Unit – I: INFORMATION AND COMMUNICATION TECHNOLOGY ICT: Concept, Objectives, Need and Importance of ICT - Characteristics and Scope of Information and Communication Technology.

1. Chapter 1:ICT Overview ver 1.0 Pg. No.1
Chapter 1: ICT Overview
1. ICT: Definition:
ICT (information and communications technology - or technologies) is an umbrella term that
includes any communication device or application, encompassing: radio, television, cellular
phones, computer and network hardware and software, satellite systems and so on, as well as the
various services and applications associated with them, such as videoconferencing and distance
learning. ICTs are often spoken of in a particular context, such as ICTs in education, health care,
or libraries.
Note: However, ICT has no universal definition, as "the concepts, methods and applications
involved in ICT are constantly evolving on an almost daily basis." The broadness of ICT covers
any product that will store, retrieve, manipulate, transmit or receive information electronically in
a digital form, e.g. personal computers, digital television, email, robots;
1.1. Concept of ICT:
In the past few decades, information and communication technologies have provided society
with a vast array of new communication capabilities. For example, people can communicate in
real-time with others in different countries using technologies such as instant messaging, voice
over IP (VoIP), and video-conferencing. Social networking websites like Facebook allow users
from all over the world to remain in contact and communicate on a regular basis.
Modern information and communication technologies have created a "global village," in which
people can communicate with others across the world as if they were living next door. For this
reason, ICT is often studied in the context of how modern communication technologies affect
society.
It depends on the local culture and the particular ICT available and how it is configured and
managed. The understanding, management and configuration of the available technology might
vary the concept of ICT from:
 A collection of tools and devices used for particular tasks, e.g., publishing, course
delivery, transaction processing...
 An organized set of equipment (like a 'workshop') for working on information and
communication
 components of integrated arrangements of devices, tools, services and practices that
enable information to be collected, processed, stored and shared with others
 components in a comprehensive system of people, information and devices that
enables learning, problem solving and higher order collaborative thinking.
1.2. Objectives
Aims & Objective:
The aims of ICT in Education can be classified under four headings:
a. utilitarian aims,
b. social aims,
c. cultural aims,

2. Chapter 1:ICT Overview ver 1.0 Pg. No.2
d. personal aims.
(a) The utilitarian aims of ICT in education are:
i. to help the learners become competent and confident users of ICT who can make
efficient, effective and creative use of basic application software in their everyday
activities; and,
ii. to encourage the learners to become critical and reflective users of ICT who can evaluate
the capabilities and limitations of the technology and of social, technical, political,
ethical, organisational and economical principles associated with its use; and,
iii. to prepare the learners for the society of tomorrow by making them adaptable users of
ICT who have the necessary openness and flexibility of mind to be able to adjust to future
changes in the technology.
(b) The social aims of ICT in education are:
i. to encourage the learners to develop the appropriate social skills that are essential for co-
operative and collaborative learning based around ICT; and,
ii. to empower ICT disadvantaged learners by ensuring sufficient access for those learners
who have little out-of-school opportunities to use the technology; and,
iii. to facilitate better communication between the learners thereby promoting greater social
understanding and harmony; and,
iv. to ensure equity between all learners by providing appropriate qualitative and quantitative
opportunities to overcome social and learning disadvantages.
(c) The cultural aims of ICT in education are:
i. to help the learners appreciate the richness of our cultural heritage by facilitating access
to all aspects of our unique culture; and,
ii. to help the learners become cultured citizens of the modern world by facilitating the
discovery and appreciation of the cultural heritage of various countries around the world.
(d) The personal aims of ICT in education are:
i. to encourage the learners to develop the appropriate personal skills that are essential for
independent learning based around ICT; and,
ii. to assist the learners to develop their potential to their fullest by facilitating the
acquisition of knowledge; by helping the learner concentrate on higher order cognitive
tasks rather than on lower order routine tasks and by positively affecting the attitude of
the learner towards further learning; and,
iii. to help the learners with special needs integrate themselves within school and society by
increasing their independence and by developing their abilities and interests.
1.3. Need and Importance
Need:

3. Chapter 1:ICT Overview ver 1.0 Pg. No.3
Education is a life long process therefore anytime anywhere access to it is the need
Information explosion is an ever increasing phenomena therefore there is need to get
access to this information
Education should meet the needs of variety of learners and therefore IT is important in
meeting this need
It is a requirement of the society that the individuals should posses technological literacy
We need to increase access and bring down the cost of education to meet the challenges
of illiteracy and poverty-IT is the answer
Importance
access to variety of learning resources
immediacy to information
anytime learning
anywhere learning
collaborative learning
multimedia approach to education
authentic and up to date information
access to online libraries
teaching of different subjects made interesting
educational data storage
distance education
access to the source of information
multiple communication channels-e-mail,chat,forum,blogs,etc.
access to open courseware
better accesses to children with disabilities
reduces time on many routine tasks.
1.4. Characteristics and Scope
Along with approaches to ICT development noted above, there are various characteristics of
schools, or aspects of school leadership, that relate to a school‘s progress in ICT development.
Below are general descriptions of the more important of these characteristics of schools that have
an effect on ICT development within schools.
Vision
Vision refers to the aspirations and goals of both individuals within a school and the school
system as a whole. As the school advances, the mission statements should become clearer and

4. Chapter 1:ICT Overview ver 1.0 Pg. No.4
provide a basis for decision-making. Mission statements should help individual members of the
learning community visualize a school‘s aspirations for the future and act in harmony.
Philosophy of learning and pedagogy
Ways in which teachers and students interact and how the school is managed for learning are part
of what is meant by a school‘s philosophy of learning
Scope of Information and Communication Technology:
IT-Professional and Vocational Education in Information Technology Focus is on the area
of professional and vocational education rather than on specific computing curricula in primary,
secondary or tertiary educational institutions.
Distance Learning To consider what is necessary to prepare the whole society for living in the
information age, using a distance learning system
Lifelong Learning All aspects of the interactive role of informatics and resulting technologies in
lifelong learning.
Research on Education Applications of Information TechnologiesTo provide a forum to
identify issues and priorities for research and to map research policies arising from the differing
cultures in IFIP Member countries.
Information and Communication Technologies in Elementary Education The role of
Information and Communication Technologies (ICT) in elementary education (age range from
pre-school to 13 years).
Informatics and ICT in Secondary Education The role of both informatics and resulting
Information and Communication Technologies (ICT) in secondary education (age range from 11
to 18 years).
Informatics and ICT at the level of Higher Education The role of both informatics and
resulting Information and Communication Technologies (ICT) in higher education.
Information Technology in Educational Management Focus is on use of Information
technology within the educational management of educational institutions, educational
authorities and educational system networks, to enhance educational effectiveness and
development.
Issues in the Use of ICTs in Education
Effectiveness, cost, equity, and sustainability are four broad intertwined issues which must be
addressed when considering the overall impact of the use of ICTs in education.
Key Challenges in Integrating ICTs in Education
Although valuable lessons may be learned from best practices around the world, there is no one
formula for determining the optimal level of ICT integration in the educational system.
Significant challenges that policymakers and planners, educators, education administrators, and
other stakeholders need to consider include educational policy and planning, infrastructure,
language and content, capacity building, and financing.