CHAPTER 7
ICT APPLICATIONS FOR SECONDARY EDUCATION
7.1
Introduction
Information and Communication Technology (ICT) is seen integral to the
improvement of quality at the secondary stage, under RMSA. The present chapter
analyses and highlights the possible roles ICT in supporting, catalysing, help
establishing, monitoring and evaluating a varied set of activities in the schools
and the intervening components of the system. Conventionally, materials to
support teaching learning were of two types; visuals in the form of charts, posters,
photographs and models or actual objects. With the advent of projection devices
like the overhead projectors and audio-visual devices like radio, television, tape
recorders, the range of support materials grew. While this led to a richer fare, it
also led to a decline in the use of actual objects, models and even experiments.
This latter phenomenon has had an adverse effect on teaching-learning thereby
pushing students into more passive roles and teaching into an activity of show and
tell.
With the advent of computers with superior graphic capabilities and adequate
computing power to play back audio and video, a diverse set of devices have
become integrated. Computers connected to a projector have emerged as a
convenient device to help students visualise concepts. A large number of audiovisual support in the form of graphics, animation, models, drawings, photographs,
audio and video have been developed, particularly, in science and mathematics.
At the same time, computers are equipped with enormous possibilities for
computing and manipulatives, the potential of transforming classrooms and
teaching-learning practices is brighter. It is appropriate for teachers to recognise
this potential and bring about the necessary changes to evolve their teaching into
more interactive and student centric, learning towards constructivist method
While compact disks and digital versatile disks have made it convenient and cost
effective to store large amounts of data, including audio-visual materials, the
process of making available this CD/DVD across large numbers of schools is still
an expensive proposition. With broadband internet becoming more and more
common, the isolation of individual schools can be easily overcome. It also
facilitates a supply on demand interface, which enables teachers and students to
access resources when they need it and actively select or reject them.
The range of possibilities for transforming classrooms is immense.
Simultaneously, internet enables the development of large networks, which can
cater to a diverse set of needs of the school system. The different issues relating
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to secondary education and ways in which ICT can be leveraged to address them
are detailed below.
7.2
Readying the system for ICT applications
Over time, it has been recognised that establishing the infrastructure – hardware,
software and networks, are critical to any ICT applications. However, what has
not been appreciated is the system’s readiness to take on the tasks concerning
quality interventions to make the most of this technology. It is convenient to
outsource the task of establishing infrastructure to competent outside agencies.
But a similar route for developing system capacities and readiness cannot be
taken.
The school system in the states is spread over a large geographical area. Many of
these schools are in far flung rural areas. This fact challenges reach and
communication. A modern day management cannot afford to treat these schools
as isolated entities and a need for networking them and constantly communicating
with them is essential to manage and improve their quality.
Conventional means of documentation and retrieval of information, as well as its
communication is slow and inefficient. The available data tends to be out of date,
incomplete, non verifiable and not amenable to further analysis. ICT in general
and electronic database applications in particular have enabled large amounts of
varied date to be compiled, repurposed and retrieved in a variety of ways, lending
itself to query and analysis. This is a valuable aid to planning and timely action.
The possibility of hosting such electronic databases in a web environment and
enabling its access in a distributed form enormously increases its access and
timeliness.
Let is consider a few examples of actions that are being proposed and the need for
readiness. The internet can be used as a cost effective means of developing and
disseminating digital resources to teachers and students. Consider the example of
Wikipedia, an enormously popular and ever-growing encyclopaedia on the web
(http://www.wikipedia.org). This encyclopaedia is in the open source. Not only
does everyone have unrestricted access to the content in it, but any one can also
participate in its development. Teachers, students and educators can help
translate the articles into various local languages, write and host articles on
different subjects, particularly those that pertain to local people, events, etc, say
for example, local histories.
In a similar manner, various other initiatives like developing web portals,
management information systems, monitoring and evaluation, digital media
resources, evaluation systems, teacher’s networks, online courses, etc. would
require the involvement of a larger community of people in a varied set of roles
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and also require the states/UTs to evolve mechanisms for such involvement and
participation. This mechanism would require the states to play a proactive role in
setting up groups, empowering them to take appropriate decisions, establish
procedures for larger participation of the school community, defining benchmarks
monitoring and evaluation, and ensuring time bound actions.
