Information and Communication Technology in Higher Education

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Information and communicating engineering ( ICT ) is a force that has changed many facets of the manner we live. If one was to compare such Fieldss as medical specialty. touristry. travel. concern. jurisprudence. banking. technology and architecture. the impact of ICT across the past two or three decennaries has been tremendous. The manner these Fieldss operate today is immensely different from the ways they operated in the past. But when one looks at instruction. at that place seems to hold been an eldritch deficiency of influence and far less alteration than other Fieldss have experienced. A figure of people have attempted to research this deficiency of activity and influence ( e. g. Collis. 2002 ) . There have been a figure of factors hindering the sweeping consumption of ICT in instruction across all sectors. These have included such factors as a deficiency of support to back up the purchase of the engineering. a deficiency of preparation among established learning practicians. a deficiency of motive and demand among instructors to follow ICT as instruction tools ( Starr. 2001 ) .

But in recent times. factors have emerged which have strengthened and encouraged moves to follow ICTs into schoolrooms and larning scenes. As we move into the twenty-first century. these factors and many others are conveying strong forces to bear on the acceptance of ICTs in instruction and modern-day tendencies suggest we will shortly see big graduated table alterations in the manner instruction is planned and delivered as a effect of the chances and affordances of ICT. This paper seeks to research the likely alterations we will see in instruction as ICT acts as a powerful agent to alter many of the educational patterns to which we have become accustomed. In peculiar. the paper will research the impact both current and emerging information and communicating engineerings will be probably to hold in approaching old ages on what is learned. when and where acquisition will take topographic point and how the acquisition will happen. The impact of ICT on what is learned:

Conventional instruction has emphasized content. For many old ages class have been written around text editions. Teachers have taught through talks and presentations interspersed with tutorials and larning activities designed to consolidate and practise the content. Contemporary scenes are now
prefering course of study that promote competence and public presentation. Curricula are get downing to Stress capablenesss and to be concerned more with how the information will be used than with what the information is.

A. competence and performance-based course of study:

The moves to competence and performance-based course of study are good supported and encouraged by emerging instructional engineerings ( e. g. Stephenson. 2001 ) . Such curricula tend to necessitate:

entree to a assortment of information beginnings ;
entree to a assortment of information signifiers and types ;
student-centered larning scenes based on information entree and enquiry ;
larning environments centered on problem-centered and inquiry-based activities ;
reliable scenes and illustrations ; and

instructors as managers and wise mans instead than content experts. Contemporary ICTs are able to supply strong support for all these demands and there are now many outstanding illustrations of universe category scenes for competence and performance-based course of study that make sound usage of the affordances of these engineerings ( e. g. Oliver. 2000 ) . For many old ages. instructors wishing to follow such course of studies have been limited by their resources and tools but with the proliferation and widespread handiness of modern-day ICTs. many Restrictions and hindrances of the yesteryear have been removed. And new engineerings will go on to drive these signifiers of larning farther. As pupils and instructors gain entree to higher Bandwidths. more direct signifiers of communicating and entree to sharable resources. the capableness To back up these quality larning scenes will go on to turn. B. information literacy

Another manner in which emerging ICTs are impacting on the content of instruction course of study stems from the ways in which ICTs are ruling so much of modern-day life and work. Already There has emerged a demand for educational establishments to guarantee that alumnuss are able to expose Appropriate degrees of information literacy. “the capacity to place and publish and so to place. Locate and measure relevant information in order to prosecute with
it or to work out a job originating from it” ( McCausland. Wache & A ; Berk. 1999. p. 2 ) .

The thrust to advance such developments Stems from general moves among establishments to guarantee their alumnuss demonstrate non merely accomplishments and cognition in their capable spheres but besides general properties and generic accomplishments. Traditionally generic accomplishments have involved such capablenesss as an ability to ground officially. to Solve jobs. to pass on efficaciously. to be able to negociate results. to pull off clip. Undertaking direction. and coaction and teamwork accomplishments. The turning usage of ICTs as tools of Every twenty-four hours life have seen the pool of generic accomplishments expanded in recent old ages to include information Literacy and it is extremely likely that future developments and engineering applications will see This set of accomplishments turning even more.

