ICT in Education

by
Dr. Rathin Biswas
SPP, IIT Delhi
Email-id: [email protected]

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Education & ICT: National Policy, Mission, Schemes, & Initiatives

❑ National Policy on Education 1986, as modified in 1992, stressed the need to

employ educational technology to improve the quality of education.
This policy statement led to two major centrally sponsored schemes-
▪ Educational Technology (ET)​
▪ Computer Literacy and Studies in Schools (CLASS) ICT @ School - 2004

❑ The significant role ICT can play in school education has also been highlighted
in the National Curriculum Framework (NCF) 2005.

❑ ICT in schools have been subsumed in the Sarva Shiksha Abhiyan (SSA) [2001-22] and
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) in 2009

❑ National Mission on Education through ICT (NMEICT) 2009-Present

❑ The National Education Policy (NEP) 2020 also mentioned about ICT-equipped education

9/30/2024 MHRD-GoI (2012) National Policy on Information and Communication Technology (ICT) In School Education
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Why ICT in Education? ​
❑ ICT can be beneficially leveraged to disseminate information and catalyze adaptation, adoption,
translation and distribution of sparse educational resources distributed across various media & forms.

❑ Enables digitization of audio and video resources available in different languages.

❑ ICT can address teacher capacity building, ongoing teacher support and strengthen the school
system's ability to manage and improve efficiencies, which have been difficult to address so far due to
the size of the school system and the limited reach of conventional methods of training and support.

❑ Deployment of ICT in schools can help promote digital creativity via software tools, media and
interactive devices in order to promote creative, aesthetic, analytical and problem solving abilities and
sensitivities in students and teachers.

❑ It helps to engage with the state’s welfare commitment by providing education to the differently
abled and those with special needs​

❑ Providing flexible study routines promotes even women empowerment by enabling mothers & even
working professionals and aged

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 How many dimensions you can guess,
where ICT interventions are possible in Education?

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ICT in Lesson Imparting ​

❑ ICT enabled teaching-learning encompasses a variety of techniques, tools, content and

resources aimed at improving the quality and efficiency of the teaching learning process​
❑ Teachers will participate in selection and critical evaluation of digital content and resources.

ICT for Children with Special Needs​

❑ Use of ICT will catalyze the cause and achieve the goals of inclusive education
❑ All teachers will be sensitized to issues related to students with special needs and the
potential of ICT to address them

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ICT for Management in Educational Establishment ​

❑ Management Information Systems (MIS)

▪ Library automation,
▪ Access to internet resources,
▪ Office automation,
▪ Maintenance of records,
▪ Student tracking,
▪ Resource planning,
▪ Increasing efficiency​

❑ Nation wide network of schools and related matters​

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ICT for Teacher Capacity Building​

❑ Capacity building of teachers will be the key to the widespread infusion of ICT
enabled practices. Such methods include-

▪ Training as well as Refresher Courses across all levels​

▪ Sensitization through ICT operational skills and ICT enabled subject teaching
skills, teachers will become part of online professional groups​

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Open Source Learning and Platforms​

❑ Open and Distance Learning with the use of ICT opens out alternate possibilities for students
who have dropped out, cannot continue formal education or are students of the non-formal
system of education​

❑ Existing formal systems of Education will be strengthened with ICT based instruction

❑ Present Open Schooling systems (e.g. National or State level Open Schools) will be
strengthened by harnessing ICTs innovatively eg. IGNOU​

❑ All Open and Distance Learning Systems will be automated and provide online, all services
including admissions, examinations, e-Accreditation and grievance redressal

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ICT for Assessment​

❑ The presence of platforms checking student’s responses, providing performance summaries

and feedback.
▪ DIKSHA (Digital Infrastructure for Knowledge Sharing) ​platform

❑ To make assessment more interesting and less overwhelming for the students, gamified
versions of learning is encouraged

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ICT for Vocational Training​

❑ Job oriented courses in ICT toward the vocational stream at the higher secondary level​

❑ Modular courses with wide range of choices, catering to a variety of job options, hardware
and software platforms, tools and resources​

❑ Mechanisms to counsel students in selecting career paths

❑ An open learning system

❑ On-demand evaluation and certification

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ICT in Education: Dimensions

ICT in Lesson
Imparting

ICT for
ICT for
Vocational
Management
Training

ICT
In
Education
ICT for
ICT for Teacher
Assessment Capacity
Building

Open Source
Learning
Platforms

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ICT Policy Implementation: Roles & Responsibilities

❑ Programme Monitoring and Evaluation Group (PMEG)- Ministry of HRD (MoE), Government of India​
▪ tasked with the overall responsibility of guiding the implementation of the ICT programme in schools
across the country​

❑ Inter-ministerial Group - An Inter-Ministerial Group consisting of members from the Ministry of HRD, Ministry of
Communications and Information Technology, Ministry of Information and Broadcasting, Department of Space,
Department of Science & Technology, Ministry of Power, Ministry of New and Renewable Energy, Ministry of
Labour and Ministry of Rural Development and such other Ministries dealing with issues related to education​
▪ responsibility of guiding technological choices and specifying cost effective and optimum infrastructure and
connectivity​

❑ National and State level Agencies - National and State level agencies, like the National Council of Educational
Research and Training, the Central Institute of Educational Technology, the National Institute of Open Schooling,
the State Councils of Educational Research and Training, the State Institutes of Educational Technology or any
other public educational agency designated by the State​
▪ develop curriculum, resources, and undertake capacity building programmes

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Challenges in Effective Implementation of ICT in Education​

❑ The need for regular updating with the new innovations makes it an overwhelming experience for the teachers​​

❑ Several barriers, some extrinsic related to the availability of resources, time, support system, training facilities

❑ Many intrinsic factors such as attitudes, beliefs, practices, and the resistance of the teachers also affect prompt
adoption of ICT​

❑ In a diverse country like India, the digital divide also plays a major role in access to ICT tools​

❑ Availability of limited or no access to hardware facilities can pose the biggest challenges in adopting
technologies for the teachers​

❑ Basic facilities of electricity and internet, making teachers rely on text book based teaching​

❑ Lack of digital literacy and adequate continuous training about the use of technology in the teaching process

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NMEICT – National Digital Library

National Digital Library of India (iitkgp.ac.in)

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NMEICT – SWAYAM

https://swayam.gov.in/
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NMEICT – SWAYAM PRABHA

https://www.swayamprabha.gov.in/
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NMEICT – FOSSEE (Free and Open Source Software for Education)

https://fossee.in/
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NMEICT – Virtual Labs

https://www.swayamprabha.gov.in/
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NMEICT – e-Yantra

e-Yantra: Engineering a better tomorrow

https://youtu.be/gpVYeH3gYes
eFSI - https://youtu.be/IFb3j9KujzU
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 Thank You

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