THE ROLE OF COMPUTER AND INTERNET IN EDUCATION

National Conference Library Information Science & Information Technology for Education (NCITE - 2015) Organizing Committee: Anil Kumar Jharotia Vaibhav Bansal Rahul Mittal Dr. Ashima Bhatnagar Bhatia J -147, 2nd Floor, Vikas Puri, New Delhi – 110018 Helpline : +91-9868147997 http://www.rtmonline.in First Impression: 2015 © Modern Rohini Education Society(Regd.), National Conference on Library Information Science & Information Technology for Education (NCITE2015) ISBN: 1-63102-455-8 No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the copyright owners. DISCLAIMER The authors are solely responsible for the contents of the papers compiled in this volume. The publishers or editors do not take any responsibility for the same in any manner. Errors, if any, are purely unintentional and readers are requested to communicate such errors to the editors or publishers to avoid discrepancies in future. Published by MODERN ROHINI EDUCATION SOCIETY J-147, Second Floor, Vikas Puri, New Delhi-110018 E-mail: brand@rtmonline.in, http://www.rtmonline.in Typeset by Modern Rohini Education Society, New Delhi-110018 Preface Change is the most inevitable environment for Learning. With the use of new technologies education and researches are evolving, strategic shifts have become imperative for organisations. “Digital India” is a large umbrella program which will re-structure and re-focus several existing schemes to bring in a transformative impact. This initiative will ensure that all government services and information are available anywhere, anytime, on any device that is easy-to-use, seamless, highly-available and secured. It aims everywhere mobile connectivity, broadband highways, public internet access program, e-governance, e-kranti (which aims to give electronic delivery of services), information to all, electronics manufacturing and jobs for IT. Strategic shifts such as new products and services, market expansion, evolving growth strategies, innovative technology, new leadership, or mergers and acquisitions and its management to achieve high impact, sustainable business results has become challenging, complicated, and necessary for organisations. In today's environment, a large amount of information needs to be processed to make a viable conclusion in a library or in any community. This information, referred as big data, is collected from various sources like social, geospatial, internet, etc and can even be directly provided by a human. The main aims is to bring together the Researchers, Scientists, Engineers and Scholar students in all area of Library Science, Computer Science, Information Technology, Engineering, Management, Engineering and provides an forum for the dissemination of original research results, new ideas and practical development experiences which concentrate on both theory and practices through web conferencing. Professionals and experts from all India have been participated in National Conference on Library Information Science & Information Technology for Education (NCITE’15). Besides at the end of the conference Research Awards announced in three categories namely: 1. Manohar Research Award. 2. Mitra Best Research Paper Award. 3. Kailash Best Research and Knowledge Sharing Award. Transforming organizations into proactive entities reduces costs eliminates duplication and non-valueadded processes, which is key to improving the bottom line and improving product and/or service delivery at the same time. For efforts like these to succeed, Institutions need increasingly realistic and secure environments that they themselves manage. With emergence of virtual world, marketers will need to figure out how users can interact with brands in these compelling environments. Interestingly, virtual worlds’ greatest potential for business, may be not as an entertainment medium but as the next-generation means of communicating and collaborating when people can’t be physically in the same place. The objective of this National Conference on Library Information Science & Information Technology for Education (NCITE'15) is to provide a platform for academicians and practitioners who are involved in research in the field of Library Science, Computer Science, Information Technology, Engineering, Management and Librarians have been contributed research papers for Education. The Conference provides a leading forum for sharing the original research contributions and practical development experiences among researchers and application developers understanding on the role of ICT, Management Science and LIS Professionals in Knowledge Innovation and Knowledge Management. Debate and develop strategies to manage information systems and libraries in web environment. Identify and share ‘Best Practices’ developed and adopted by various information systems and libraries, and Increase the expertise and provide the best possible platform by educating students and attracting new researchers. On behalf of Modern Rohini Education Society (Regd.) in general and on our personal behalf, we would like to acknowledge the contributions from various authors. We are thankful to our Hon’ble President Dr. (Mrs.) Archana Bansal for motivating us for various academic endeavours. We are also thankful to Mr. Anil Kumar Jharotia, Mr. Rahul Mittal for their support and Thanks to Mr. Vaibhav Bansal for technology support in making the NCITE’15 a successful conference, People across most of the states participated; and we are able to published 87 papers successfully. We also thank our publisher (www.rtmonline.in) for bringing the online version of NCITE’15 Proceeding and Proceeding in form of a Book in such a fine form. 27th August 2015 Editorial Committee