for their citizens within the constraints
of available finance.

6. Scope of ICT
Professional development for teachers
Availability of resources
ICT in schools
Role of ICT in the class
Expanding educational opportunities
Increasing efficiency
Enhancing quality of learning
Enriching quality of teaching

7. Facilitating skill formation
Establishing and sustaining lifelong learning
Improving policy planning and management
Advancing community linkages
IT-Professional and Vocational Education in
Information Technology
Distance Learning
Lifelong Learning
Information Technology in Educational
Management

8. enhance teaching
helping the student learn
that students can find information, they
need proper instructions, they need scope
for creativity, expectations of the teacher
brings forth performance.
Lively teaching learning process

9. Aspects of the educational use of
ICT:
supporting new pedagogical methods
accessing remote resources
enabling collaboration
extending educational programs and
developing skills for the workplace

10. Using ICT in Education
ICT Education:
most common understanding of the field of ICTs
in education
refers to the creation of human resource to meet
the IT needs of the knowledge economy
ICT in Education policy of a government
describes the steps by which computers will be
placed in schools, how teachers and students will
be provided the basic computer programming
skills to cater to the growing job market in
computer based technologies.

11. ICT Supported Education:
A large number of distance education
universities and programmes use ICT to support
the print content that they deliver to students.
Include audio and video such as radio and
television programmes, audio and video tapes
delivered to students as part of a learning kit, and
in more recent times, multimedia content such as
lessons which are delivered off line, i.e. on CDs.
This is also sometimes called multimedia
education, where multiple media are used to
support learning.

12. ICT Enabled Education:
Any educational program that is purely
delivered through ICTs, or with ICT delivered
content as the primary backbone of the
teaching-learning process, such as on line
courses through the web, is ICT enabled
education.
This form of education requires ICT access
and requires that the learner use ICTs as a
primary or basic medium of instruction.

13. Strengths of ICTs
Low per unit cost
Distance and climate independent
Can serve multiple teaching functions and
diverse audiences
High speed delivery, wide reach at low cost
Uniform quality

14. Weaknesses of ICT:
 High infrastructure and start up costs
 Centralized uniform content: The larger the numbers, the
lower the cost. (not taking into account individual
differences)
 Are not ideally location and problem sensitive: Address
problems in a general way, but cannot, without special
effort, solve local and culturally sensitive problems.
 Problems of reach, access, remain: Not everyone has equal
access; so not everyone benefits equally from the use of
ICTs.
 Tend to create new class of knowledge rich/knowledge
poor: Those who have access and knowledge through the
media become richer and those who do not become poorer,
widening the “knowledge or digital gap” between rich and
poor.

15.  Essentially delivery systems: A medium is different
from the content; and often we forget that we can
deliver any content, because ICTs are essentially
meant only to deliver content, not to change attitudes
or bring about behaviour change. ™
 Hard to assess impact: Learning from ICT delivered
content is difficult to assess since such learning is of a
multidimensional and long term kind, rather than from
immediate learning assessment as in a classroom test.
 Reorientation and retraining
 Attitudinal change to understanding of teaching and
learning