The document discusses the use of information and communication technologies (ICT) in education in Pakistan. It notes that ICT use is still in its early stages in Pakistan compared to other countries. The document reviews literature on how ICT has been used successfully in education in other countries through tools like radio, television, and computers. It discusses challenges to using ICT in Pakistan's education system, like lack of infrastructure and resources, but maintains that ICT can improve learning outcomes if implemented properly given Pakistan's circumstances.

1. USE OF ICT IN EDUCATION IN PAKISTAN
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Presented By
Miss Fahmeeda Bano Abro
Student of M.Phil. in Education (1st
Semester)
SHAH ABDUL LATIF UNIVERSITY KHAIRPUR
ABSTRACT
Teaching is regarded as an Art and an effective use of every art
require some techniques. The use of ICT in Education is the same sort of technique
in the form of technology to make the process more effective and useful. The use
of ICT in Education in Pakistan is a new beginning. At a grass roots level it is at its
initial stage. Much is to be done in this field to achieve the promising results. For
the purpose a complete transformation is required from outworn older ideas to
modern techniques. ICT is a vast field of Science and Technology with ever
widening horizons. 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. Here I have tried to find out some solutions to the problem as the nation
could acquire the utmost benefits of the use of ICT in Educational Institutions.

2. Key words:
Teaching is an art, ICT as the technical tool for Education, Advent of ICT in
Pakistan, Maximum benefits from minimum resources.
INTRODUCTION
Every performance demands some techniques and techniques require
the technology of the prevailing time. A successful performance in the field of
academic process also needs same sort of techniques through technology. In
ancient times Body Language, Gestures, Sound effects and standing at high places
were some techniques adopted by every successful instructor or teacher.
In sixteenth century, after Industrial Revolution these techniques were
collaborated with technology to make the process more powerful and effective. In
nineteenth and twentieth centuries the use of technology started in Educational
Institutions. Presently ICT is the key source of powerful techniques used in
educational institutions throughout the world. ICT in Pakistan is at its initial stage
but hopefully moving in right direction though the peace of progress is slow.
LITERATURE REVIEW
According to wiki books Radio and television have been used widely as
educational tools since the 1920s and the 1950s, respectively. There are three
general approaches to the use of radio and TV broadcasting in education:

3. • Direct class teaching, where broadcast programming substitutes for teachers
on a temporary basis;
• School broadcasting, where broadcast programming provides
complementary teaching and learning resources not otherwise available; and
• General educational programming over community, national and
international stations which provide general and informal educational
opportunities.
The notable and best documented example of the direct class teaching approach is
Interactive Radio Instruction (IRI).This consists of “ready-made 20-30 minute
direct teaching and learning exercises to the classroom on a daily basis. The radio
lessons, developed around specific learning objectives at particular levels of
mathematics, science, health and languages in national curricula, are intended to
improve the quality of classroom teaching and to act as a regular, structured aid to
poorly trained classroom teachers in under-resourced schools.” IRI projects have
been implemented in Latin America and Africa. In Asia, IRI was first implemented
in Thailand in 1980; Indonesia, Pakistan, Bangladesh and Nepal rolled out their
own IRI projects in the 1990s. What differentiates IRI from most other distance
education programs is that its primary objective is to raise the quality of learning—
and not merely to expand educational access—and it has had much success in both
formal and non-formal settings. Extensive research around the world has shown
that many IRI projects have had a positive impact on learning outcomes and on
educational equity. And with its economies of scale, it has proven to be a cost-
effective strategy relative to other interventions.
Mexico’s Telesecundaria is another notable example of direct class teaching, this
time using broadcast television. The programme was launched in Mexico in 1968
as a cost-effective strategy for expanding lower secondary schooling in small and
remote communities.
In Asia, the 44 radio and TV universities in China (including the China Central
Radio and Television University), Universitas Terbuka in Indonesia, and Indira
Ghandi National Open University have made extensive use of radio and television,
both for direct class teaching and for school broadcasting, to reach more of their
respective large populations. For these institutions, broadcasts are often
accompanied by printed materials and audio cassettes.

4. Japan’s University of the Air was broadcasting 160 television and 160 radio
courses in 2000. Each course consists of 15 45-minute lectures broadcast
nationwide once a week for 15 weeks. Courses are aired over University-owned
stations from 6 am to 12 noon. Students are also given supplemental print
materials, face-to-face instruction, and online tutorials.
Often deployed with print materials, cassettes and CD-ROMS, school
broadcasting, like direct class teaching, is geared to national curricula and
developed for a range of subject areas. But unlike direct class instruction, school
broadcasting is not intended to substitute for the teacher but merely as an
enrichment of traditional classroom instruction. School broadcasting is more
flexible than IRI since teachers decide how they will integrate the broadcast
materials into their classes. Large broadcasting corporations that provide school
broadcasts include the British Broadcasting Corporation Education Radio TV in
the United Kingdom and the NHK Japanese Broadcasting Station. In developing
countries, school broadcasts are often a result of a partnership between the
Ministry of Education and the Ministry of Information.
Syed Noor-Ul-Amin Ph.D. Research Scholar writes in his paper that, The 1990s was
the decade of computer communications and information access, particularly with
the popularity and accessibility of internet-based services such as electronic mail
and the World Wide Web (WWW). At the same time the CD-ROM became the
standard for distributing packaged software (replacing the floppy disk). As a result
educators became more focused on the use of the technology to improve student
learning as a rationale for investment. According to Daniels (2002) ICTs have
become within a very short time, one of the basic building blocks of modern
society. Many countries now regard understanding ICT and mastering the basic
skills and concepts of ICT as part of the core of education, alongside reading,
writing and numeracy.
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.

