Kala Sarovar- Vol.-25-No.

-1-2022 547

Information and Communication Technology (ICT) in

Abstract
Information communication technologies (ICTs) are currently affecting every aspect of human
life. They are playing a major role in work places, business, education and entertainment. Furthermore,
changes in working conditions, handling and exchanging information, teaching methods, learning
approaches, access to scientific research and information communication technologies have led many to
consider ICT as a catalyst for [Link] this digital age, the use of ICT in the classroom is of utmost
importance to give students opportunities to learn and apply essential skills of the 21st century. ICT
improves the teaching and learning process and increases its importance for teachers to play the role of
creators of the educational environment. ICT enables a teacher to present his teaching in an attractive
manner and enable learners to learn at any stage of educational programmes. Today teaching training
programs in India are becoming useful and engaging with the term ICT. Information and
communication technology (ICT), exemplified by the Internet and interactive multimedia, is clearly an
important focus of future education and needs to be effectively integrated into formal teaching and
learning – particularly in a teacher education institutionbecomes even more important.
Keywords- Education, communication, technology
Introduction
ICT stands for "Information and Communication Technology". It refers to technologies
that provide access to information through telecommunications. It is similar to information
technology (IT) but primarily focused on communication technologies. This includes the
Internet, wireless networks, cell phones, and other communication media. This means that
nowadays we have more opportunities to use ICT in teacher training programs and improve
teacher quality to teach effectively. According to UNESCO "ICT is a scientific, technical and
engineering discipline and management technique used in the management of information, its
application and engagement with social, economic and cultural matters". Teacher is the main
part of the educational sector in our society. He does maximum work to improve the standard of
our society in every field. A skilled teacher can make creative students into a good social
worker, politician, poet, philosopher etc. for the society. Teachers can play a friendly role with
the learner. The rapid development in technology has brought about many creative changes in
our way of living as well as the demands of the society. Recognizing the impact of new
technologies on the workplace and everyday life, today's teacher education institutions strive to
restructure their education programs and classroom facilities to bridge the teaching and learning
technology gap between today and the future.
ICTs are making dynamic changes in the present society. They are affecting all aspects
of life. Its impact is felt more and more in schools. As ICT provides more opportunities for both
students and teachers to adapt learning and teaching to individual needs, society is forcing
schools to respond appropriately to this technological innovation.
The operational definition of information communication technology (ICT) in this
review article refers to the computer and Internet connection used to handle and communicate
information for learning purposes.

 Research Scholar, Department of Sociology, DSB Campus, Kumaun University Nainital.
 Research Scholar, Department of Economics, DSB Campus, Kumaun University Nainital.
Associate Professor, Department of Sociology, DSB Campus, Kumaun University Nainital.
548 keâuee mejesJej-Je<e&-25-mebKÙee-1-2022
E-learning: is a learning program that uses an information network—such as the
Internet, an intranet (LAN) or an extranet (WAN)—for course delivery, interaction and/or
facilitation, whether wholly or in part. Web-based learning is a subset of e-learning and refers to
learning using an Internet browser such as Model, Blackboard or Internet Explorer.
Blended learning: refers to the learning model that combines face-to-face classroom
practice with e-learning solutions. For example, a teacher may facilitate student learning in the
classroom exposure and use models (Modular Object Oriented Dynamic Learning
Environment) to facilitate learning outside the classroom.
Constructivism: A model of learning that treats learning as a process that an individual
'constructs' on the basis of his prior knowledge and experience (Johansson, 1991). Academics
also call it emerging pedagogy in contrast to the long-existing behaviourism approach to
learning.
Learner-Centered Learning Environment: A learning environment that focuses on
the knowledge, skills, attitudes and beliefs that learners bring with them to the learning process
where its inspiration is derived from a learning paradigm called constructivism. In the context
of this article, it means individual engagement of students in the task of learning using a
computer and/or an Internet connection.
In order to effectively harness the power of new information and communication
technologies (ICTs) to improve learning, the following prerequisites must be met:
 Students and teachers should have adequate access to digital technologies and the
Internet in their classrooms, schools and teacher education institutions.
 High quality, meaningful and culturally responsive digital content should be available to
teachers and learners.
 Educators must have the knowledge and skills to use new digital tools and resources to
help all students achieve high academic standards.
Generation of teachers to effectively use new teaching tools in their teaching practices.
For many teacher education programs, this difficult task requires the acquisition of new
resources, expertise and careful planning. In doing this it is helpful to understand:
 The impact of technology on global society and education.
 The broad knowledge that is generated about how people learn and what it means to
create more effective and engaging student-centered learning environments.
 Stages of teacher development and level of adoption of ICT by teachers.
 Specific importance of change process in context, culture, leadership and vision, lifelong
learning and planning for integration of technology in teacher education.
 Required ICT competencies for teachers related to content, pedagogy, technical issues,
social issues, collaboration and networking.
 Importance of developing standards to guide the implementation of ICT in teacher
education.
 Prerequisites for Successful Integration of ICT in Teacher Education.
 Critical strategies to consider in planning the incorporation of ICT in teacher education
and managing the change process.
The document provides a framework for ICT in teacher education and describes the
prerequisites that must be met for successful technology integration. It provides case studies
illustrating the different approaches that can be used in integrating ICT in teacher education and
provides guidelines for the development of a high quality strategic technology plan. Lastly, it
 Kala Sarovar- Vol.-25-No.-1-2022 549

