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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
• Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
• E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To sup­port teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful imple­mentation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

• India [ PDF ]
• Detroit, USA [ PDF ]
• Finland [ PDF ]
• Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
• Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
• BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
• Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
• Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
• Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
• Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
• Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
• Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.'  ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
• "Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
• Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
• Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
• Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
• Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
• Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
• Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
• Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
• Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
• Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
• Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
• Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
• Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
• Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
• Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
• Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
• Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
• Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
• Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
• Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
• Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
• Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
• Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
• Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
• Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
• Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
• Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
• Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
• Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
• Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
• Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
• Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
• Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

Related information

• Information and communication technologies (ICT)

Organization: UNDP Country: Fiji Office: UNODC Fiji in Suva Follow @UNjobs Description of assignment title: ICT Assistant Assignment country: Fiji Expected start date: 11/01/2024 Sustainable Development Goal: 9. Industry, innovation and infrastructure Volunteer category: International UN Youth Volunteer Host entity: UNDP Type: Onsite Duration: 12 months (with possibility of extension) Number of assignments: 1 Duty stations: Suva Mission and objectives The UN Development Programme is the lead UN agency fighting to end the injustice of poverty, inequality, and climate change. Working with our broad network of experts and partners in more than 170 countries, we help nations to build integrated, lasting solutions for people and planet. In the Pacific, UNDP provides regional and country support to ten countries (Federated States of Micronesia, Fiji, Kiribati, Republic of the Marshall Islands, Nauru, Palau, Solomon Islands, Tonga, Tuvalu, and Vanuatu) and regional support to five countries (Cook Islands, Niue, Papua New Guinea, Samoa, and Tokelau), together with a total population of 2.4 million. UNDP is guided by a Sub-regional Programme Document for the Pacific Island Countries and Territories 2018-2022, which in turn contributes to the achievement of an overarching UN system-wide Pacific Strategy. The Programme is shaped to assist countries to advance the global 2030 Sustainable Development Agenda tailored to each country's priorities, through focus on data, policy prioritization, participatory planning, and budgeting and monitoring - and with accelerated action to meet the 17 Sustainable Development Goals (SDGs). UNDP seeks to target the most vulnerable i.e. people experiencing hardship, the marginalized living in remote rural areas, those who are vulnerable to climate and disaster risks, as well as women and youth excluded from socio-political and economic participation. UNDP adheres to an inclusive, pro-poor and human rights-based approaches that leverage cross-practice, multi-disciplinary expertise of UNDP. The ICT Assistant provides ICT and administrative support services to the ICT unit, and provides daily technical support to users of information management tools and technology infrastructure in the Country Office. The ICT Assistant promotes a client-oriented approach. The ICT Assistant works in close collaboration with Programme, Operations, and projects teams in the MCO and UNDP HQ staff to resolve ICT- related issues. UNDP adopts a portfolio approach to accommodate changing business needs and leverage linkages across interventions to achieve its strategic goals. Therefore, UNDP personnel are expected to work across units, functions, teams, and projects in multidisciplinary teams in order to enhance and enable horizontal collaboration. Task description Under the direct supervision of ICT Associate and the overall guidance of the Administrative Analyst, the UN Volunteer will undertake the following tasks: Support to the implementation of ICT management systems and strategies, focusing on achievement of the following results: Assist in ensuring compliance with corporate information management and technology standards, guidelines, and procedures for the CO