5. According to, educationscotland.gov.uk, we are living in a constantly evolving
digital world. ICT has an impact on nearly every aspect of our lives - from working
to socializing, learning to playing. The digital age has transformed the way young
people communicate, network, seek help, access information and learn. We must
recognize that young people are now an online population and access is through a
variety of means such as computers, TV and mobile phones.
As technology becomes more and more embedded in our culture, we must provide
our learners with relevant and contemporary experiences that allow them to
successfully engage with technology and prepare them for life after school.
It is widely recognized that learners are motivated and purposefully engaged in the
learning process when concepts and skills are underpinned with technology and
sound pedagogy. Education Scotland provides advice on resources for
practitioners, parents and pupils to engage with these technologies in order to
inform and enhance the learning experience.
M. Wasif Nisar writes in his article, “Usage and Impact of ICT in Education Sector;
A Study of Pakistan” that 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). It means ICT
is not fully utilized at the academic institutions in Pakistan.
MUHAMMAD NAWAZ TUNIO writes in his article “Evaluation of ICT
Education in Private Secondary Schools” that considering the prevailing global
trends in education, computer study should be treated as a compulsory and students
should be given free access to computer and internet application during computer
class and free period as ICT is increasingly being used to deliver on promises of
universal education. Better secondary education is vital to build an efficient and
effective human resource of every country. Significance of ICT in secondary
schools cannot be exaggerated, in this digital age ICT skills are becoming ever
mandatory to survive. Many institutions perceive it very crucial that ICT

6. orientation to their students and update their soft skills. This needs immediate
acquisition of ICT skills by student.
According to NATIONAL INFORMATION AND COMMUNICATIONS
TECHNOLOGY STRATEGY FOR EDUCATION IN PAKISTAN, Technology,
as we all know, is a catalyst for teaching and learning, and ICT has distinct
advantages that transcend the classroom environment. Yet, it is important to guard
against the use of technology for the sake of technology only. Developing a
comprehensive scheme to use ICT tools to improve the processes of teaching and
learning lends meaning and credibility to their integration in education.
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.
Zaffar Ahmed SHAIKH writes in his article, “ROLE OF ICT IN SHAPING THE
FUTURE OF PAKISTANI HIGHER EDUCATION SYSTEM” that in many
countries, education is more than a means for enabling progress and preventing
poverty; it is also critical for the development of knowledge societies and
knowledge-based economies. As suggested by many researchers, the role of higher
education institutes (HEIs) within the context of knowledge-based economies and
globalization is to give individuals the ability to transform information into socially
beneficial knowledge, skills, and values; modernize societies and improve the
standard of living; and prepare and produce a skilled workforce.
Pakistan is facing very different kind of problems such as, poverty,
security, war on terror and so on. Political instability and lack of good governance
are some peculiar type of problems halting the path of progress and prosperity.
However, the country has taken a good start to transform its institutions with the
power of ICT. A systematic methodology is required to grab the full advantages of

7. this modern technology. In case of Education the criteria must be maintained
within four components, Availability of ICT, Usage of ICT, Knowledge of ICT,
Effectiveness of ICT, and Usage and Impact of ICT in Education Sector of
Pakistan. Efforts must be taken build a mindset to use the technology in a manner
to get the maximum results within the framework of available resources.
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.
REFFERENCES
1-https://en.wikibooks.org/wiki/ICT_in_Education/The_Uses_of_ICTs_in_Education
2-http://www.nyu.edu/classes/keefer/waoe/amins.pdf
3-http://www.elmoglobal.com/en/html/ict/01.aspx
4-http://www.educationscotland.gov.uk/learningandteaching/approaches/ictineducation/roleofictinlearning.asp
5-https://arxiv.org/ftp/arxiv/papers/1206/1206.5132.pdf
6-http://publications.muet.edu.pk/research_papers/pdf/pdf841.pdf
7-http://www.ilearnpakistan.org/pdf/National-Information-Communications-Strategy-Pakistan.pdf
8-http//highereducationinpakistananictintegrationviewpoint-zaffarahmedshaikhshakeelahmedkhoja-111104073410-
phpapp02.pdf