The impact of ICT on how pupils learn

Merely as engineering is act uponing and back uping what is being learned in schools and universities. So excessively is it back uping alterations to the manner pupils are larning. Moves from content-centered Curricula to competency-based course of study are associated with moves off from teacher-centered Forms of bringing to student-centered signifiers. Through technology-facilitated attacks. Contemporary learning scenes now encourage pupils to take duty for their ain Learning. In the past pupils have become really comfy to larning through transmissive Modes. Students have been trained to allow others show to them the information that forms the Curriculum. The turning usage of ICT as an instructional medium is altering and will probably Continue to alter many of the schemes employed by both instructors and pupils in the acquisition Process. The undermentioned subdivisions describe peculiar signifiers of acquisition that are deriving prominence in universities and schools worldwide.

A. Student-centered acquisition

Technology has the capacity to advance and promote the transmutation of instruction from a Very teacher directed endeavor to one which supports more student-centered theoretical accounts. Evidence of This today is manifested in:

The proliferation of capableness. competence and results focused course of study
Moves towards problem-based acquisition
Increased usage of the Web as an information beginning. Internet users are able to take the Experts from whom they will larn

The usage of ICT in educational scenes. by itself acts as a accelerator for alteration in this sphere. ICTs By their very nature are tools that encourage and back up independent acquisition. Students utilizing ICTs for larning intents become immersed in the procedure of larning and as more and more Students use computing machines as information beginnings and cognitive tools ( e. g. Reeves & A ; Jonassen. 1996 ) . the influence of the engineering on back uping how pupils learn will go on to increase. B. Supporting cognition building

The outgrowth of ICTs as larning engineerings has coincided with a turning consciousness and acknowledgment of alternate theories for larning. The theories of larning that hold the greatest Sway today is those based on constructivist rules ( e. g. Duffy & A ; Cunningham. 1996 ) . These Principles posit that acquisition is achieved by the active building of cognition supported by assorted positions within meaningful contexts. The strengths of constructivism prevarication in its accent on larning as a procedure of personal apprehension and the development of significance in ways which are active and interpretive. In This sphere acquisition is viewed as the building of intending instead than as the memorisation of facts ( e. g. Lebow. 1993 ; Jonassen & A ; Reeves. 1996 ) . Learning attacks utilizing modern-day ICTs provide many chances for constructivist larning through their proviso and support for resource-based. pupil centered scenes and by enabling larning to be related to context and to pattern ( e. g. Berge. 1998 ; Barron. 1998 ) . As mentioned antecedently. any usage of ICT in larning Settings can move to back up assorted facets of cognition building and as more and more Students employ ICTs in their acquisition procedures. the more marked the impact of this will Become.

The impact of ICT on when and where pupils learn

In the past educational establishments have provided small pick for pupils in footings of the method And mode in which plans have been delivered. Students have typically been forced to Accept what has been delivered and establishments have tended to be rather sedate and traditional in footings of the bringing of their plans. ICT applications provide many options and picks and Many establishments are now making competitory borders for themselves through the picks they are offering pupils.

A. Any topographic point acquisition

The construct of flexibleness in the bringing topographic point of educational plans is non new ( e. g. Moore & A ; Kersey. 1996 ) . Educational establishments have been offering plans at a distance for many Old ages and there has been a huge sum of research and development associated with set uping Effective patterns and processs in off-campus instruction and acquisition. Use of the engineering. However. has extended the range of this activity and whereas antecedently off-campus bringing was An option for pupils who were unable to go to campuses. today. many more pupils are able to do this pick through technology-facilitated learning scenes. The range and extent of this Activity is demonstrated in some of the illustrations below.

