AEIJMR Vol 4 Issue 6 June 2016 ISSN - 2348 - 6724

Role of ICT in Higher Education and Its Challenges for the 21st Century
*Vandana Sharma & Simmi
*Assistant Professor, DAV College, Sector 10, Chandigarh
Abstract
Education means development of overall personality which includes physical,
cognitive, affective and spiritual well-being of learner. ICT (Information and
Communication Technology) is a gift of 21st century to human-kind. In recent
years, ICT has rapidly acquired a special place in society. Without doubt, this is
also true in education. However, one of the most common problems of using ICT in
education is to base choices on technological possibilities rather than educational
needs. This paper attempts to highlight the role of ICT in higher education and its
challenges for the 21st century.
Keywords: Higher Education, Information and Communication Technology (ICT)
Introduction
Education plays an important role in the development of any nation. Education
tells people how to think, how to act, and how to make decisions. The better your
education, the more choices and opportunities you are going to have in life. In
India, education system was as old as the Indian civilization, but the modern
education system faces many challenges. When we talks about education, we do
not limit us with formal education, it also includes informal and non-formal
education.
In India, higher education is viewed as a powerful means to build knowledge based
society. The Indian Higher Education System has established itself as the largest
system in the world in terms of number of institutions and third largest in terms of
student enrollment (after China and USA). While several new institutions have
emerged due to significant increase in private sector participation over the last few
years, concerns remain regarding the quality of education being imparted to
students.
What is ICT?
Information and Communication Technologies (ICTs) are referred to as the varied
collection of technological gear and resources which are made use of to
communicate. They are also made use of to generate, distribute, collect and
administer information. Information and Communication Technologies consist of
the hardware, software, networks, and media for collection, storage, processing,
transmission and presentation of information (voice, data, text, images), as well as
related services. ICT is a force that has changed many aspects of the way we live.
When looking at the integration of ICT to support the achievement of educational
objectives, it can be found that after almost two decade of using ICT to stimulate
development, it is not yet fully integrated in development activities and awareness
rising is still required. ICT is about the new ways in which people can
communicate, inquire, make decisions and solve problems. It is the processes, tools
and techniques for:

gathering and identifying information

classifying and organizing
summarizing and synthesizing
analyzing and evaluating
speculating and predicting
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AEIJMR Vol 4 Issue 6 June 2016 ISSN - 2348 - 6724

ICT and Higher Education
The major teaching and learning challenges facing higher education revolve around
student diversity, which includes, amongst others, diversity in students academic
preparedness, language, caste, gender, class and schooling background.
Integrating ICT in teaching-learning process is high on the educational reform
agenda. ICTs need to be seen as an essential aspect of teaching toolkit in the 21st
century, affording new and transformative models of development that extend the
nature and reach of teaching-learning process wherever it takes place.
ICTs are also tools which enable and bring about transformation which, when used
properly, can encourage the shift an environment which is learner-centered. ICTs
which can be in the form of videos, television and also computer multi-media
software, that merges sound, transcripts and multicolored moving imagery, can be
made use of so as to make available stimulating, thought provoking and reliable
content that will keep the student interested in the learning process.
ICT in Research
Application of ICT in higher education research is very powerful. Research area in
higher education benefited the most from the use of ICT. The application of ICTs in
academic research has grown steadily in the past 10 to 15 years in both developing
as well as developed countries, although there are wide variations in usage both
within and between countries and regions.
In India, four areas are particularly important for ICT in research:
Firstly, it provides the infrastructure (computers, broadband, wireless, etc), data
collection and storage, processing, computing power, visualization, simulations.
Secondly, the combination of communications and digital libraries is equalizing
access to academic resources, greatly enriching research possibilities for smaller
institutions and those outside the big cities. Digital libraries are very useful for the
institutions specially situated in the tribal and rural area. These digital libraries
provide researchers with online access to the contents of hundreds of thousands of
books from major publishing houses, research reports, and peer- reviewed articles
in electric journals.
Thirdly, the steady increases in bandwidth and computing power available have
made it possible to conduct complex calculations on large data sets.
Lastly, communication links make it possible for research teams to be spread
across the world instead of concentrated in a single institution.
ICT in Teaching
ICTs are a powerful tool for extending educational opportunities, both formal and
non-formal, to scattered (tribal) and rural populations, groups traditionally
excluded from education due to cultural or social reasons such as ethnic
minorities, girls and women, persons with disabilities, and the elderly, as well as all
others who for reasons of cost or because of time constraints are unable to enroll
on campus.
ICTs make teaching-learning process possible and within a reach, by a time lag
between the delivery of instruction and its reception by learners. Online course
materials, for example, may be accessed 24 hours a day, 7 days a week. Teachers
and learners no longer have to rely solely on printed books and other materials in
physical media housed in libraries (and available in limited quantities) for their
educational needs. With the Internet, a wealth of learning materials in almost every
subject and in a variety of media can now be accessed from anywhere at any time
of the day and by an unlimited number of people.
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United Nations Educational, Scientific and Cultural Organization (UNESCO)
principles on ICT in education can be summarized as follows:
Old and new technologies need to be used in a balanced way. On-the-air and offthe-air radio/radio-cassette, television and offline video-assisted technologies are
still considered valid and cost-effective modes of education delivery, as important
as more interactive computer/Internet-based virtual education or online distance
learning.
The demand for higher education cannot be met in both the developed and
developing world without distance or virtual modes of learning.
Vocational training needs cannot be met without virtual classes, virtual
laboratories, etc.
Educational goals cannot be met without gender sensitivity. Wherever possible,
the proposed indicators will address the need to measure the gender gap.
Large Classroom
The growth of mass higher education has made large classes an endemic feature of
several courses at higher education institutions. Large class sizes make it difficult
for teachers to employ interactive teaching strategies or to gain insight into the
difficulties experienced by students. Large classes pose problems for all students
but students who are under-prepared are particularly affected. It is these contexts
that provide useful opportunities for educational technologies.
Use of ICTS for Inclusive Education
Inclusive Education proposes all students are provided with equal access to
education within the context of a mainstream educational system and not in a
segregated setting. Accessible ICTs have a major role to play in enabling
educational authorities, educators, students and parents to move towards a more
inclusive educational system.
Specific benefits for students:
Computers can improve independent access for students to education
Students with special educational needs are able to accomplish tasks working at