Further, enabling schools to automate their functions using electronic databases
and interconnecting them to a state wide network will have implications for the
efficient operation of many schemes of the Government, availability of
information on tap and its use in survey, research, monitoring of systems,
evaluation, and planning activities.
This will also encourage and facilitate the state, district and sub district level
functionaries and resource groups to make informed decisions, participate in the
analysis and research of data and information and be involved in the planning
process.
The national level projections of enrolment as well as requirement of teachers,
classrooms and funds requirements should be treated as indicative. Similar
projections and estimates should be done for each state separately. Like DISE,
this would help strengthen the process of SEMIS data generation and bringing out
the periodical secondary education indices on a regular basis.
In order to leverage these potentials of ICT, the state/UT may undertake the
following activities:
a. Initiate activities to evolve an efficient Management Information System;
study existing information systems and standardize documentation
formats, nature, periodicity, and quality of information; develop software
applications suitable for the input, query and retrieval of different kinds of
information; integrate them into state wide online information systems.
b. Institutionalize the use of Management Information Systems; initiate the
process of orienting/ training personnel in organizing and managing
information; establish infrastructure and software applications at each
source of data and information; mandate the use of electronic information
systems for school, intermediate and State level activities related to
planning and management; establish periodicity and verifiable quality
standards for input of data.
c. Use Management Information Systems for planning and management;
establish the culture of utilisation of data and information in different
planning and management functions; make available data and information
to educators, researchers, planners and administrators at different levels of
the system; encourage and facilitate research and evaluation activities
bases on the MIS.
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7.3
Management of a school and ICT
ICT can also be utilised for tracking, monitoring and evaluation of school and
system level process. Ranging from documentation and data basing different
school level processes, like admission, stores, libraries, activities and
programmes, budgets and spending, communication, and integrating them into a
state wide management information system, it will be possible to analyse different
parameters of quality, combining them at the school cluster, district or state level,
facilitating decision making at different levels. The online networked environment
proposed for a State wide Management Information System can also be utilised
for micro level documentation, data and information compilation and
management of school level processes. Simultaneously it will facilitate micro
(school/department), meso (block/district) and macro (state) level planning.
Activities involved in implementing a programme of school management are:
a. Development of software applications for automation of school processes;
identification of school processes, existing practices, documentation
scheme and formats; development of modules for different school
processes like library laboratory and general stores inventory, admissions,
accounts and financial transactions, etc.
b. Establishing the School Management applications; installation and
commissioning of the different software applications in the school
network; training/orientation of school personnel and creating teacher
profile; establishment of mandates and routines for date input, processing
and submissions.
7.4
Teacher professional development and ICT
Keeping teachers updated on knowledge and skills beyond the period of their preservice training has remained a challenge due to the geographical spread and
numbers of teachers involved. Conventional fact to face training has limited
reach and alternates like cascade models or video conferencing have not had the
same effectiveness. It has also not been economically viable to develop and
disseminate printed material (research, content, etc.)
Teacher Professional Development requires a continuous hand holding focusing
on never trends, techniques, materials and resources. The relevance and
effectiveness of the support system will also be enhanced if it is timely and meets
the exact needs of the teacher. The ideal support system would be an ‘on
demand’ one.
ICT, particularly internet based technologies hold the promise of such as ‘on
demand’ system. Development of peer networks, individualised support from
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experts, resource centres, customised online courses; conferencing, etc. can
facilitate a range of possibilities for teacher development.
Teacher participation in critical analysis of the curriculum and consequent reform
of the curriculum, textbook and digital content development, online peer support
to fellow teachers, functioning a tutors and counsellors to students, managing
online journals, are examples of activities, which enhances teacher confidence and
contributes to their repertoire of knowledge and skills. These can become a
significant contributor to teacher development.