Contents S. No. Paper Name Pg. No. 1 Libraries Services, Users Requirements and Social Media: Building Relationships via Social Networks Ruju Gadad, Rushanasab R. Gurikar 1 2 A Bibliometric Study on Research Trends in the Journal of Scientific and Industrial Research Dr. Anand Bandi, Amrit Kaur 6 3 Uses of Electronic Information Resources by Faculty Members in MIT College Library, Moradabad: A Survey Ravindra Mohan, Amit Gupta 14 4 RFID Technology for Identification, Security And Document Handling in Library Satish Kumar, Anil Kumar Mishra 18 5 Core and Behavioural Competencies for Library Professionals in Panjab University Chandigarh: A Survey Dr. Rupak Chakravarty, Jyoti Sharma 22 6 Use of Digital Library Software to Develop Institutional Repository in IITS Libraries: An Analysis Dr. Manoj Kumar Verma 27 7 Greenstone: Open Source Software for Digital Library Development Anil Kumar Jharotia, Shikha Verma, Jyoti 32 8 Right of Entry in Electronic Resources: Flows and GRIT in Institutional Libraries K.Nazeer Badhusha, R. Natarajan 39 9 Collection and Preservation of Newspapers: A Case Study Dr. Jawahar Lal 44 10 The Role of Computer and Internet in Education Rahul Mittal, Vipul Partap 52 11 Mobile Technology and Applications for Libraries Rajeev Kumar 61 12 Institutional Repositories and Digital Preservation in Libraries Parvathamma K S 68 13 The Changing Nature of the Public Libraries with Expanding Learning Frontiers with E- Learning Dr. D. K. Shrivastava 72 14 Use of Social Networking Sites in Library and Information Centres Aslam Ansari, Mehfoozul Hasan 84 15 Usage of E-Resources in Engineering Colleges of Greater Noida, G. B. Nagar, Uttar Pradesh: A Comparative Study Deepmala, Ashok Kumar Upadhyay 90 16 The Declining Traditional Print Books Reading Behaviour of the Public Libraries Readers with Switch to Jump with ibooks And ebooks Reading: User Experience Dr. D. K. Shrivastava, Shashi Jain, Pritima Vyas, Sunita Kumari, Manisha Mudagal, Yogendra Singh Tanwar 97 17 Knowledge Management in KendriyaVidyalaya Libraries Parna Ghosh 111 18 Social Networking and Library Consortia Pratibha Gautam 118 19 Present Status of Convergence Web 2.0 Technology in Technical Libraries Web Page: A Study of IIT Libraries in India Sur Chandra Singha, Sumit Paul, Pradip Kumar Singha 125 20 Big Data: Introduction to Applications in Libraries Purnima Joshi 131 21 Plagiarism and Research Misconduct: A Study Sanjay Kumar Jha, Pratibha Pritam 135 22 DSPACE: A Dais For Digital Resources Sudha Kaushik, Dr. Somvir 141 23 Analyzing of Cluster, Grid & Cloud Computing Shweta Agrawal, Dr. P. C. Agrawal 147 24 Information Literacy in India: Enhancing Services to the Research Community in the Digital Environment Rajeev Mishra, Dr. Ashok Kumar Upadhyay 156 25 Information Literacy Knowledge Management Bhupender Kumar, Anil Kumar Singh 161 26 Accessing Knowledge through the Attributes and Popularity of Search Engines Uma Pandey, Dr. (Ms.) Shiva Kanaujia Sukula 166 27 Reinventing library as Green Library: Beginning of Great Transformation Dr. (Mrs) KusumLata Malik 177 28 Cloud Computing and its Applicationa in Library Services Rajpal Singh Rajpurohit 184 29 Role of E- Resource Management in Academic Libraries Dr. Pankaj Kumar 189 30 Total Quality Management is not A Quick Fix for Libraries Dr. Mange Ram 193 31 Digitization process in Library and Information Center: Problematic Approach Kasifa Khatoon, Aslam Ansari 198 32 Library Reach to User through Social Media: Prospects and Problems a Practical Approach to LPU Jitu Mani Das 203 33 RFID Technology: A Gatekeeper to Library Security Dr. Raj Bala Gaur 209 34 Cloud Computing: An Innovative Tool for Library Services Rekhraj Sahu 213 35 Mobile Technology: Use in Library Sonali Malhotra, Harpreet Kaur 218 36 An Perspective on ICT Implementation at Karnataka Judical System Meera B.J 221 37 A Study on Determining the User Awareness to Evaluate the Effectiveness of Digital Reference Services Provided by Academic Library of Engineering and Technology Institutions in Tamilnadu K. Chandraprabha, Dr.K.Chinnasamy, Dr.S.Janakiraman 227 38 The Impact of Information Communication Technology Act in Communication Studies Richa Chandi, Rana khan 235 39 Use of SNS by Library Professionals and Users: An Overview Atika Khursheed, Aslam Ansari 238 40 Role of Mobile Communication in Rural Development: A Study of Karala Village Nidhi Chaudhry, Dr. Nisha Singh 244 41 A Comparative Study on Total Quality Management of Library Services in Tamil Nadu University Libraries Dr. I. Ravi Kumar Kennedy 250 42 A Paradigm of Knowledge Management in Academic Library: Some Innovative Experiments R. R. Kuralkar 255 43 Academic Libraries with RFID Anil K. Mishra, Jyoti Verma 259 44 Emotional Intelligence of Teachers in Work Performance S.Jerslin, Dr .N. Devaki 262 45 Library Automation: What, Why and How? Pankaj K. Bhardwaj 266 46 A Literature Survey of Signature Recognition and Verification System Vaibhav Bansal 271 47 Developing of Digital Library through GSDL: An Experience at GITAM Pushplata 276 48 Review on WSN Applications with some Issues Prachi Arora 282 49 Potentiality of Cloud Computing in Library Storage, Access and Retrieval: A Critical Analysis Medha Ray, Souvik Koner 287 50 Use of Library Management Software by Selected University Libraries of Delhi: A Study Jitendra Kumar, Tanuja Kumari 296 51 Cloud Computing in College Libraries Ram Nath (Maurya), Jai Prakash 303 52 Web Based Customized Information System: A Model Concept Shyamanta Boro 307 53 PKP and its Open Journal System: An Initiative in Open Access Scholarly Environment Satish Kumar, Anil K. Mishra 312 54 Surfacing a New Platform in MLIS: A Pathway of Gen-Next Library System Dr. Dharmendra Harit, Nasim