The utilization of ICTs in classrooms has the capacity to improve education and support teacher development in India. It is crucial to prioritize the training and development of teachers, as they have a vital role in this process. With the increasing availability of computer hardware in schools, careful consideration should be given to its impact on teachers. Does it result in an increase or decrease in their workload?
Does the tool used by teachers deliver the curriculum or provide additional material? Does it influence their teaching methods and subject matter? Schools are now acknowledging the potential significant impacts of ICT, especially with an internet connection. It is still too early to conclusively determine these effects. The rapid emergence of the Internet, particularly the exponential growth of the World Wide Web in 1994, has been noteworthy. However, there are identifiable signs for teaching in a connected classroom.
This paper examines the effects of information and communications technology (ICT) on education, specifically in terms of communication, learning, teaching, and the formation of an information society. ICT has a significant impact on classrooms globally, inspiring and enabling educational transformations.
ICT is revolutionizing our world and the way we learn. It serves as a catalyst for change, transforming teaching and learning in multiple ways. ICT acts as a source of knowledge, a platform for content transmission, and a medium for interaction and dialogue. As these technologies are integrated into classrooms, questions arise about their impact on teachers. Does ICT affect teachers’ workload positively or negatively? Is it an instructional tool that supports the curriculum or introduces additional content? Does it influence both what teachers teach and how they teach?
ICT and its relationship to the Internet are expected to have substantial effects on schools. The specific impacts are not yet fully known. However, it is evident that the Internet, as a vital innovation, has experienced rapid growth since 1994. This paper explores two primary inquiries: the influence of communication technologies on schools and how ICT improves learning.
New applications of information and communications technologies, such as email, Internet, the world wide web and video-conferences, have revolutionized communication possibilities in schools. With internet-connected classrooms, communicating over distance has become easier than ever. It also enables communication beyond the school’s closed culture, allowing for a broader cultural understanding. For instance, students from different countries can exchange experiences through email or video-conferences.
Students joined an expedition to the North Pole using ICT, showing the potential for online collaboration. When working with technology, students frequently work in groups or teams. Initially a response to computer shortages, group work now offers additional advantages of encouraging students to cultivate interpersonal skills needed for life beyond school. The focus is on collaborating to solve problems and achieve objectives. Although each student has a specific role, they are fully engaged in a shared task.
ICT provides individuals with a medium for communicating and managing their communication. This opportunity not only enhances their self-confidence, but also empowers them. Consequently, the dynamics between teachers and students undergo a transformation. With online communication, where computers are connected to the Internet, the user, in this case the students, inevitably gains control. In a connected classroom, the teacher’s authority diminishes as they no longer have full control over the proceedings. The teacher takes on a new role as a leader, helper, partner, and evaluator, simultaneously fulfilling the traditional responsibilities of a subject expert and a manager.
ICT can enhance inclusiveness in the classroom by involving students in collaborative activities. It caters to diverse capabilities, providing opportunities for all students. For instance, email allows physically challenged students to experience “virtual mobility.” However, communication technologies can also lead to exclusionary experiences. Language barriers on the internet, for instance, disappoint or frustrate students. Moreover, enthusiastic students may unintentionally exclude their more hesitant peers, while some individuals may refuse to use computers altogether.
ICT provides students with various tools that can help them with their academic tasks and enhance their learning experience, although it can also be occasionally frustrating. Conversely, teachers encounter the task of becoming facilitators of education. This involves responsibilities such as coordinating group work, fostering inclusivity, and overseeing classroom activities. Teachers are likely to allocate more time to individual support rather than whole-class instruction. Nicolas Negroponte suggests that while there may be a decrease in children with learning disabilities, there is an increase in environments that hinder effective teaching.
The integration of ICT into classrooms through computer technology revolutionizes the teaching process, leading to the potential growth of students. This transformation enhances the learning experience as schools evaluate their curriculum. The traditional knowledge-based approach in education is surpassed by the need for future-focused learning. To tackle this, the International Commission on Education for the Twenty-first Century suggests a framework for educational reform in this new environment.