their own pace

Visually impaired students using the internet can access information alongside

their sighted peers

Students with profound and multiple learning difficulties can communicate more

easily
Students using voice communication aids gain confidence and social credibility

at college/university and in their communities as well

Increased ICT confidence amongst students motivates them to use the internet

at home for assignment and leisure interests.

Benefits for teachers:

Supports reflection on professional practice via online communication

Enhances professional development and the effectiveness of the use of ICT with

students through collaboration with peers

Materials already in electronic form (for example, from the internet) are more

easily adapted into accessible resources such as large print or Braille.

Benefits for parent:
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Use of voice communication aids encourages parents to have higher
expectations of childrens sociability.

Challenges Faced By ICT in India

While using ICTs in teaching has some obvious benefits, ICTs also bring challenges.
Firstly, the high cost of acquiring, installing, operating, maintaining and
replacing ICTs.
Secondly, introducing ICT systems for teaching in India has a particularly high
opportunity cost because installing them is usually more expensive in absolute
terms than in industrialized countries whereas, in contrast, alternative investments
(e.g., buildings) are relatively less costly here.
Thirdly, using unlicensed software can be very problematic, not only legally but
in the costs of maintenance, particularly if the pirated software varies in standard
formats.
Fourthly, even though students can benefit immensely from well-produced
learning resources, online teaching has its own unique challenges as not all
faculties are ICT literate and can teach using ICT tools.
Fifthly, the basic requirement of electricity and telephone networks is not
available in some part of the country. Also many collages do not have proper rooms
or buildings so as to accommodate the technology.
Lastly, the four most common mistakes in introducing ICTs into teaching are:
i) installing learning technology without reviewing student needs and content
availability;
ii) imposing technological systems from the top down without involving faculty and
students;
iii) using inappropriate content from other regions of the world without customizing
it appropriately; and
iv) Producing low quality content that has poor instructional design and is not
adapted to the technology in use.
In India, another challenge is that the teachers need to develop their own capacity
so as to efficiently make use of the different ICTs in different situations. They
should not be scared that ICTs would replace them as English being the dominant
language most of the online content is in English. This causes problems as in India
the people are not comfortable with English.
Conclusions
As move into the 21st century, many factors are bringing strong forces to bear on
the adoption of ICTs in higher education. It is believed that the use of ICT in
education can increase access to learning opportunities. It can help to enhance the
quality of education with advanced teaching methods, improve learning outcomes
and enable reform or better education systems. The integration of ICTs in higher
education is inevitable. One of the great benefits of ICTs in teaching is that they
can improve the quality and the quantity of educational provision. For this to
happen however, they must be used appropriately. The use of ICT creates an open
environment which enables the storage and the reuse of information materials as
also it enables the interface among the teachers as well as students.
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