ICT for people, society and development
Information and communication technology (ICT) has already been experienced as one of the most powerful development of 21st century. The development, diffusion and use of ICT have brought revolutionary changes in various sector of the globe. There is no doubt that the formation of knowledge economy, globally interconnected societies is the result of development and usage of ICT. The development and usage of ICT like other development has varied greatly from societies to nations. But something different that we can see is that this technology has changed the pattern and dimension of development. For example several developing countries like India, China and other such countries which have favoured ICT development and usage have highly benefited in the development and growth of economy. Similarly developed countries are able to construct a strong knowledge based economy, informed and networked societies using the potential of ICT. This is realised true when we see only the developed part of it. But when we try to see the other part being specific and from many aspects then a question arises if every nation, societies are really able to exploit the power and advent of ICT? Then the answer is not that easy as we explain. Like several other advents and developments ICT is also creating a dangerous gap between people, societies and nation. This negative and dangerous impact might be in same or different pattern but if this development brings divide and inequity among people and societies like other in the past then this is a real challenge.
Becoming aware of this issue I am trying to analyse various possibilities of ICT in overall development of developing countries. This might be as well implied for developed countries in some cases.
ICT has been now taken as a major sector for economic development by many nations. India has tremendously developed IT market and thus contributed in the economic development of its region. There may be different ways and preferences to use ICT in economic development. But ICT has become a major part of economy is several other developing as well as developed countries. Automation work, software development, development of communication and such other information tools has generated a huge market creating a huge economy. This has created a competitive human capital, knowledge oriented market, lot of new jobs and income for people thus increasing consumption in overall market. ICT has greatly contributed to stimulate the economic growth in some developing countries like India, China and some other developing as well as developed countries. India has developed itself as a back office for global destinations by taking outsourced technical and customer service work. Software development and export also contributes a lot in economic growth of India. China’s economy is greatly supported by export of ICT tools, devices and software’s as well. This has proved that ICT can greatly support in economic growth and development.
When we look at the overall development of the society and the role of ICT for socio-economic development then we can see a very large vacuum. It has been generally seen that ICT is revolving within urban region, few organizations and people in developing countries. In developed countries also it has been noticed an increasing digital divide, difficulty in accessing ICT technology and its optimum usage has also been seen as a problematic issue. The bitter truth is that many developing countries still remain rural in terms of infrastructural development and people suffer from chronic poverty. In Nepal, thirty-five percent of total population lives in poverty, nearly fourty-five percent people are illiterate. Those people have no access to clean drinking water, food, basic health, education. People have very low income or no income. People are unskilled so have very low wage rate. Minority groups have not been integrated in the main stream of social development. There exist several ethic group based on language and origin who don’t understand official language. There are divisions between castes, ethnic group, and religion. Huge population lives in rural area where there isn’t infrastructural development. In this preface many question can be raised. Can ICT be an important tool for the socio-economic development? Is ICT able to reduce poverty, improve livelihood and empower people and society?
If ICT is considered as a revolutionary advent of 21st century then this technology and tool should be able to address above illustrated problems and help in the transformation of society. (Spence, 2003:19-22) mentions the use of ICT in social development by poverty reduction in following ways.
• Access to information on community-level
• Demand-driven development of new technologies
• Gender-equality and empowerment initiatives
• Education and Human Resources development
• ICTs as growth engine
• Livelihoods development
• Public sector,social services & poverty reduction management
• Environment and natural resource management
• Innovating and empowering role at several levels.
Some initiatives have been seen in the use of ICT for overall development of people and society. Community based learning centres (CLC’s) are enormously growing in several developing and developed countries. In developed countries CLC’s are operated by local government in public and social partnership. But in developing countries because of lack resources the CLC’s have been initiated with support of UNDP, UNESCO and several other International development organizations. These CLCs are seen to be functioning according to the context and need of their own community. CLCs is said to have already achieved many positive impacts in developing countries to empower people, support in reducing poverty, helpful for livelihood. But this is also a matter of study whether these initiatives are supporting disadvantaged community, underprivileged people, and sustainable development in their capacity. Similarly the concept of CLC’s in developed countries, its usage and impacts are still under investigation.
Reference Used:
Spence R., http://www.idrc.ca/en/ev-53023-201-1-DO_TOPIC.html: last accessed 1st October 2008.
Main issues about E-learning
The most precise definition of e-learning is given by e-learning strategy for Wales as “e-learning is the use of electronic technology to support, enhance or deliver learning”. Learning in form of modern education and trainings can be enhanced by using range of innovative electronic technologies. Multimedia plays an important role in the support and delivery of e-learning.
As the 21st century society is changing into information society, access, analysis, use and management of information plays a major role in the development of societies. Garrison D.R. & Anderson T. (2003) states that e-learning as an open system and with the power of internet, learning and teaching transaction has expanded unfathomable amounts of information. US web based education commission states that e-learning is exciting from the perspective that it enhances and enriches both content and context.
When viewing the global arena it reflects that e-learning is the most capable medium to spread literacy, skills and knowledge across the world irrespective of class and various differences. United Nation and other similar organizations highlights that the main problem of the underdeveloped societies and nations in the 21st century is hazardous poverty which is caused due to lack of opportunity in education and skills. When I think about the development of any society then industrialization, business, trade and services are found to be playing the major role. Scientific research and sustainable development plays a vital support in the advancement of these processes of social development. Snow, C. P. (1959) has stated that the most fruitful outcome for people arises from the clashes between the technologist perspective and the humanist perspective. This also means a responsible system which focuses on using the power of technological innovation for the welfare of people and development of society is the best approach. It’s the human attitude and behaviour which rather unnecessarily introduces the political color and flavour in the society. This again means awareness, education and skills plays the vital role for the development as well as civilization of the society.
In this context Garrison D.R. & Anderson T. (2003) again states that the goal of quality e-learning is about blending diversity and cohesiveness into a dynamic and intellectually challenging ‘learning ecology’. They also mention that this allows interactivity beyond one way transmission of content and extends our thinking regarding communication among human being engaged in the educational process.
The main challenge that has been exposed is that there are no simple rules and regulations for designing and delivering effective e-learning experiences. So designing and creating context, with appropriate level of social presence that is congruent with the content and fulfilling the educational goal that supports and enhances cognitive presence and realization of higher-order learning outcomes has been seen as the main challenging issue.
When it come to designing and organization of e-learning then following are the main concerned issues as highlighted by Garrison D.R. & Anderson T. (2003):
Designing issues
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Establishing curriculum
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Identifying resources
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Defining clear expectations and goals
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Addressing activities (collaboration & individualization)
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Setting time frame
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Devising assessment process and instruments
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Selecting media
Organizational issues
Policy development:
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Vision
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-underlying background
- -define core values
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-describe strategic goals
Need and Risk assessment
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-identifying issues
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-identify challenges
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-best practices
Educational principles and outcomes described
Implementation initiatives and strategy
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-link to institutional priorities
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-create a steering committee
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-identify community of practice
Infrastructure
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-design multimedia classroom
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-describe educational process
Info structure
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-designing institutional community
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-create knowledge support system
Cost and budget
Support resources
R&D
Benchmarking