Ali, Lalita Rani 318 55 Models of Information Seeking Behavior Sarita Mohan, Dr. C. K. Sharma 323 56 Elements of Collection Development: A Perspective Madhuri Gangal, Dr. S. P. Singh 327 57 Exchange of Meta data: A Concept towards Future Bikramaditya Barman 331 58 Total Quality Management in Academic Library Kanupriya, Khurshid Anwar, Dalip Singh 338 59 Radio Frequency Identification (RFID) Shyam Bihari Gupta, Gunjan Gupta 343 60 Information Technology for Education Role in Modern Educational Practices Suman Singh 347 61 E-Resource Management in Digital Library Shalini 354 62 Bibliographic Information Service using Zotero Dr. Jyoti Bhabal 357 63 Influence of Internet and Digital Media on Library Service Jyoti Verma 362 64 Mobile Phone based Library Services Dr. Anil Kumar Dhiman 365 65 Title: Challenges in setting up the Web based Online Public Access Catalogue (Web OPAC) at Library cum Documentation Centre of ICHR: A Case Study Ramesh Yernagula 370 66 Application of Radio Frequency Identification Technology (RFID) in LIS Media Centre Vijay Singh, Vijay Singh Chauhan, Devendra Mani Pandey 374 67 Library Security Rethinking: A Study Dr .M. Ananda Murugan 381 68 Open Access Journals in the field of Library Science and Information Technology : An Analysis Dr. Anil Agrawal 385 69 Knowledge Management in Academic Libraries Dr. Rakhi Tyagi 390 70 Cloud Computing and Libraries Anshu Bansal 396 71 Integrating ICT in Education is a Catalyst to Promote Universal Design for Learning for Students with Special Needs: Need, Challenges, and Possible Ratan Sarkar 402 72 Digitisation of Library Material in Academic Library: Challenges and Issues Sushma R. Mawande 413 73 E-Learning Initiatives in India: An Overview Urmila Devi 418 74 Effective Teaching using Blended Learning Models Dr. N. Devaki, M. Deivam 422 75 LIS Services in E & M Learning Technology Dr. Durga Prasad, Deepak Shukla 427 76 Relevance of Ict in Teacher Education R. Kington, Dr. N.Devaki 435 77 Awareness of Open Source Software for the Library Professionals N. Chidambaranathan, G. Elanjiyam 441 78 Management of Institutional Repositories in Academic Libraries by using D-SPACE Tribeni Devi, Lavita Deka 448 79 Awareness of ‘Big Data’ Among the Library Professionals in the Research Libraries of Odisha Dr. Sanghamitra Dalbehera 451 80 Mobile Applications and Information Resources for Library Users Jatinder Kumar, Dr. Suman Sumi 456 81 Gender Equation: Role of ICT’s in Women Empowerment Dr. Anjani Kumar Jha 462 82 Role of Information Literacy in Curriculum Mohd. Hanif 468 83 Open Access Repositories (OARS) in India: An Evaluative Study Dr. Rajesh Kumar Singh 472 84 Digital Library and its Advantages S. D. Singh, Shrikrishan Thapliyal 478 85 Powering Education with Mobile Technology through M- Learning Vijay Laxmi, Anil K Jharotia 482 86 Web 2.0 Applications in Library Services: Special Focus on Library and Information Science Blogs B. VijayLakshmi, Dr. A. Thirumagal 487 87 Application and Uses of Information Communication Technology (ICT) in Academic Library, SHIATS, Allahabad: A Study Monisha Grey 492 THE ROLE OF COMPUTER AND INTERNET IN EDUCATION Rahul Mittal | Associate Professor | Tecnia Institute of Advanced Studies | Rohini | Delhi | rahul.rahlmus@gmail.com Vipul Partap | Assistant Professor | Maharaja Agresen Institute of Management Studies | Rohini | Delhi | vipulpartap@rediffmail.com Abstract : Computer and Internet play a significant role in education sector. The role of Information communication technology (ICT) in education at present is influencing every aspect of human life. The technology is playing its important role in work places, business, education, and entertainment. ICT is being recognized by the people as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information. Therefore, this paper discusses the roles of ICT, the promises, limitations and key challenges of integration to education systems. The paper tells us about the benefits of ICT in education; the existing promises of ICT use in education systems of some developing countries and the limitations and key challenges of ICTs integration to education systems. But regardless of all the limitations, ICT benefits education systems to provide quality education in alignment with constructivism, is a contemporary paradigm of learning. Key words: Computer, Internet, Information, Communication, Technology, Teaching Methods, Education. INTRODUCTION ICTs are making dynamic changes in society. They are influencing all aspects of life. The influences are felt more and more at schools. Because ICTs provide both students and teachers with more opportunities in adapting learning and teaching to individual needs, society is, forcing schools aptly respond to this technical innovation. ICTs greatly facilitate the acquisition and absorption of knowledge, offering developing countries unprecedented opportunities to enhance educational systems, improve policy formulation and execution, and widen the range of opportunities for business and the poor. One of the greatest hardships endured by the poor, and by many others, who live in the poorest countries, in their sense of isolation, and ICTs can open access to knowledge in ways unimaginable not long ago. In Watson’s (2001) description, ICTs have revolutionized the way people work today and are now transforming education systems. As a result, if schools train children in yesterday’s skills and technologies they may not be effective and fit in tomorrow’s world. This is a sufficient reason for ICTs to win global recognition and attention. For instance, ICTs are dependable tools in facilitating the attainment of one of the Millennium Development Goals (MDGs), which is achievement of universal primary education