How can the use of ICTs help improve the quality of education?

Improving the quality of education and training is a critical issue, particularly at a time of educational
expansion. ICTs can enhance the quality of education in several ways: by increasing learner motivation
and engagement,by facilitating the acquisition of basic skills, and by enhancing teacher training.14 ICTs
are also transformational tools which, when used appropriately, can promote the shift to a learner-centered
environment.


Motivating to learn. ICTs such as videos, television and multimedia computer software that combine
text, sound, and colorful, moving images can be used to provide challenging and authentic content
that will engage the student in the learning process. Interactive radio likewise makes use of sound
effects, songs, dramatizations, comic skits, and other performance conventions to compel the students to listen and become involved in the lessons being delivered.More so than any other type of ICT, networked
computers with Internet connectivity can increase learner motivation as it combines the
media richness and interactivity of other ICTs with the opportunity to connect with real people and to
participate in real world events.


Facilitating the acquisition of basic skills. The transmission of basic skills and concepts that are the
foundation of higher order thinking skills and creativity can be facilitated by ICTs through drill and
practice. Educational television programs such as Sesame Street use repetition and reinforcement to
teach the alphabet, numbers, colors, shapes and other basic concepts.Most of the early uses of computers
were for computer-based learning (also called computer-assisted instruction) that focused on
mastery of skills and content through repetition and reinforcement. (See section below on Computer-
Based Learning.)


Enhancing teacher training. ICTs have also been used to improve access to and the quality of teacher
training. For example, institutions like the Cyber Teacher Training Center (CTTC) in South Korea are taking
advantage of the Internet to provide better teacher professional development opportunities to inservice
teachers. The government-funded CTTC, established in 1997, offers self-directed, self-paced
Web-based courses for primary and secondary school teachers. Courses include “Computers in the
Information Society,”“Education Reform,” and “Future Society and Education.” Online tutorials are also
offered, with some courses requiring occasional face-to-face meetings.15 In China, large-scale radioand
television-based teacher education has for many years been conducted by the China Central
Radio and TV University,16 the Shanghai Radio and TV University and many other RTVUs in the country.
At Indira Gandhi National Open University, satellite-based one-way video- and two-way audio-conferencing
was held in 1996, supplemented by print-materials and recorded video, to train 910 primary
school teachers and facilitators from 20 district training institutes in Karnataka State. The teachers
interacted with remote lecturers by telephone and fax (Victoria L. Tinio).