Preparing the system for leveraging ICT for teacher professional development
will involve:
a. Identification of teacher needs and evolution of a scheme of teacher
professional development; involving experienced teachers, teacher
educators, researchers; mapping status of training, addressing teacher
isolation and identifying individual needs of teachers; integrating teacher
development into state policy.
b. Developing online portals with a range of teacher support services and
content; establishing online teacher networks( for example of mathematics
teachers) and mandating with curriculum reform responsibilities;
participation of teachers in development and sharing of resources;
participation of teacher educators in mentoring, quality monitoring and
research.
c. Development and delivery of online courses; need based credit based
courses and their certification; evolving a policy framework for making
these courses mandatory; participation of teacher educators in
management of these courses; practice based courses, for example in
action research, material development, guidance activities; involvement of
state and national level agencies like NCERT , NUEPA and IGNOU in
course evolution, standardization and delivery.
7.5
Assessment, evaluation, examination reforms and ICT
a. ICT can enable a number of interactive applications. Supported by
databases which can store and facilitate search and query, a number of
applications have been developed to assess and evaluate products and
processes. Examples can range from simple question banks, automatically
generated question papers, online tests, automated assessment and
feedback.
b. Leveraging these applications for education can result in improved
practices of tests and examinations. Not only can they reduce the time
involved but also spare that time for the much needed academic input.
Supported by audio-visual and interactive media it can enhance the range
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of questions, particularly the testing of higher order questions, which do
not easily lend themselves to paper pencil tests. At a systemic level, an
automated examination service can facilitate an on demand examinations,
allowing students to take the examination multiple times, without any
increase in the administrative processes.
ICT can be utilised for continuous comprehensive evaluation. Designing
databases which can store student records of performance, longitudinal tracking
of students can be undertaken more efficiently and guiding students towards
improved performance in different areas of growth and development.
It would not be possible for a large school system to make drastic changes. It
would therefore be necessary to engage with the concept of examination reform,
identifying various issues.
Preparing the system for deploying ICT for reform in assessment will involve:
a. evolving a reform agenda and path for assessment, evaluation and
examinations; facilitating survey, research and analysis of the current
status of assessment practices, student performance, cost-benefit analysis
of the prevailing examination system; quality of tests and examinations,
teacher capacity building in construction and implementations of tests and
exams; access to resources;
b. as an immediate step, leveraging ICT to manage the examination system;
enrolling students, issue of admission cards, information to students and
schools, declaration of results, etc.
c. developing networks of teachers, educators, researchers and counselors;
online courses for teachers and access to international practices;
facilitation of research; forums for critical evaluation, introspection and
analysis of student data, examination practices, research insights and
teacher development.
a. developing question banks and software applications which can repurpose
it to serve a range of tests and examinations; student support materials and
resources to prepare students; guidance and counselling to students under
stress;
b. automation of examination; In the short run, mechanisms for collection
and compilation of student performance data across various tests and
examinations, their analysis and feedback to the system; In the long run
automated delivery and administration of tests and examination, online
testing, leading to on demand examination.
c. integrating student performance data into a state wide MIS to facilitate
analysis and research; feedback for system level planning; participation of
teacher educators, researchers and educational planners.
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7.6
Curricular reforms and ICT
Digital content in the form of electronic text and images were among the early
uses of ICT in education. With the progress of technology, digitized audio, video,
animations and simulations have also become part of the repertoire. Value
addition to the normal classroom processes has become eminently possible. CD
and DVD have merged as very popular ways of storing and distributing digital
content. With the availability of higher bandwidths, it has also become possible
for internet to carry all forms of digital content, enabling access to such content
on tap.
A large distributed repository of digital content – text, images, audio, video,
animations and simulations, specifically made to support teaching-learning in
different school subjects are available in CD/DVD form and on the internet.
Much of such content however is in English or other European languages. Many
of them are also copyrighted. Large scale translations, adapting them to Indian
situations using Indian examples, developing similar content situated in local
contexts and entering into arrangements for distribution of such content at a viable
cost will be involved.