by the year 2015. Kofi Anan, the former United Nations Secretary General, points out that in order to attain the goal of Universal Primary Education by the year 2015; we must ensure that information and communication technologies (ICTs) unlock the door of education systems. This indicates the growing demand and increasingly important place that (ICTs) could receive in education. Since ICTs provide greater opportunity for students and teachers to adjust learning and teaching to individual needs, society is, forcing schools to give appropriate response to this technical innovation. Even though ICT play significant roles in representing equalization strategy for developing countries, the reality of the digital divide- the gap between those who have access to, and control technology and those who do not, make a huge difference in the use of ICT. This means, that the introduction and integration of ICTs at different levels and various types of education is the most challenging undertaking. Failure to meet the challenges would 52 ISBN 1-63102-455-8 National Conference on Library Information Science and Information Technology for Education mean a further widening of the knowledge gap and deepening of existing economic and social inequalities among the developed and the developing countries. The purpose of this article is to discuss the benefits of ICT use in education, in the enhancement of student learning and experiences of some countries in order to encourage policy makers, school administrators, and teachers pay the required attention to integrate this technology in their education systems. It highlights the benefits of ICT in education, existing promises, and the limitations and challenges of integration to education systems. Operational definition of terms Information Communication Technologies (ICT) refers to the computer and internet connections used to handle and communicate information for learning purpose. E learning: - is a learning program that makes use of an information network- such as the internet, an intranet (LAN) or extranet (WAN) whether wholly or in part, for course delivery, interaction and/or facilitation. Webbased learning is a subset of e learning and refers to learning using an internet browser such as the moodle, blackboard or internet explorer (Tinio, 2002). Blended Learning: - refers to learning models that combines the face-to-face classroom practice with elearning solutions. For example, a teacher may facilitate student learning in class contact and uses the moodle (modular object oriented dynamic learning environment) to facilitate out of class learning. Constructivism: - is a paradigm of learning that assumes learning as a process individuals ‘’construct’’ meaning or new knowledge based on their prior knowledge and experience (Johassen, 1991). Educators also call it the emerging pedagogy in contrast to the long existing behaviorism view of learning. Learner-centered learning environment: - is a learning environment that pays attention to knowledge, skills, attitudes, and beliefs that learners bring with them to the learning process where its impetus is derived from a paradigm of learning called constructivism. It means students personal engagement to the learning task using the computer and or the internet connection. THE BENEFITS OF ICT IN EDUCATION The uses of ICT is making major differences in the learning of students and teaching approaches. Schools in the Western World invested a lot for ICT infrastructures over the last 20 years, and students use computers more often and for a much larger range of applications (Volman, 2005). Several studies reveal that students using ICT facilities mostly show higher learning gains than those who do not use. For instance, Kulik’s (1994) finding across 75 studies in the United States showed the following. Students who used computer tutorials in mathematics, natural science, and social science score significantly higher on tests in these subjects. Students who used simulation software in science also scored higher. The findings also indicated that primary school students who used tutorial software in reading scored significantly higher on reading scores. Very young students who used computers to write their own stories scored significantly higher on measures of reading skill. Moreover, students who used word processors or otherwise used the computer for writing scored higher on measures of writing skill. Furthermore, the use of ICTs in education also shifts the learning approaches. As put by (Bransford, Brown, and Cocking, 1999) cited in Volman (2005), there is a common belief that the use of ICTs in education contributes to a more constructivist learning and an increase in activity and greater responsibility of students. This limits the role of the teacher to supporting, advising, and coaching students rather than merely transmitting knowledge. The gradual progress in using computers changes from learning about computers, to learning computers, and finally to learning with computers (Volman, 2005).With respect to introducing ICT technologies in schools, Olson (2000) advises to explore the following questions as bases for in service teacher education. These are    How can the theoretical ideas tested in practice? What does practice say back to these theoretical ideas? How is useful negative feedbacks obtained? ISBN 1-63102-455-8 53 The Role of Computer and Internet in Education    What might be substantive talking points about the new processes? What is practical from a classroom perspective? What does talking about the new say about the nature of existing technology? Is it adequate? What scaffold needs for the next stage? On the other hand, teachers’ reluctance to adopt innovations