Definition of Information and Communication Technologies (ICTs)
Information and Communication Technologies (ICTs) are often associated with the most sophisticated and expensive computer-based technologies. But ICTs also encompass the more conventional technologies such as radio, television and telephone technology.
While definitions of ICTs are varied, it might be useful to accept the definition provided by United Nations Development Programme (UNDP):
‘ICTs are basically information-handling tools- a varied set of goods, applications and services that are used to produce, store, process, distribute and exchange information. They include the ‘old’ ICTs of radio, television and telephone, and the ‘new’ ICTs of computers, satellite and wireless technology and the Internet.
These different tools are now able to work together, and combine to form our ‘networked world’ – a massive infrastructure of interconnected telephone services, standardized computing hardware, the internet, radio and television, which reaches into every corner of the globe’.
When we talk of ICTs, we refer not only to the latest computer and Internet based technologies, but also to simple audio visual aids such as the transparency and slides, tape and cassette recorders and radio; video cassettes and television; and film.
United Nations Development Programme (UNDP):
‘ICTs are basically information-handling tools- a varied set of goods, applications and services that are used to produce, store, process, distribute and exchange information. They include the ‘old’ ICTs of radio, television and telephone, and the ‘new’ ICTs of computers, satellite and wireless technology and the Internet.
These different tools are now able to work together, and combine to form our ‘networked world’ – a massive infrastructure of interconnected telephone services, standardized computing hardware, the internet, radio and television, which reaches into every corner of the globe’.
When we talk of ICTs, we refer not only to the latest computer and Internet based technologies, but also to simple audio visual aids such as the transparency and slides, tape
and cassette recorders and radio; video cassettes and television; and film.
These older and more familiar technologies are referred to under the collective heading of “analogue media” while the newer computer and Internet based technologies are called the “digital media”.
Activity
Everyday, you are exposed to different media, from the time you get up in the morning to the time when you go to
sleep. Think about the different media or ICTs you are exposed to; and list them into categories of “old” and “new”. Write down the reasons for your listing in two columns against old and new.
Other reference to ICTs
The term ICTs refers to forms of technologies that are used to transmit, store, create, share or exchange information. This broad definition of ICTs includes such technologies as radio, television, DVD,
telephone (both fixed and mobile), satellite systems, computer and network hardware and software; as well as the equipment and services associated with these technologies, such as videoconferencing and electronic mail.
Benefits of ICT’s (Literacy Acquisition)
Enhancing learning: ICTs can be used as a tool for acquisition of literacy skills. For example, radio, when used in combination with printed course material, can make literacy lessons more true-to-life and interesting. Also, this combination of audio and visual stimuli is more effective than visual stimuli alone in enhancing vocabulary and sentence construction skills and can aid information processing and memory.
Creating local content: ICTs can enable the rapid and cost-effective creation and distribution of socially, culturally and linguistically appropriate learning content. For example, word processing software can be used to modify literacy education material that has been developed elsewhere to make it available in local languages and on locally relevant subjects.
Professional development of teachers: Qualified and trained teachers represent the key to quality teaching and learner motivation. However, in many countries professional expertise is limited and thinly distributed particularly for the provision of non-formal literacy education. While ICTs cannot be substitute for teachers, ICTs can supplement and support teachers by reducing their workload and enhancing their lessons.
Strengths and Weaknesses of ICTs
Like all innovations that we have come to accept, ICTs also have strengths and weaknesses. We should list these because it is important to know what they are especially if we are to plan and use them effectively.
Some of the strengths of the ICTs Include:
Individualization of learning: This means that people learn as individuals and not as a homogenous group. ICTs allow each individual to relate to the medium and its content.
Interactivity: Interactivity is the way in which a person can relate to the content, go forward and backward in the content, start at any point depending upon prior knowledge instead of always in a sequential way.
Low per unit cost: Per person, ICTs reduce the cost of education from very high to very low.
Distance and climate insensitive: It does not matter where you are, or how the weather is, you can still access and learn from ICTs.
Can serve multiple teaching functions and diverse audiences: ICTs, especially the computer and Internet based can be useful in drill and practice; to help diagnose and solve problems, for accessing information and knowledge about various related themes.
High speed delivery, wide reach at low cost: There is instant delivery of information.
Uniform quality: If content is well produced and is of good quality, the same quality can be
delivered to the rich and the poor, the urban and the those in rural areas.
ICTs also have weaknesses which we must understand. Some of these include:
High infrastructure and start up costs: It costs money to build ICT systems and to maintain them.
Tend toward centralized uniform content in economies of scale: The larger the numbers, the lower the cost. This means that sometimes we try to reach large numbers so we make
content common, not taking into account individual differences.
Are not ideally location and problem sensitive: Address problems in a general way, but cannot, without special effort, solve local and culturally sensitive problems.
Problems of reach, access, remain: Not everyone has equal access; so not everyone benefits equally from the use of ICTs.
Tend to create new class of knowledge rich/knowledge poor: Those who have access and knowledge through the media become richer and those who do not become poorer, widening the “knowledge or digital gap” between rich and poor.
Essentially delivery systems: A medium is different from the content; and often we forget that we can deliver any content, because ICTs are essentially meant only to deliver content, not to change attitudes or bring about behaviour change.
Officers, trainers need reorientation and retraining: Just as people learn to use ICTs, trainers and officers also need training - something they sometimes resent.
Activity
As an individual you still are unsure about the potential of media such as radio and television for adult learning. But, you have been told by your superior officer that from the next financial year, radio and television will be used for adult learning. What are the arguments that you would come up with to support your views if:
b) You would have to convince your superior of the ineffectiveness of these media.