Preparing the system for utilising the potentials of digital content involves:
a. Developing the infrastructure at the school level; utilizing the provisions
available under the ICT scheme of the Ministry of Human Resource
Development, computers, accessories and internet connectivity can be
established.
b. Developing web portals and networks at the state levels; identifying
educational agencies to populate and manage the content on these portals;
develop networks of teachers and educators to ensure content flow in to
the portal; develop and nurture editorial teams to ensure validity and
authenticity of content; take up mass scale digitization of print and audio
visual content – for example, dictionaries, encyclopaedias, text and
reference books; manage issues related to copyright and universal access.
c. Establishing a mechanism for developing digital libraries; selection and
collation of existing digital content; adapting and translating them to suit
local needs; provision of budgets and building capacities at the school
level to manage digital libraries; encouraging teachers, educators, software
and media content developers to participate in the process; and evolving
mechanisms to authenticate, validate and evangelise different kinds of
digital content, which would require setting up state level committees.
d. Integrating the use of digital content into the curriculum; orienting
teachers, curriculum developers, textbook writing teams, examination
boards etc. to identify and popularize the use of digital content, which
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would also involve a culture of encouraging students and teachers to go
beyond the textbook; make available a critical amount of digital content,
mapped across different topics of each subjects of the school curriculum,
in order to strengthen teacher confidence in its ready availability.
e. Evolve time bound plans for development, monitoring, and management
of digital content, expanding its use, and increased participation of
teachers and students in the critical use, evaluation and development of
digital content.
7.7
Plan of Action
1. A sub-committee on ICT under National Resource Group (NRG) will have
a major role in leading the ICT based initiatives, catalysing processes,
undertaking research and development, and setting benchmarks for the
various applications suggested. . Popularising these applications would
also require:
a. Showcasing best practices,
b. Developing software applications and digital content,
c. Modelling and demonstrating their use;
d. Research and evaluation of ICT practices of their implementation;
e. Developing courses and hand-holding teachers, teacher educators
and state systems;
f. Developing and enabling monitoring and evaluation.
2. The existing media channels, such as television and radio applications
have been popular and large scale investments have been made in
developing programmes for the school level. In the forefront are
organizations like the Central Institute of Educational Technology,
NCERT, the State Institutes of Educational Technology at Lucknow,
Pune, Ahmadabad, Hyderabad, Trivandrum and Bhubaneswar. Each of
these organizations have been developing and broadcasting television and
radio programmes in Hindi and other regional languages. Leveraging
these programmes will provide a critical mass of digital content which can
catalyse development of curricular support materials. These institutions
also have access to broadcast slots on various channels of Doordarshan,
exclusive educational channels, Gyan Darshan and Gyan Vani, which can
also be utilized for educational support, either for students or for teachers.
3. The exclusive educational satellite EDUSAT has enabled many
educational technology applications, ranging from broadcast, audio and
video conferencing and e-courses. Different states have experimented
with them and have a good collection of insights, knowhow and learning
which can be shared amongst other states. The available EDUSAT
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applications can also be explored to support various ICT enabled
educational activities.
4. State Resource Group (SRG) in collaboration with state bodies like the
Boards of Secondary Education, Teacher Education Institutions,
University departments of Education, NGO and other academic groups
and individuals will play a significant role in establishing the various ICT
initiatives mentioned above and in helping the District Resource Group
(DRG) to establish the utilisation of the potential of ICT in the school
system.
5. Teacher Education Institutions have a particularly significant role in
establishing and supporting libraries and laboratories, organising teacher
support systems, research in education and developing and supporting
assessment and evaluation systems.
The following steps are suggested as a possible means to enable the school system
to grow into using ICT:
a. Constitute a sub-committee team of educators, end users (teachers and
principals), IT professionals, software developers etc. at the state level.
b. The sub-committee on ICT to initiate a process of identifying niche
areas in secondary education which require urgent attention and which at
the same time is suitable for addressing through ICT. The sub group on
ICT under District Resource Group (DRG) will help in identifying the
new areas of ICT at the sub-district level chalking out a time line as per
the relative emphasis the issues deserve.
c. The sub group on ICT under District Resource Group (DRG) and the
sub committee on ICT under State Resource Group (SRG) will act as
feeder to the Planning and Management group, both at the district and
state level, to draw up a plan of implementation in the respective
state/UT’s annual plans. This would include: establishing the
infrastructure, particularly the portals and the networks, internet
connectivity of adequate bandwidth and ensuring adequate comfort
levels with the use of technology.
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