need to be seen in the context of existing technology and commitments. Fullen (1989) cited in Watson (2001) states that change or improvement can happen at schools if teachers understand themselves and understood by others. For instance, many teachers are currently not in a position to make informed judgments on ICTs to support their teaching goals. Clearly a variety of factors still do make using ICT in the curriculum problematic (Watson, 2001). Because of this, the influence of ICT did not bring revolutionary changes at schools. For instance, the National ICT survey in the Netherlands shows that most primary-school students use computers less than once a week and there are still many secondary school teachers who do not use ICT at all (Volman, 2005). Most often, they use computers for drilland-practice and word processing. In recent years however, there has been a growing interest to know how computers and internet can best utilized to improve effectiveness and efficiency of education at all levels and in both formal and non formal settings. As there is a shift of theories explaining learning processes, ICTs become handmaiden for learning activities. Voogt’s (2003) description on the major roles, distinguished ICTs as an object for study, an aspect of a discipline or a profession, and a medium of instruction. As a medium of instruction, ICTs fit to realize and implement the emerging pedagogy of constructivism (Davis, 1997; Office of Technology Assessment, 1995; Panel on Educational Technology, 1997; Watson, 1996) in Voogt (2003). Moreover, Voogt (2003) differentiated between traditional learning setting and constructivist approaches. The former considers learning as transmission of knowledge to students, which is the sole responsibility of the teacher. On the other hand, the constructivist approach considers learning as authentic and learner centered. ICT, the computer for example is a great help in the constructivist approach, where one can design simulated and individualized learning environments to students. Tinio (2002) describes each of the pedagogic aspects in the table above in terms of implication for ICT use as follows. Active learning: - ICT-enhanced learning mobilizes tools for examination, calculation and analysis of information in order to provide a platform for student inquiry, analysis and construction of new information. The learners therefore, learn as they do and, whenever appropriate work on real-life problems in-depth. Moreover, ICT makes the learning less abstract and more relevant to their life situations. In contrast to memorization-based or rote learning, that is the feature of traditional pedagogy; ICT-enhanced learning promotes increased learner engagement. ICT-enhanced learning can also be ‘just-in-time’ learning that the learners choose what to learn when they need. Collaborative learning: - ICT-supported learning encourages interaction and cooperation among students, teachers, and experts regardless of where they are. Apart from modeling real world interactions, ICT-supported learning provides opportunity to work with students from different cultures, thereby helping to enhance learners teaming and communication skills as well as their global awareness. It models learning done throughout the learner’s lifetime by expanding the learning pace to include not just peers but also mentors and experts from different fields. Creative learning: - ICT-supported learning promotes the manipulation of existing information and the creation of real-world products rather than the duplication of received information. Integrative learning: - ICT-enhanced learning promotes a thematic integrative approach to teaching and learning. This approach eliminates the artificial separation between the different disciplines and between theory and practice, which characterizes the traditional approach. 54 ISBN 1-63102-455-8 National Conference on Library Information Science and Information Technology for Education Evaluative learning: - ICT-enhanced learning is student-directed and diagnostic. Unlike static, text or printbased education, ICT-enhanced learning recognizes the presence of different learning pathways to explore and discover rather than merely listen and remember. The discussion above clearly elaborates the role of ICTs in facilitating the pedagogy of schools in the information society. As put by (Davis, 1997; Office of Technology Assessment, 1995; panel of Education Technology, 1997; Watson, 1996) in Voogt (2003), ICT is becoming more fitting to realize and implement the emerging pedagogy of constructivism. Nevertheless, an International study by Pelgrum and Anderson (1999) in Voogt (2003) shows a major obstacle for ICT integration in education and that is the difficulty of integrating computers and internet into classroom practices. Teachers’ lack of competence and enthusiasm to use computers in the instructional processes also contribute for the difficulty. However, in order to improve, and make optimal use of ICTs, changes in the pedagogic approaches and classroom strategies as well as integrating ICT in teacher training and staff development practices accompanied by teacher motivation schemes are imperative. Generally, Voogt (2003) describes the following functions of ICT in education.  ICT as object. It refers to learning about ICT. Mostly organized in a specific course. What is being learned depends on the type of education and the level of the students? Education prepares students for the use of ICT in education, future occupation, and social life.  ICT as an ‘assisting tool’. ICT is used as a tool, for example while making assignments, collecting data and documentation, communicating, and conducting research. Typically, ICT is used independently from the subject matter.  