The main idea of the report is to establish a strong basis for discussing the relationship between ICT and learning. It introduces a framework consisting of four pillars: Learning to know, Learning to do, Learning to live together, and Learning to be. These four pillars bring about a novel balance between knowledge and other forms of learning. The first pillar, learning to know, serves as the foundation for traditional education but now also incorporates the concept of “learning to learn”.
The second pillar encompasses a wide range of skills, such as the ability to handle various situations and collaborate effectively in teams. Learning to live together encompasses not only family and community but also the global setting. It involves fostering an understanding of others and recognizing the significance of interdependence while embracing values such as pluralism, mutual understanding, and peace. Lastly, “learning to be” focuses on nurturing one’s individual potential. The four pillars paint a vivid picture of an open space within a structure, offering the potential for learning to expand and evolve in new and diverse ways.
Traditional education follows a linear model, but in the future, learning may become more reflective of the complex and multidimensional nature of life beyond school. The role of ICT in this shift is significant, as it encourages interaction and discourages passive learning. ICT may be instrumental in freeing teaching and learning from the confines of a linear curriculum, serving as a connection between school-based learning and learning outside of the classroom, whether at home or elsewhere. This contributes to the concept of learning to live together.
The concept of “Learning to be” is highly applicable, indicating that the unconscious learning that occurs in the connected classroom will be recognized as valuable in the future educational system. The summary of this idea is: “Learning to be, in order to enhance one’s individuality and be capable of independent decision-making and personal accountability. In this context, education should not neglect any aspect of an individual’s abilities: memory, logic, appreciation of beauty, physical abilities, and communication skills.” Several of the previously mentioned themes align closely with these qualities and capabilities.
Traditional schools frequently fail to recognize the inherent abilities that each person possesses, which the Commission refers to as “the treasure within”. ICT offers diverse methods to improve learning, but the four-pillar framework underscores the significance of well-rounded development. To attain this equilibrium, educators must embrace a fresh approach to teaching and learning. This discourse on ICT, communication, and learning has brought awareness to substantial transformations in the teacher’s role, particularly their interaction with students.
The teaching profession is concerned about the implications of integrating ICT in schools due to dramatic changes in role, content, and scope of teaching. The barriers to integration are formidable, with resources and technical expertise being the main concerns. Shortage of computers and high cost of internet connection remains a problem for most schools, although the situation is changing rapidly.
However, the primary obstacle to integrating technology into schools and classrooms is not related to hardware and infrastructure. The main challenge lies in transforming teaching. It is crucial to understand that the difficulty is more human-centric rather than technological. Moreover, the focus should not solely be on assisting individuals in operating machines. Instead, the emphasis should be on supporting teachers in incorporating these machines into their teaching practices, as the teaching profession is undergoing a redefinition through this process. The question arises: What kind of assistance do teachers require?
The recent study summarized the main obstacles that teachers face in adopting new technologies. These barriers are described as significant psychological challenges, difficulty in changing pedagogical beliefs and deep-rooted mental structures related to teaching. Teachers fear losing authority and control over their classrooms because they feel their ICT skills are inferior to their students’. Additionally, the rapid pace of change in computer infrastructure and software makes it difficult for teachers and schools to keep up. Institutional and governmental problems and pitfalls also hinder the adoption of new technologies in education. The effort required for teachers to master new technologies is often underestimated. These barriers predominantly stem from human factors, as many teachers perceive ICT as a threat to their professional expertise. To overcome these challenges, future educators need a new approach to teaching and a fresh perspective on learning. While ICT is a valuable tool, its effective use demands proficiency in various specific skills. The task of providing teachers of all levels and sectors with these necessary skills is immense, especially considering the constant development of technology applications.
However, having technical knowledge is just one aspect of the equation. The utilization of ICT effectively cannot be separated from the attitudes and approaches to teaching and learning. The “new” teacher should adopt a relatively open mindset, aiming to inspire, support, and facilitate learning, while creating a conducive learning environment. It is important to strike a balance between incorporating technology and utilizing traditional teaching methods. Ultimately, the successful integration of ICT in schools may require a transformation of the school culture. Looking back, ICT may be seen as the catalyst that sparked new perspectives on teaching and learning, ultimately leading to a more flexible classroom.
