ICT in Education
Professor Mukhtar Ahmad
Aligarh Muslim University
The promise of ICTs in Education
• It is generally believed that ICTs can
empower teachers and learners,
promote change and foster the
development of ‘21st century skills.
• The use of ICT can support the learning
of other skills.
• ICTs include computers, the internet,
Radio and television, and telephony.
Why use ICT in education?
• There is widespread belief that ICTs can and will
empower teachers and learners, transforming
teaching and learning processes from being
highly teacher-dominated to student-centered.
• This transformation will result in increased
learning gains for students, creating and
allowing for opportunities for learners to develop
their creativity, problem-solving abilities,
informational reasoning skills, communication
skills, and other higher-order thinking skills.
ICT use in education in India
India actively promotes the use of information and communication technologies
(ICTs) in education in the formal education sector today, as it has in the non-
formal sector for more than 40 years.
From the use of radio to spearhead the green revolution, to satellite-based, one-
way and interactive television for rural development in some of the most
backward districts, to today’s thrust for the use of open and distance learning
models to serve the larger
populations, India has tried it all, with varying degrees of success.
In fact, since the early 1950s, Indian policy documents have identified the need to
use all media for promoting development and, implicitly, for education.
History of Technology usage
• Radio and Television were used for open
and distance learning .
• e- learning uses internet, intranet, and
web based learning.
• Presently open and distance learning
uses variety of media, including print, two
way communications, alos face to face
• The subsequent policy and plan documents on
education prepared from time to time, have
chalked out a role for technology applications,
especially in the non-formal education sector.
• Today, the country’s decision-makers, at both
the central and state levels, have chosen to
explore the use of newer computer and Internet
based ICTs for education, along with broadcast
ICTs, and have been promoting the use of open
and distance learning for both the formal and
non-formal education sectors