ICT as a medium for teaching and learning. This refers to ICT as a tool for teaching and learning itself, the medium through which teachers can teach and learners can learn. It appears in many different forms, such as drill and practice exercises, in simulations and educational networks.  ICT as a tool for organization and management in schools. EXAMPLES OF ICT USE IN EDUCATION SYSTEMS OF DEVELOPED COUNTRIES Most of the developed countries have applied ICTs in the 1980s to the level of K- 12 education for a variety of reasons, which are still valid. Some of the reasons as discussed by Pedro and et.al (2004), are as follows:  A new society requires new skills - ICTs increasingly pervade every aspect of life (work, learning, leisure, and health). Because ICTs are excellent tools for information processing, the new generation needs to become competent in their use, should acquire the necessary skills, and therefore must have access to computers and networks while at school (Kok, 2007). Schools are information and knowledge holding institutions. Therefore, ICT should be fundamental information management tool at all levels of an educational system, from classroom to ministries.  A Quest for Quality learning - Schools should profoundly revise present teaching practices and resources to create effective learning environments and improve life-long learning skills and habits in their students. ICTs are versatile, and powerful tools that can help in this purpose and should therefore present in every classroom, library and teacher room. Developed nations are using ICT in their education systems. For instance, in the United Kingdom, ‘rising of standards’ of teaching and learning has become intertwined with the use of ICTs (Watson, 2001). Using digital technology for improving the delivery of education has enormous potential to raise standards and increase employability. 77% of Swiss students reported using a computer several times a week to prepare their courses and assignments. Only 3% reported never using a computer for course preparation. As indicated in the OECD (2002) document, the average number of students per computer is an indicator of students’ accesses to new technologies. As some data from OECD (2002) shows, the percentage of students with access to computer varies from 25% in Italy to 90% or more in Canada, Finland, and New Zealand. Computer use also varies between students of primary and secondary schools; where the later generally having greater access. Implications of ICT-Enhanced Education for Policy and Planning:- There is a common belief that ICTs ISBN 1-63102-455-8 55 The Role of Computer and Internet in Education have significant contributions to changes in teaching practices, school change and innovations, and community services. Thus, policy makers and project leaders should think in terms of input factors that can work together to observe the right impact of ICT in education. Matching the introduction of computers with national policies and programs related to changes in curriculum, pedagogy, assessment, and teacher training is more likely to result in greater learning of students and other out comes (Kozma, 2005). OECD’s international survey (2002) of upper secondary schools in 17 countries reveals computer availability for students; use of ICTs by teachers; ICTs activities as a part of student assignment; the role of ICTs in teaching and learning; staff development; co-operation with other sch1ools and organizations; and obstacle to using ICTs in schools and found great variations among the countries with respect to the mentioned variables. PROMISES OF ICTS USE IN DEVELOPING COUNTRIES The World Links program The World Links program is a good initiation in the form of a project, originally managed by the World Bank to place internet-connected computers in secondary schools and train teachers in Africa, Latin America, the Middle East, and South and Southeast Asia. The goal of the program is to improve educational outcomes, economic opportunities, and global understanding for youth using information technology and new approaches to learning. Services provided by the program include:      Feasibility studies and consultation on connectivity solutions and telecenter management. Internet connectivity for secondary schools in developing countries. School-to-school partnerships, as well as regional and global partnerships with public, private, and non-governmental organizations. Teacher professional development on issues of technology in the context of innovative pedagogy. Workshops for policy makers on coordination of policies and implementation strategies. With the help of the World Links program, many countries are now using ICTs as ways of providing teachers with new skills and introducing innovative pedagogies in the classroom. For example, teachers in Chile acquired familiarity with computers for professional (eg. student marks, parent reports) and out-of-classroom tasks (e.g. searching for educational content on the web and lesson-planning activities). The program also provides 200 hours of teacher training that include an introduction to ICT, use of the internet for teaching and learning, use of tele-collaborative learning projects, integration of ICTs into the curriculum and teaching, and innovative pedagogical approaches. Because of this, majority of teachers and school principals report that teachers trained with computer and teaching skills gained positive attitudes about technology and about teaching. Moreover, some Asian countries such as India, Thailand, and Indonesia realized the importance of ICT integration to their education policies. They are also investing in ICT infrastructure for