The communications capablenesss of modern engineerings provide chances for many Learners to inscribe in classs offered by external establishments instead than those situated locally. These chances provide such advantages as drawn-out class offerings and eclectic category Cohorts comprised of pupils of differing backgrounds. civilizations and positions. ??The freedoms of pick provided by plans that can be accessed at any topographic point are besides Supporting the bringing of plans with units and classs from a assortment of establishments. There are now infinite ways for pupils finishing undergraduate grades for illustration. to Study units for a individual grade. through a figure of different establishments. an activity that Provides considerable diverseness and pick for pupils in the plans they complete.

B. Any clip acquisition

In concert with geographical flexibleness. technology-facilitated educational plans besides remove Many of the temporal restraints that face scholars with particular demands ( e. g. Moore & A ; Kearsley. 1996 ) . Students are get downing to appreciate the capableness to set about instruction anyplace. Anytime and any topographic point. This flexibleness has heightened the handiness of just-in-time acquisition and provided acquisition chances for many more scholars who antecedently were constrained by other committednesss ( e. g. Young. 2002 ) . Through on-line engineerings larning has become an activity that is no longer put within Programmed agendas and slots. Learners are free to take part in larning activities when clip licenses and these freedoms have greatly increased the chances for many pupils to Participate in formal plans.

??The broad assortments of engineerings that support larning are able to supply asynchronous Supports for larning so that the demand for real-time engagement can be avoided while the Advantages of communicating and coaction with other scholars are retained.

Emerging Issues

A figure of other issues have emerged from the consumption of engineering whose impacts have yet to Be to the full explored. These include alterations to the make-up of the instructor pool. alterations to the Profile of who are the scholars in our classs and paramount in all of this. alterations in the costing And economic sciences of class bringing. A. spread outing the pool of instructors

In the yesteryear. the function of instructor in an educational establishment was a function given to merely extremely qualified people. With technology-facilitated acquisition. there are now chances to widen the Teaching pool beyond this specializer set to include many more people. The altering function of the Teacher has seen increased chances for others to take part in the procedure including Workplace trainers. wise mans. specializers from the workplace and others. Through the affordances And capablenesss of engineering. today we have a much expanded pool of instructors with changing Roles able to supply support for scholars in a assortment of flexible scenes. This tendency seems set to Continue and to turn with new ICT developments and applications. And within this changed pool of instructors will come changed duties and skill sets for future learning affecting high degrees of ICT and the demand for more facilitative than didactic instruction functions.

B. spread outing the pool of pupils

In the yesteryear. instruction has been a privilege and an chance that frequently was unavailable to many pupils whose state of affairs did non suit the mainstream. Through the flexiblenesss provided by engineering. many pupils who antecedently were unable to take part in educational activities are now happening chances to make so. The pool of pupils is altering and will go on to alter as more and more people who have a demand for instruction and preparation are able to take advantage of the increased chances. Interesting chances are now being observed among. for illustration. school pupils analyzing university classs to get the better of restrictions in their school plans and workers set abouting classs from their desktops.

C. The cost of instruction

Traditional thought has ever been that technology-facilitated acquisition would supply economic systems and efficiencies that would see important decreases in the costs associated with the bringing of educational plans. The costs would come from the ability to make classs with fixed constitution costs. for illustration technology-based classs. and for which there would be nest eggs in bringing through big scale consumption. We have already seen a figure of practical universities built around engineering bringing entirely. The world is that few establishments have been able to recognize these purposes for economic system. There appear to hold been many underestimated costs in such countries as class development and class bringing. The costs associated with the development of high quality technology-facilitated acquisition stuffs are rather high.

It has found to be more than a affair of repackaging bing stuffs and big graduated table reengineering has been found to be necessary with big graduated table costs. Likewise costs associated with bringing have non been found to decrease as expected. The chief ground for this has been the demand to keep a comparatively stable pupil to staff ratio and the outlook of pupils that they will hold entree to instructors in their classs and plans. Compared to traditional signifiers of off-campus acquisition. technology-facilitated acquisition has proven to be rather expensive in all countries of consideration. substructure. class development and class bringing. We may hold to poise ourselves for the advantages and affordances which will better the quality of instruction in the close hereafter to besides increase constituents of the cost.

