This document discusses the use of information and communication technologies (ICT) in education. It defines ICT and outlines how ICT can be used in education at different levels from theoretical and general perspectives to practical school-based applications. The document also discusses challenges to using ICT in Indian education and potential strategies to address these challenges including improving infrastructure, training teachers, and developing content in local languages. It emphasizes the importance of integrating ICT training into teacher education programs to better prepare future educators to leverage technology.

2. ICT
 A form of technology that
are used to transmit,
process, store, create
display, share or exchange
information by electronic
means.
 It includes such
technologies as radio,
television, video, computer
network, hardware &
software, equipment &
services associated with
these technologies.
EDUCATION
 Socially oriented activity.
 ICT products available
having relevance to education
viz., email, teleconferencing,
television lessons, interactive
radio counselling etc.

3. ICT IN EDUCATION
 Involves the education of
general components of ICT
in the teaching learning
process.
ICT FOR EDUCATION
 Refers to the development of ICT
specifically for teaching learning
process.
USE
OF ICT IN EDUCATION
Theoretical, general and broader
perspective.
USE
OF ICT IN SCHOOL
Practical, limited and specific
perspective.

4. EDUCATION
 Democratization of
education.
 Avoids duplication of work
in educational research &
development.
 Enhances international
dimension of work in
educational research &
development.
 Allows academic
institutions to reach new
international educational
markets.
SCHOOL
 Pupils engage in active
construction of knowledge.
 Enhances learning
environment.
 Learners can access
knowledge at anytime &
anywhere.
 Provides an opportunity of
easy access of learning for
learner with special needs.
 To cater individual
difference.
Potential
Of
ICTs

5. WHERE
 Planning
 Infrastructure
 Teaching and learning
 Management
 Evaluation
HOW
 Graphic aids
 Display board
 Projected aids
 Audio aids
 Activity aids

7.  Educators and Learners can use television programme in local languages and
videos to enhance understanding current affairs, culture, science and others.
 Administrators can use computer based learning management system to deliver
e-learning process and manage students learning.
 Online Web 2.0 communication tools such as blogs, wikis, forums can be used
by educators and students to gain information to form networks with other
students, teachers, schools, subject experts.
 Teachers can use internet in project based learning.
 Examination procedures becomes flexible and convenient both for teachers and
students.

8.  Pre-service student teachers should learn about a wide range of educational
technology across their professional preparation of teachings.
 Pre-service student teachers should learn basic computer literacy, many uses
of technology because these are integrated into their coursework and field
experience.
 Student teachers should explore creative and innovative uses of technologies
in their pre-service teaching.
 In-service teachers should use different moodle assisted by computer
technology and internet packages to modernise their knowledge and also
teaching learning process.
 In-service teachers should provide training on use of ICT tools to both
student teachers and the students in school.

9. CHALLENGES IN
INDIA IN USING
ICT TOOLS
 Poor infrastructure.
 Lack of training.
 Lack of consistent
govt.initiatives.
 Technology support
related.
 Language problem.
 Uncontrolled large
formal education system.
 High demand for
education.
 Barriers to access
education.

10.  Continuous governmental support for National and International
partnership.
 Developmental of advanced policy imperative to support the spreading
of ICT use.
 Support for development of software in vernacular languages in ICT.
 Rigorous training facilities for capacity development of teachers.
 Proper infrastructural support for ICT use and development.
 Creating a positive attitude among the common mass mainly parents
about ICT use.
 Incentives to private and public partnership.
 Remove legal and local barriers.

11. (a)Basic hardware knowledge - Computers – laptops, net-books, tablets, radio and audio
recorders, camera, Printer/peripherals; Cell phones
(b) Basic software knowledge - Public operating systems (e.g. GNU/Linux) – virus free,
free of cost/free to share which support most languages, and basic software applications
that are also free to share, modify and use for office automation, web browsing etc.
(c) Basic knowledge of Internet and web based tools and resources including of cyber
security – avoiding dangers and risks as well as basic website and web tools use (for
creating and maintaining institutional resource portals etc)
(d) Larger socio-cultural, political and economic implications of the emerging network
society, an effect of ICTs.

12.  Ability of hardware (i.e., laptops, desktops) is inadequate at
most teacher education institutes.
 Clean and comfortable classrooms are a rarity.
 Limited availability of content /software i.e. relevant in a
school and teacher context.
 There are limited sources of continuous professional
development in ICT for teacher educators.
 Pre-Service curriculum only aims to enhance the ICT
awareness of pupil teachers; There is no discourse on using
ICT as a pedagogical tool for aiding teacher educators, and
future teachers.

13.  Review the State’s current ICT policy, and include appropriate
components with reference to TE and school education.
 Create a practical, yet aspirational, vision and roadmap of how
various technologies can augment the quality of teacher education.
 Identify and collaborate with relevant partners and NGOs who can
add value in line with the overall ICT in TE policy.
 Identify relevant ICT topics (e.g. use of digital learning resources in
classrooms, leveraging internet for building knowledge) and
integrate them in B.Ed. and M.Ed. syllabus as pedagogical and
learning tools.
 Substantially improve the current ICT infrastructure in TE
institutions (e.g. computer room, at least 3 computers per pupil
teacher, ready internet access on all computers.)
 Create space in syllabus to encourage pupil teachers to use ICT in
their study and projects.

14.  Report of the Joint Review Mission on Teacher Education in
Odisha. March 10-16.
 Information and communication technology in Education: A
Planning Guide. UNESCO.
 Macrow Athena Vongalis (2006). Integrating ICT in pre-service
teacher education Reframing teacher education”.
 UNESCO ICT Competency framework for teachers. (2011).
 WWW.NCTE.Org.in