A Framework for ICT Implementation in School Education in India

Abstract

It is widely accepted that digital technologies (popularly known as Information and Communication Technologies or ICT) have the potential to strengthen and reform school education. However, in the absence of clear framework for program design, the impact on learning processes and outcomes from numerous attempts by different governments and other actors has not lived up to this potential. This note provides a holistic framework for such a design, covering infrastructure, teacher education, curriculum and content and education administration, aiming to support the creation of an ecosystem of ICT integration. The note assumes certain principles- firstly ICT program should aim to support the achievement of educational aims. A deep understanding of aims, philosophies, contexts, needs and priorities of education in India, is indispensable for meaningful and effective program design. Secondly, ICT implementation must support the achievement of education policy. The thrust of these policies has been to support constructivist classroom pedagogies, make learning connected to local contexts and responsive to learner needs, make the school culture democratic and participatory, support decentralized school system administration by strengthening school autonomy, teacher agency and connecting the school to the local community, going beyond a narrow focus on learning outcomes. The ‘public’ nature of education aligns strongly with free and open ICT architectures. It is recommended by the National ICT policy that the ICT implementation in school education use free and open technologies, including FOSS (Free and Open Source Software) and OER (Open Educational Resources). The design of ICT programs must consciously aim for sustainability, where the schools and other institutions can continue the integration of ICT beyond the initial investment period. Developing in-house capacities of teachers and teacher educators to appropriate free and open ICTs for their work, can sustain the use of ICT, freed from vendor lock-ins. Using ICT to build peer networks of teachers can support continuing professional development and sustain ICT implementation in the school.