technology environment. Provide ICT support for key events and provide video/audio conferencing support for hybrid meetings. Provide ICT help desk support to colleagues in other agencies Provide input to the result-oriented Unit workplan Support effective functioning of the CO hardware and software packages, focusing on the achievement of the following results: Performance of specific technical functions, including changing of hardware electronic components (disks, memories, network wiring, power sources, etc.) and routine repairs. Assistance in the installation of commercial and in-house developed software and related upgrades. Assistance in upgrading patch and anti-virus programs on a timely basis. Assist in monitoring of file server traffic, usage and performance on a frequent and regular basis. Support to users in backing up and restoring their files by assisting migration of data to the UNDP cloud, as well as in virus detection, removal and prevention. Assist in providing automation and digitalization support for both CO Operations and Programmes: Support in the installation of commercial and in-house developed software and related upgrades. Assist in the development and background support of Sharepoint site for the MCO Platform Assist in the development and testing of Microsoft Forms, List, Power Automate related products eSPTLoK DYr3IT Understanding of Power BI related product Support provision of administrative support, focusing on achievement of the following results: Support maintenance of an up-to-date inventory of software and hardware. Support maintenance of a library of ICT related reference materials. Support maintenance of the inventory and stock of supplies and spare parts in cooperation with the Procurement Unit. Support maintenance of the filing system ensuring safekeeping of confidential materials. Extraction of data from various sources. Research and retrieval of data from internal and external sources; preparation of statistical charts, tables and reports as required. Provision of ICT support to key events. Support facilitation of knowledge building and knowledge sharing in the CO, focusing on achievement of the following results: Participation and assistance in the organization of training for the CO staff on ICT issues. Sound contributions to knowledge networks and communities of practice. Eligibility criteria Age: 18 - 80 Additional eligibility criteria This assignment is funded by the Government of Korea and therefore specific criteria apply: Candidates must be Korean nationals. Candidates must be between 22 and 29 years old at the time of application. NOTE: If you are older than 26 when applying, the system will display a notification that the 'application does not meet the eligibility criteria'. Please disregard this notification and submit your application. Candidates who have already served as UN Youth Volunteer funded by the Government of Korea are not eligible to apply (former UN University Volunteers are eligible). Serving UN Volunteers will not be considered for other UN Volunteer assignments until they reach three (3) months before the End of Contract date of their current UN Volunteer assignment. This provision applies equally to first and subsequent contracts. Candidates may apply to a maximum of three assignments and indicate the order of preference in the ‘Additional remarks' field when filling in the application form. Only shortlisted candidates will be contacted. The selection will be done by the UN Host Entity at the level of the country of assignment. APPLICATION DEADLINE: 30 June 2024 +++ UN Volunteer entitlement calculator: https://app.unv.org/calculator +++ Nationality Candidate must be a national of a country other than the country of assignment. Donor priorities Requirements Required experience 1 years of experience in or demonstrated interest in ICT including network administration, support to management of hardware and software platforms, telecommunications facilities, knowledge of Windows-based packages/applications. Previous experience as a volunteer and/or experience of another culture, (i.e. studies, volunteer work, internship) would be highly regarded. Area(s) of expertise Information technology Driving license English, Level: Fluent, Required Required education level Secondary education Competencies and values ☒ Accountability ☒ Adaptability and Flexibility ☒ Building Trust ☒ Client Orientation ☒ Commitment and Motivation ☒ Commitment to Continuous Learning ☒ Communication ☒ Empowering Others ☒ Ethics and Values ☒ Integrity ☒ Judgement and Decision-making ☒ Knowledge Sharing ☒ Professionalism ☒ Respect for Diversity ☒ Technological Awareness\ ☒ Working in Teams Other information Living conditions and remarks The overall security situation in Fiji remains calm and stable with hazards and petty crime the primary impactors on UN personnel, property, and programmes. The months of November - April are usually the wetter months in Fiji and the months of May - October are the dry season and is less humid. Accommodation, food/water/electricity, medical facilities, and banking facilities are available in Suva. Air travel will be done from the airports in Suva-Nausori or Nadi. The Fijian dollar is the basic unit of currency. Normal banking hours for Fiji are from 9:30am to 4:00pm, Monday - Friday. In Fiji, ATMs are located around the country and at larger resorts and hotels. Inclusivity statement United Nations Volunteers is an equal opportunity programme that welcomes applications from qualified professionals. We are committed to achieving diversity in terms of gender, care protected characteristics. As part of their adherence to the values of UNV, all UN Volunteers commit themselves to combat any form of discrimination, and to promoting respect for human rights and individual dignity, without distinction of a person's race, sex, gender identity, religion, nationality, ethnic origin, sexual orientation, disability, pregnancy, age, language, social origin or other status. 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