Attempts of Indian authorities in this facet

Recognizing the importance of Information and Communication Technology ( ICT ) the Ministry of Human Resource Development as per the Mission Document. ICT is the tool in instruction available to heighten the current registration rate in Higher Education. at present 15 per centum to 30 per centum by the terminal of the 11th Plan period. The Ministry besides launched a web portal named “SAKSHAT” a ‘One Stop Education Portal’ . The high quality e-content one time developed will be uploaded on SAKSHAT in all subjects and topics. Several undertakings are in the completion phase and are expected to alter the manner instruction and acquisition is done in India.

The Mission has two major constituents viz. . ( a ) content coevals and ( B ) connectivity along with proviso for entree devices for establishments and scholars. It seeks to bR & amp ; Dge the digital divide. i. e. . the spread in the accomplishments to utilize calculating devices for the intent of learning and larning among urban and rural teachers/learners in Higher Education sphere and empower those. who have hitherto remained untasted by the digital revolution and have non been able to fall in the mainstream of the cognition economic system. It plans to concentrate on appropriate teaching method for e-learning. supplying installation of executing experiments through practical research labs. online testing and enfranchisement. online handiness of instructors to steer and wise man scholars. use of available Education Satellite ( EduSAT ) and Direct to Home ( DTH ) platforms. preparation and authorization of instructors to efficaciously utilize the new method of learning larning etc.

On the one manus. the Mission would make high quality e-content for the mark groups and on the other. it would at the same time seek to widen computing machine substructure and connectivity to over 18000 colleges in the state including each of the sections of about 400 universities/deemed universities and establishments of national importance. The equal group assisted content development would use the Wikipedia type of collaborative platform under the supervising of a content consultative commission responsible for vetting the content. Interactivity and job resolution attack would be addressed through “Talk to a Teacher” section. It is an chance every bit good as a challenge for the bright module members of our Universities and Institutions of Excellence to put their rational capital for the cognition authorization of all the scholars of our Country. We need to synergize our single attempts in this way.

Summary and Conclusions

This paper has sought to research the function of ICT in instruction as we progress into the twenty-first century. In peculiar the paper has argued that ICTs have impacted on educational pattern in instruction to day of the month in rather little ways but that the impact will turn well in old ages to come and that ICT will go a strong agent for alteration among many educational patterns. Generalizing current activities and patterns. the continued usage and development of ICTs within instruction will hold a strong impact on:

What is learned ;
How it is learned ;
When and where larning takes topographic point ;
Who is larning and who is learning.

To guarantee that the chances and advantages are realized. it will be of import as it is in every other walk of life to guarantee that the educational research and development dollar is sustained so that instruction at big can larn from within and that experiences and activities in different establishments and sectors can inform and steer others without the continual demand for re-invention of the wheel. Once once more ICTs serve to supply the agencies for much of this activity to recognize the possible it holds.

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Oliver. R. ( 2000 ) . Making Meaningful Contexts for Learning in Web-based Settings. Proceedings of Open Learning 2000. ( pp 53-62 ) . Brisbane: Learning Network. Queensland.
Oliver. R. & A ; Towers. S. ( 2000 ) . Benchmarking ICT literacy in third acquisition scenes. In R. Sims. M. O’Reilly & A ; S. Sawkins ( Eds ) . Learning to take: Choosing to larn. Proceedings of the seventeenth Annual ASCILITE Conference ( pp 381-390 ) . Lismore. NSW: Southern Cross University Press. Soloway. E. & A ; Pryor. A. ( 1996 ) . The following coevals in human-computer interaction. Communicationss of the ACM. 39 ( 4 ) . 16-18.

Starr. L. ( 2001 ) . Available at hypertext transfer protocol: //www. education-world. com/a_tech/tech075. shtml [ Accessed July 2002 ] .
Stephenson. J. . Ed. ( 2001 ) . Learner-managed learning- an emerging teaching method for online acquisition. Teaching and Learning Online: Teaching methods for New Technologies. London. Kogan Page. Young. J. ( 2002 ) . The 24-hour professor. The Chronicle of Higher Education. 48 ( 38 ) . 31-33.

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