The term, Information and Communication Technology (ICT) refers to forms of technologies that are used to create, store, share or transmit, exchange information. This broad definition of ICT includes such technologies as: radio, television, video, DVD, telephone (both fixed line and mobile phones), satellite systems, computer and network hardware and software; as well as the equipment and services
associated with these technologies, such as videoconferencing and electronic mail (UNESCO, 2002).
This primer is intended to help policymakers in developing countries define a framework for the appropriate and effective use of ICTs in their educational systems by first providing a brief overview of the potential benefits of ICT use in education and the ways by which different ICTs have been used in education thus far. Second, it addresses the four broad issues in the use of ICTs in education—effectiveness, cost equity and sustainability. The primer concludes with a discussion of five key challenges that policymakers in developing countries must reckon with when making decisions about the integration of ICTs in education, namely, educational policy and planning, infrastructure, capacity building, language and content, and financing (Vikas, 2012).
Relevance of ICT in Education
ICTs help expand access to education ICTs are a potentially powerful tool for extending educational opportunities, both formal and non- formal, to previously underserved constituencies—scattered and rural populations, groups traditionally excluded from education due to cultural or social reasons such as ethnic minorities, girls and women, persons with disabilities and the elderly, as well as all others who for reasons of cost or because of time constraints are unable to enrol on campus.
One defining feature of 10’s is their ability to transcend time and space. ICTs make possible asynchronous learning or learning characterized by a time lag between the delivery of instruction and its reception in learners. Online course materials, for example, may be accessed 24 hours a day, 7 days a week. ICT-based educational delivery (e.g., educational programming broadcast over radio or television) also dispenses with the need for all learners and the instructor to be in one physical location. Additionally, certain types of ICTs, such as teleconferencing technologies, enable instruction to be received simultaneously by multiple, geographically dispersed learners (i.e., synchronous learning) (Vikas, 2012).
Access to Remote Learning Resources: Teachers and learners no longer have to rely solely on printed books and other materials in physical media housed in libraries (and available in limited quantities) for their educational needs. With the Internet and the World Wide Web, a wealth of learning materials in almost every subject and in a variety of media can now be accessed from anywhere at any time of the day and by an unlimited number of people. This is particularly significant for many schools in developing countries, and even some in developed countries that have limited and outdated library resources. ICTs also facilitate access to resource persons—mentors, experts, researchers, professionals, business leaders, and peers— all over the world (Vikas, 2012).
ICT brings more rich material in the classrooms and libraries for the teachers and students.
It has provided opportunity for the learner to use maximum senses to get the information. It has broken the monotony and provided variety in the teaching — learning situation.
The ICT being latest, it can be used both at school and higher education levels in the following areas:
• Teaching
• Diagnostic Testing
• Remedial Teaching
• Evaluation
• Psychological Testing
• Development of Virtual Laboratory
• Online Tutoring
• Development of Reasoning & Thinking
• Instructional Material Development
(Vikram, 2009; Momodu, 2000; Brito & Duarte, 2005).
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