This document discusses the implications of information and communication technology (ICT) in science education in Pakistan. It notes that Pakistan is ranked 145th in terms of ICT use compared to other countries. The document reviews literature on the use of ICT in education, including how tools like PowerPoint have become common in schools. It also discusses examples of ICT use in education from other countries. The conclusion states that ICT is an essential component for a nation's success in areas like defense, security, economy and education.

1. Implications of ICT in Science Education In Pakistan
An Article
Presented By:-
Miss Shahista Imdad Bukhari
Student of M.Phil in Education (1st Semester)
Allma Iqbal Open University Islamabad
Abstract
ICT is based on individual access, personal mobile phones,
personal computers etc. as well as the new trend for personalization of
the Web. This implies that the needs and the competencies of students
are quiet different, and since ICT allows one-to-one learning, a more
personalized learning may constitute the future trend of higher
education. Day by day new inventions and possibilities are manifested in
this field. Pakistan is an under developing country with huge burden of
problems. If compared with other countries of the world Pakistan is
ranked as 145th in the use of ICT. This indicates that existence of ICT is
improving the educational efficiency as well as obliging for making
policies regarding education sector.
Key words:
ICT use, ICT as the technical tool for Education, Educational Planning,
Advent of ICT in Pakistan, Higher education institutions.

2. INTRODUCTION
In Pakistan, fiber availability is relatively high and therefore even though
at present connectivity is a constraint, this can be overcome. Further, the
Universal Service Obligation Fund (USOF) is committed to providing
broadband to underserved areas. In terms of infrastructure, it was
understood that low levels of electrification, posed a more significant
challenge for integrating ICTs in the education space than low levels of
connectivity. The awareness of primary school children’s is the linkage
between ICT and the way they learn within the situation of a school that
has been particularly successful in integrating ICT into the curriculum.
Incorporating teachers into the research design has the advantage of
aiding the recall of particular learning episodes which, with children of
this age, are a fertile ground for insights into the teaching and learning
dynamic (Goodison, 2002). The teachers mainly focus on the
development of technical ICT skills, whereas the ICT curriculum centers
on the integrated use of ICT within the learning and teaching process.
The potential value of a schoolbased ICT curriculum that ‘translates’ the
national ICT-related curriculum into an ICT plan as part of the overall
school policy (Tondeur, Braak, Valcke., 2006). Despite huge efforts to
position information and communication technology (ICT) as a central
tenet of university teaching and learning, the fact remains that many
university students and faculty make only limited formal academic use of
computer technology (Selwyn, 2006).
Distance education in Pakistan is well established at the higher
education level. Both AIOU and the Virtual University are achieving
important milestones in ICT-enabled learning at the higher education
level. However, Open Schooling has not yet been established for the K
12 level and given the expertise in the country in distance learning
systems; it could be an avenue worth exploring. ICT in Pakistan is at its
initial stage but hopefully moving in right direction though the peace of
progress is slow.
LITERATURE REVIEW
Zaffar Ahmed Shaikh and Shakeel Ahmed Khoja write in their article, “Higher
Education in Pakistan: An ICT Integration Viewpoint” that State of any education
system is determined through quality of its HES. Developed world considers H.E. of
utmost importance for social/economic progress & creation of knowledge-based
society.
PowerPoint and other visual technologies have become persistent in schools.
Adoption of these technologies is perceived as a necessary - or, at the very least, an

3. educationally appropriate, even though systematic examination of their use is
relatively recent (Reedy, 2008). Teacher use of computer mediated communication
(CMC) in future will only be a success if the link between the possibilities of CMC
and teacher practice becomes clearer. Language teachers seem to start using CMC,
even though no evidence was found that these teachers have a more positive
degree of technological innovativeness. The challenge for teachers is to integrate
CMC not only for supportive tasks, but for teaching purposes as well. Nevertheless,
computer networks offer enormous challenges for teaching and learning (Braak,
2000).
Mexico’s Telesecundaria is another notable example of direct class teaching,
this time using broadcast television. The programmed was launched in Mexico in
1968 as a cost-effective strategy for expanding lower secondary schooling in small
and remote communities.
Development in the use of information and communications technology (ICT)
in education of children with a visual impairment. It is argued that information and
communications technology has a valuable role in providing opportunities for
children with a visual impairment to participate more fully in education (Douglas,
2001).
According to http://www.elmoglobal.com/en/html/ict/01.aspx, worldwide
research has shown that ICT can lead to improved student learning and better
teaching methods. A report made by the National Institute of Multimedia Education in
Japan, proved that an increase in student exposure to educational ICT through
curriculum integration has a significant and positive impact on student achievement,
especially in terms of "Knowledge Comprehension" "Practical skill" and
"Presentation skill" in subject areas such as mathematics, science, and social
study.
CONCLUSION
It is clear that the use of ICT as modern technology is inevitable for the
success of a nation in every walk of life. It is an essential component of
methodology in the field of Defense, Security, Economy or Education.
Measures must be taken for the effective use of ICT technology within the
framework of available resources and infrastructural network.
REFERENCES
1. Goodison, T.A., 2002. Learning with ICT at primary level: pupils’ perceptions;
Journal of Computer Assisted Learning, 18: 282-295.

4. 2. Tondeur, J., M. Valcke and J. Van Braak, 2008. A multidimensional approach to
determinants of computer use in primary education: teacher and school
characteristics; Journal of Computer Assisted Learning.
3. https://en.wikibooks.org/wiki/ICT_in_Education/The_Uses_of_ICTs_in_Education
4. http://www.nyu.edu/classes/keefer/waoe/amins.pdf
5. http://www.elmoglobal.com/en/html/ict/01.aspx
6. http://www.educationscotland.gov.uk/learningandteaching/approaches/ictineducation/
roleofictinlearning.asp
7. https://arxiv.org/ftp/arxiv/papers/1206/1206.5132.pdf
8. http://publications.muet.edu.pk/research_papers/pdf/pdf841.pdf
9. http://www.ilearnpakistan.org/pdf/National-Information-Communications-Strategy-
Pakistan.pdf
10. http//highereducationinpakistananictintegrationviewpoint-
zaffarahmedshaikhshakeelahmedkhoja-111104073410- phpapp02.pdf
11. Gabriel, B. Reedy, 2008. PowerPoint, interactive whiteboards, and the visual culture
of technology in schools; Technology, Pedagogy and Education, 17(2): 143-162.