Charania, Amina
(2018)
ICT in education: indicators for meaningful integration in
government schools.
Learning Curve (30).
pp. 18-22.
Abstract
The journey of Information and Communication
Technology in Indian school education started
through National Policy on Education in India in
the year 1984-1986, modified in 1992, stressing
the need to include technology in school education
to improve the quality of education. This policy led
to two central schemes for ICT and Education in
2004, revised in 2010, focusing mostly on computer
literacy and Computer Aided Learning. In 2012, the
ICT policy in School Education came into existence
with the mission of developing accelerating,
supporting and sustaining ICT and ICT-enabled
activities and processes to improve access, quality
and efficiency in the school system.
Over time, the emphasis of ICT in education
schemes and policy progressed from computer
literacy to making ICT connected to school subjects
to improve learning. However, the ground reality is
that the use, role and relationship of ICT with quality
learning remains elusive. This opaque relationship
is a global phenomenon. OECD report (2015)
challenged the value of ICT in influencing learning
in classroom. Infodev (2010) reported that, while in
India and other South Asia countries the interest to
employ ICT tools and devices in schools is high, its
actual use is low. Infrastructure challenge is huge especially
in government schools in India: the erratic
availability of power supply and connectivity
further exacerbates use in rural areas. Further
infrastructure and connectivity alone do not
ensure use. Mobile phones have high accessibility
in the interior rural areas, but their use in schools
is unacceptable.
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