Analysis of ICT in Teaching and Learning in Formal Education System in Developing Countries with Special Focus on Pakistan

• In Event: Poster session I
  In Poster Session: Poster session 1

Proposal

Introduction:
The use of Information and Communication Technology (ICT) in schools is growing popularity since it is seen as an effective tool to enhance quality and effectiveness of the learning process. Huge investments are being made to equip schools with ICT. In the West, ICT is transforming education system but not so much in the developing countries due to its complex nature. This poster presentation will critically analyze the literature on integration of ICT in schools (formal education) in general with a particular focus in Pakistan. It will examine the main issues and challenges around effective implementation of ICT in schools. This poster presentation will conclude with policy imperatives and recommendations for the use of ICT as an effective way forward in achieving United Nations Sustainable Development Goal #4 which is ensuring quality education for all.

This main objective will be to analyze ICT policies and implementation in teaching and learning in Pakistan by assessing:
a. Pakistan’s education policies with regards to ICT
b. The challenges of using ICT in teaching and learning
c. Success stories from Singapore or other Asian countries

Theory:
This poster presentation will use Sen’s Capability Approach to ICT and draw on the Human Capital Theory and Economic Growth to understand how ICT in education can create foundations of unprecedented global, social and economic progress (Earth Institute, 2014).

Literature Review:
So far literature review suggests failures in ICT diffusion into education system can be classified as Becta (2004) identifies them:
Teacher level barriers such as lack of teacher confidence, lack of time, resistance to change and negative attitudes which hinder the progress of ICT in education, and
School level barriers such as lack of effective training, lack of technical support, and accessibility of ICT hardware and software (Bingimlas, 2009).
Another type of failure is policy level barriers such as lack of budget allocation for schools, lack of technology infrastructure, lack of internet, lack of planning and policy implementation at the federal and provincial levels.
Based on the literature review, in order for ICT to be successful in developing countries like Pakistan, , the three groups – teachers, school administration and policy makers need to align their vision together. The policy makers shape a country’s education policies, decide the budget, allocate funds and determine ICT framework, and the teachers and school administration integrate ICT into their lesson plans, activities, ensure appropriate and effective use of ICT to provide quality education to students (Khoja and Shaikh, 2011).

Relevance to CIES:
The contents of this poster responds directly to the CIES theme of ICT and Development particularly with reference to South Asia. It will explore and analyze the assumptions and theories that has led to little success of ICT in education. Based on this, some policy recommendations will be given for the application of ICT as an effective educational tool for developing countries such as Pakistan.

Author

• sana ghazi, University of Pennsylvania