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 Paradigm change
Effect of ICTs on modern education
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Ila Joshi
Academic & Research Head, EMRC,
Ahmedabad, Gujarat
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TAV Murthy
Director, INFLIBNET Centre,
Ahmedabad, Gujarat
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ICTs promise to expand the basic nature of education. Such
as the ability to link written with audio and visual material...
The new century has brought changes practically in all spheres of global communication and global economy. This directly made an impact in education sector leading to several structural changes in the form, organisation and delivery of educational services.
Education was primarily seen as a set of skills, attitudes and values required for citizenship and effective participation in modern society. Today it is rather seen as commodity to be purchased in order to build a ‘skill set’ to be used in market place by multinational corporations.
Technology for education
However, the thinkers have great hope from the 21st century regarding the quality of the education. Adhav and Joshi write that the present status of education emphasizes on deliberation of information while in the future it will be knowing about knowledge and its source.
The key features of the evolving educational system shall be:
- Switching over from ‘teaching’ to ‘education’.
- Stronger bias towards fundamental knowledge and development of an individual’s creative potential.
- Utilisation of new information technology in the selection, accumulation, systematisation, and transfer of knowledge.
The role of ICTs in fact is to facilitate all the above mentioned functions and not only the last one as it is envisaged by the author.
Expand nature of education
ICTs have promised to expand the basic nature of education. Such as the ability to link written with audio and visual material that can enrich the full range of the learner’s senses. The technology also creates a qualitative expansion in the means of education by taking a process rooted in the one-way delivery of knowledge and making it more participatory and reciprocal. Computer communication takes a system of learning based in narrow linear, narrative forms, and opens it up to a wide range of nonlinear, exploratory processes that allow the learner to make full use of his or her own multiple cognitive maps. The students mutually constitute their learning environments, which grow in the learning process.
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