Role of Information and Communication Technologies in Transforming Teaching and Learning Environments

Role of Information and Communication Technologies in Transforming Teaching and Learning Environments

Deepam Goyal (National Institute of Technical Teachers Training and Research, India) and Nitika Goyal (Guru Nanak College, India)
DOI: 10.4018/978-1-7998-0010-1.ch001
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No aspect of human life has remained untouched by information and communication technologies (ICT) at present. Various forms of media like radio, computers, televisions, computers, etc. keep on surrounding us right from the moment we wake up in the morning till we go to bed at night. The electronic media, which have become an inseparable part of our daily lives, fall under the umbrella of a single entity known as ICT. As the society has moved one step ahead from being information society to acquiring the status of knowledge society, the knowledge and use of ICT tools has become even more important. ICT has a deep impact on every sphere of human life and education is no exception. Use of information communication technologies has promoted drastic changes in work environment, transformed the ways of handling and exchanging information, and has an everlasting impact on teaching-learning pedagogy. This chapter presents the role of ICT transforming the teaching and learning environments. The limitation of ICT and the challenges in implementation have also been discussed.
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In this era of digitalization, Information and Communication Technologies (ICT) is moving towards playing a bigger role in the field of education. It has gone far away from just playing a supportive role in education to being an indispensable part of our education system and its importance is going to increase more rapidly with the passage of time [Hawkridge et al., 2018; Brosnan, 2001].

Grading and theoretical learning are inseparable parts of the traditional education system in India. Nowadays, the era of tough competition demands practical knowledge, skills and analytical thinking for survival in the professional world. The conventional style of education has proved to be a failure at every level of education system i.e. school, college and universities [Bandura, 2014]. With the introduction of information and communication technologies in education, it is now feasible to exhibit the theoretical concepts through practical demonstrations with the help of videos, simulation and presentations etc. Thus information and communication technologies has been helping to enhance the quality of education and making the students more employable [Van Lieshout et al., 2018].

Social media, a by-product of information and communication technology, helps in enhancing the knowledge of students by helping them in exchanging ideas, opinions and information with each other. Thus, information and communication technology helps in adding to the knowledge of students by other means also along with increasing the effectiveness of formal education methods (Goyal et al., 2017). But the saddest part of this revolutionary change is that it has failed to leave the desired impact in this field due to social nature of the education process. Education is a teaching-learning process where teachers use to play a vital role in nation building. However, the introduction of ICT, though having numerous benefits, has shaped the education in a manner that it has become just student centric. A novel approach for handling the Multi-Input Multi-Output Student Academic Performance Prediction (MIMOSAPP) problem has been proposed to anticipate the future assessment of a student after being enrolled into a university (Son & Fujita, 2018). The similarities and differences among the various leaning models has been illustrated with the assumption that an instructor should be in control of the learning environment viz. pace and material (Leidner and Javenpaa, 1995). It has been inferred that no particular model is the best approach; indeed, different learning approaches will be appropriate depending on the circumstances – course, content, student experience, maturity, intelligence, and instructor goals, skills, and preferences, among others. The various dimensions of the learning theories have been shown in Figure 1.

Figure 1.

Dimensions of the learning theories


Information and communication technologies can be defined as a collection of resources and tools used to create, store, transfer and control information. The elements of ICT consist of computer systems, communication mediums such as internet, telephones and broadcasting media such as radio, television etc. (Blurton, 1999, Owen et al., 2018). Nowadays, it is a matter of great interest that how technology should be harnessed in order to increase the competence and add value at every stage of the education system both at the administrative as well as teaching-learning framework. Various functions of information and communication technologies in the field of education have been described below (Erstad & Voogt, 2018):

1. ICT: An Aid to Students

Information and communication technologies provides an effective tool to assist students for various activities such as making assignments, conducting surveys, collecting data and other research related activities etc.

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