schools and creating network links of education institutions. On the other hand, developed countries are now making online education, smart schools, and virtual universities more of a norm. Developing countries are also fast catching. For instance, the Government of India, announced an ambitious program titled ‘Vidya vahini’ that is to create computer laboratories with facilities like internet access, an online library, academic services and web-casting across 60 thousand schools in the country in 2003. Vietnam has also invested to develop a computer based information network system for education called Education Network (EdNet) and improve computer facilities at educational institutions. EdNet is the country’s first step towards developing a computer based information network system for education. Thailand also launched School Net, which has connected 4758 schools throughout the country. School Net Thailand is using the internet to improve the overall standard of education in the country by reducing the gap in quality of education between schools in urban and rural areas. Pakistan invested 5.18 million US dollar to provide connectivity across universities, secondary and primary schools in 2003. ICTs make curriculum implementation learner-centred with a self-learning environment that enables the student customize his/her own learning experiences. In this respect, Malaysia initiated the concept of smart school, a learning institution with objectives to foster self-assessed, self-paced, and self-directed learning through the application of ICTs. The Sri Lankan Government also runs several key initiatives connecting 92 education centres across provinces, regions and sectors to the ministry, and developing computer-training centres at 8 hundred selected schools. In Namibia, integrating ICT into education and training systems, issues of 56 ISBN 1-63102-455-8 National Conference on Library Information Science and Information Technology for Education access to the local and global knowledge and information found to be important. For this, the education and training sector created the ICT policy for education to enhance the use and development of ICT for education and training. Hence the five distinct development areas for the use of ICT mentioned in the policy are: (1) Investigation and development of appropriate ICT solutions (2) Deployment of ICT (3) Maintenance and support of ICT (4) ICT literacy (5) ICT integration. The policy document also describes the provision and advantages of ICT as follows: ICT provides a great deal of advantage in the delivery of equitable quality education thereby providing an opportunity to improve the lives of our people. The need to use new technologies to raise the quality and efficiency of education cannot be overemphasized. It is imperative that we expose our children, parents, and teachers to ICT to improve the quality of education and technical proficiency of our human resources, thus leading to increased productivity and accelerated development. We must also prepare our citizens to adapt to the global economy and participate in electronic commerce. In addition, we must provide our children with a greater understanding of other peoples and cultures, thus defending our renewed legacy of peace and tolerance. Moreover, few of ICTs benefits to the classroom and the education process mentioned in the document are that ICTs:         Offer the opportunity for more student-centered teaching. Provide greater opportunity for teacher-to-teacher and student-to-student communication and collaboration. Give greater exposure to vocational and workforce skills for students. Provide opportunities for multiple technologies delivered by teachers. Create greater enthusiasm for learning amongst students. Provide teachers with new sources of information and knowledge. Prepare learners for the real world. Provide distance learners country-wide with online educational materials. Provide learners with additional resources to assist resource-based learning. Furthermore, the document states ICTs to cover all the technologies used for holding and communicating information and their use specifically in education with overall policy goals of:  Producing ICT literate citizens.  Producing people capable of working and participating in the new economies and societies arising from ICTs and related developments.  Leveraging ICT to assist and facilitate learning for the benefit of all learners and teachers across the curriculum.  Improving the efficiency of educational administration and management at every level from the classroom, school library, through the school and on to the sector as a whole.  Broadening access to quality educational services for learners at all levels of the education system.  Set specific criteria and targets to help classify and categorize the different development levels of using ICT in education. LIMITATIONS OF ICT USE IN EDUCATION ICT as a modern technology that simplifies and facilitates human activities is not only advantageous in many respects, but also has many limitations. Many people from inside and outside the education system, think of ICT as “Panacea” or the most important solution to school problems and improvements. However, many conditions can be considered as limitations of ICT use in education. The limitations can be categorized as teacher related, student related, and technology related. All of them potentially limit the benefits of ICT to education. ISBN 1-63102-455-8 57 The Role of Computer and Internet in Education Teachers’ attitude plays an important role in the teaching-learning process that utilizes computers and internet connections. Although teachers’ attitude towards use of these technologies is vital, many