discusses the importance of planning and managing the change process and building a broad
base of support among all stakeholders to achieve the goals of integrating ICT in teacher
education programme.
Information Communication Technologies in Education
WWW- www stands for World Wide Web which is one of the most important and
widely accepted services of the Internet (like IRC, E-mail etc.). Its popularity has increased
dramatically, simply because the colourful and rich ingredients are so easy to use.
According to Dennis P. Curtin (2002): - "The web is a series of interconnected
documents stored on computer sites or websites".
E-learning- E-learning is also known as online learning. E-learning involves learning at
both the formal and non-formal level that uses an information network—the Internet, an intranet
(LAN) or an extranet (WAN). The components include e-portfolio, cyber infrastructure, digital
library and online learning object repository. All the above components create a digital identity
of the user and connect all the stakeholders in education. It also facilitates inter-disciplinary
research.
Group Discussion - Internet Relay Chat (IRC) is one of the popular internet service
which people mostly use for live chatting. A group of people with similar interests can instantly
exchange views/views with each other through the Internet. Description of Internet technologies
required to support education through ICT (www, video conference, teleconference, mobile
conference, CD database, word processor, intranet, internet etc.).
E-Module - The written module is converted and stored in digital version using a word
processor accessible by the user via the Internet.
Teleconferencing
Audio - conferencing - Involves the live (Realtime) exchange of voice messages over a
telephone network, when low-band width text and still images such as graphs, diagrams or
pictures can also be exchanged with voice messages, So this type of conferencing is called
audio graphic. Non-moving visuals are added using a computer keyboard or by drawing/writing
on a graphics tablet or whiteboard.
Video - Conferencing - Video conferencing not only involves the exchange of voice
and graphics, but also the exchange of moving images. Video-conferencing technology does not
use telephone lines but satellite links or television networks (broadcast/cable).
Web-based conferencing - Web-based conferencing, as the name implies, involves the
transmission of text and graphic, audio and visual media via the Internet; This requires the use
of a computer with a browser and communication can be both synchronous and asynchronous.
Open and Distance Learning - All these services availed through ICT play a unique
role in teacher education. This allows for higher participation and greater interaction. It
improves the quality of education through learning, guided instruction, self-learning, problem
solving, information seeking and analysis, and critical thinking, as well as the ability to
communicate, collaborate and learn.
Conclusion
The use of such technology in teaching training programs will effectively enhance the
quality of teaching. A well-designed teacher training program is essential to meet the demand of
today's teachers who want to learn to use ICT effectively for their teaching. It is thus important
for teacher educators and policy makers to understand the factors influencing the effectiveness
 550 keâuee mejesJej-Je<e&-25-mebKÙee-1-2022
and cost-effectiveness of various approaches to the use of ICTs in teacher training in order to
make such changes feasible for all training strategiescan be detected appropriately. So, if ICT is
used in the teaching-learning programs by the institute conducting the teaching-learning
program, then our teaching-learning process will be very smooth and understandable for all
types of students of our country. Finally, more attention should be paid to the specific roles of
ICTs, which include offering multimedia simulations of good teaching practices, providing
personalized training courses, helping to overcome teacher alienation, providing individual
teachers with access to a larger learning community on an ongoing basis. linking and promoting
teachers as teacher support. There is a need to explore the intended as well as unintended
consequences of the use of ICT for teacher professional development.
References
 Becker, Henry. (2000). Findings from the Teaching, Learning, and Computing Survey.
 Education Policy Analysis Archives. 8. 10.14507/epaa.v8n51.2000.
 Collis, B. & Jung, I. &Latchem, C. & Robinson, B.. (2002). Uses of information and
 communication technologies in teacher education. TijdschriftVoor
 Communicatiewetenschappen. 171-192.
 Gülbahar, Y. (2008). ICT Usage in higher education: A Case study on preservice teachers and
 [Link] Turkish Online Journal ofEducational Technology – TOJET, 7(1)
 Jonassen, D.H. (1991). Objectivism versus constructivism: Do we need a new philosophical
 paradigm? Educational Technology Research and development, 39(3), 5-14.
 Pearson, J. (2003). Information and Communications Technologies and Teacher Education in
 Australia. Technology, Pedagogy and Education, 12(1), 39-58.
 Tinio, V.L. (2002). ICT in Education: UN Development Programme. (Retrieved from
 http:[Link] ).





View publication stats