Definition of ICT

Definition of ICT

What are ICTs and what types of ICTs are commonly  used in education?

ICTs stand  for information and communication technologies and are defined, for the purposes  of this primer, as a “diverse set of technological  tools and resources used to communicate, and to create, dis- seminate, store, and manage  information.” These technologies include computers, the Internet, broad- casting technologies (radio and television), and telephony.

In recent years there has been a groundswell of interest in how computers and the Internet can best be harnessed to improve the efficiency and effectiveness of education at all levels and in both formal and non-formal settings. But ICTs are more than just these technologies; older technologies such as the telephone, radio and television, although now given less attention, have a longer and richer history as instructional tools.  For instance, radio and television have for over forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism  in both  developed and  developing  countries.6  The use of computers and  the Internet is still in its infancy in developing  countries, if these are used at all, due to limited infrastruc- ture and the attendant high costs of access.

Moreover, different technologies are typically used  in combination rather  than  as the sole delivery mechanism.  For instance, the Kothmale Community Radio Internet  uses both  radio broadcasts  and computer and Internet technologies to facilitate the sharing of information and provide educational opportunities in a rural community in Sri Lanka.7  The Open University of the United Kingdom (UKOU), established in 1969 as the first educational institution in the world wholly dedicated to open and dis- tance  learning, still relies heavily on print-based materials supplemented by radio, television and, in recent years, online programming.8  Similarly, the Indira Gandhi National Open University in India com- bines the use of print, recorded  audio and video, broadcast  radio and television, and audioconferenc- ing technologies.9

What is e-learning?

Although  most  commonly  associated   with  higher  education and  corporate   training, e-learning encompasses learning at all levels, both formal and non-formal, that uses an information network the Internet, an intranet  (LAN) or extranet  (WAN) whether wholly or in part, for course delivery, interac- tion and/or  facilitation. Others prefer the  term online learning. Web-based learning is a subset  of e- learning and refers to learning using an Internet browser (such as Netscape or Internet Explorer).

What is blended learning?

Another term that is gaining currency is blended learning. This refers to learning models that combine traditional classroom practice with e-learning solutions. For example, students in a traditional class can be assigned both print-based and online materials, have online mentoring sessions with their teacher through chat, and are subscribed to a class email list. Or a Web-based training course can be enhanced by periodic face-to-face instruction. “Blending” was prompted by the recognition  that not all learning is best achieved in an electronically-mediated environment, particularly one that dispenses with a live instructor altogether. Instead, consideration must be given to the subject matter, the learning objectives and outcomes, the characteristics of the learners, and the learning context in order to arrive at the optimum  mix of instructional and delivery methods.

What is open  and distance learning?

Open and distance learning is defined by the Commonwealth of Learning as “a way of providing learning opportunities that  is characterized  by the separation  of teacher  and learner in time or place, or both time and place; learning that is certified in some way by an institution or agency; the use of a variety of media, including print and electronic; two-way communications that allow learners and tutors to interact; the possibility of occasional face-to-face meetings; and a specialized division of labour in the production and delivery of courses.”10

What is meant by a learner-centered environment?

The National Research Council of the U.S. defines learner-centered environments as those  that “pay careful attention to the knowledge, skills, attitudes, and beliefs that learners bring with them  to the classroom.”11 The impetus  for learner-centredness derives from a theory of learning called construc- tivism, which views learning  as a process  in which individuals “construct” meaning  based  on prior knowledge and experience. Experience enables individuals to build mental models or schemas, which in turn  provide  meaning  and  organization  to subsequent experience. Thus knowledge  is not “out there”, independent of the learner and which the learner passively receives; rather, knowledge is creat- ed through an active process in which the learner transforms information, constructs  hypothesis, and makes decisions using his/her mental  models. A form of constructivism  called social constructivism also emphasizes  the  role of the  teacher, parents, peers  and other  community  members  in helping learners to master concepts  that they would not be able to understand on their own. For social con- structivists, learning must be active, contextual  and social. It is best done in a group setting  with the teacher as facilitator or guide.