Decoding Information Technology and Informal Infrastructure in Education

Sahil Arora
The efficiency and efficacy of an educational system is measured by its ability and capacity
to deliver quality teaching and improve learning level outcomes. Across nations, one
common enabler which has been supporting this change is technology. A plethora of studies
have showcased the ability of Information and Communication Technology (ICT) to improve
student achievement, especially in the area of data, comprehension, practical and presentation
skills.
The promoters of ICT in teaching and learning argue that it can enhance curriculum delivery,
improve the quality of education and concurrently enhance student learning provided there is
appropriate attention given to pedagogical techniques. The introduction of ICT into the
school curriculum allows learners to become creators of knowledge in their own right, for
example through conducting research for a school project on the internet and then having to
produce a presentation (Mdlongwa, 2012).i Some experts even believe that ICT is the most
powerful means of education in this century as the unprecedented availability of diverse and
relevant information which is made available through the medium of technology extends
educational opportunities even to the marginalized and disadvantaged groups.
To begin with, ICT challenges the ground that learning time measures up to classroom time.
To dodge packed classrooms, a school may embrace a double move framework without
decreasing its understudies' actual study time. Understudies may go to the class for a large
portion of the day and spend the other half required in instructive exercises at home, in a
library or in any other capricious setting. They might be required to watch an instructive
video/ programme and finish related exercises, or work on an online lesson in a group
learning mode.
ICTs can provide rural schools with the resources and teachers which they can't offer to their
understudies since it is troublesome for them to enroll and hold specific instructors and
teachers, especially to show arithmetic, science, and foreign dialects. With the use of
technology, schools need not bother with a full-time resource as they can utilize video
conferencing, TV, or online teaching modules, using especially created sight and sound
materials and sharing one "educator" among a range of schools. On the other hand, retired
high quality teachers who live several miles away and are not able to travel can be utilised to
educate the children via online courses.
The use of ICT in India through education technology has demonstrated potential to increase
the options, access, participation, and achievement for all students. The use of ICT in rural
India has enabled the students to get access to best teachers around the world eliminating the
barrier of distance between them. In this context, the Indian government has been trying to
invest in initiatives which implement ICT in schools often with the support and involvement
of donor agencies like British Council, DFID, and UNESCO etc.
However, in developing economies, like India where ICT is majorly used to increase access
and improve the relevance and quality of education, sustainable integration and efficient
utilisation of ICT in schools is yet to be realised. This may be due to the widespread
repercussions of inequality, poverty, unemployment, and lack of resources, particularly in
those educational institutions which are located in rural districts or tribal areas. This leads to

the debate on effectiveness and efficiency of ICT in teaching and learning which remains
inconclusive till date. With enormous amounts of public resources being invested in
educational technology, the stakeholders involved in the process are increasingly interested in
evaluating whether investing in education technology pays off in terms of increased student
performance.
A lot of educationists and researchers have tried to evaluate the effectiveness of ICT in
teaching and learning by using different parameters and methodologies but the conclusion has
been ambiguous. It is worthy to note how several authors have tried to measure effectiveness
of ICT in teaching methodologies, most have defined efficiency as a quantitative trait which
can improve the students subject related performance and basic skills like reading,
calculation, writing etc. On the other hand, educationists around the world consider efficacy
as a qualitative trait which benefits the learning experience, motivation and engagement of
children.ii
It will be interesting to note how different ICTs can become more effective and integral tools
in education by supporting the traditional methods of teaching and learning. Also, if
accountability has to be demonstrated to donors and stakeholders, monitoring and evaluation
of ICT tools must be a priority area of focus in the future.

References
Thabani Mdlongwa (2012), Information and Communication Technology (ICT) as a means
of enhancing education in schools in South Africa: Challenges, Benefits and
Recommendations. Africa Institute of South Africa

End Notes
Thabani Mdlongwa (2012), Information and Communication Technology (ICT) as a means
of enhancing education in schools in South Africa: Challenges, Benefits and
Recommendations. Africa Institute of South Africa
i

ii

Interview with several educationists