observations reveal that teachers do not have clarity about how far technology can be beneficial for the facilitation and enhancement of learning. Of course, some teachers may have positive attitudes to the technology, but refrain from using it in teaching due to low self-efficacy, tendency to consider themselves not qualified to teach with technology. In this respect, Bandura (1986) describes self-efficacy as “individual’s opinion of capabilities to organize and perform courses of actions to achieve particular types of performances.” Moreover, as identified by Brosnan (2001), attitude, motivation, computer anxiety, and computer self-efficacy are factors affecting teachers’ use of computers in their lessons. Teacher resistance and lack of enthusiasm to use ICT in education may also be another limitation. Furthermore, many teachers may not have the required IT skills and feel uncomfortable, nor do they have trainings needed to use the technology in their teaching. Unless teachers develop some basic skills and willingness to experiment with students, ICT use in education is in a disadvantage (Brosnan, 2001). On the other hand, the limitation of ICT use in education is related to student behaviour. Appropriate use of computer and the internet by students have significant positive effects on students’ attitude and their achievement. Students tend to misuse the technology for leisure time activities and have less time to learn and study. Yousef and Dahmani (2008) described online gaming, use of face book, chat rooms, and other communication channels as perceived drawbacks of ICT use in education, because, students easily switch to these sites at the expense of their study. Internet access at home, for instance, may be a distraction because of chat rooms and online games, reducing the time spent in doing assignments and learning (Kulik, 1994). Therefore, the impact of availability of ICT on student learning strongly depends on its specific uses. If ICT is not properly used, the disadvantage will overweight the advantage. For example, while students use the internet, it may confuse them by the multiplicity of information to choose from. As a result, the teacher spends much time to control students from websites unrelated to the learning content. The various literature in the area, identify the following limitations of ICT use in education as related to student behaviour.          Computers limit students’ imaginations. Over-reliance on ICT limits student’s critical thinking and analytical skills. Students often have only a superficial understanding of the information they download. Computer-based learning has negative physical side-effects such as vision problem. Students may be easily distracted from their learning and may visit unwanted sites. Students tend to neglect learning resources other than the computer and internet. Students tend to focus on superficial presentations and copying from the internet. Students may have less opportunity to use oral skills and hand writing. Use of ICT may be difficult for weaker students, because they may have problems with working independently and may need more support from the teacher. The other limitation of ICT use in education is technology related. The high cost of the technology and maintenance of the facilities, high cost of spare parts, virus attack of software and the computer, interruptions of internet connections, and poor supply of electric power are among the technology related limitations of ICT use in education. THE KEY CHALLENGES OF ICTS INTEGRATION IN EDUCATION The integration of ICTs in education systems may face various challenges with respect to policy, planning, infrastructure, learning content and language, capacity building and financing. ICT-enhanced education requires clearly stated objectives, mobilization of resources and political commitment of the concerned bodies. Tinio (2002) discusses issues such as analysis of current practices and arrangements, identification of potential drives and barriers, curriculum and pedagogy, infrastructure and capacity building to be considered in the formulation of policy and planning. In addition, it is wise to specify educational goals at different education and training levels as well as the different modalities of ICT use that can facilitate in the pursuit of the goals. Policy makers 58 ISBN 1-63102-455-8 National Conference on Library Information Science and Information Technology for Education then, need to know the potentials of ICTs in applying different contexts for different purposes. Other challenging points at the level of policy and planning are identification of stakeholders and harmonization of efforts across different interest groups, the piloting of the chosen ICT-based model, and specification of existing sources of financing and the development of strategies for generating financial resources to support ICT use over the long term. The infrastructure challenges that may exist are absence of appropriate buildings and rooms to house the technology, shortage of electric supply and telephone lines, and lack of the different types of ICTs. Because of this, one need to deal with infrastructure related challenges before the planning of ICTs integration to education systems. With respect to challenges of capacity building, we have to develop competencies of teachers and school administrators for the successful integration of ICT in the education system. In fact, one impeding factor of ICTs integration in education systems is the skill gap of people implementing it (Tinio, 2002). For instance, teachers need professional development to gain skills with particular applications of ICT, integration into existing curricula, curricular changes related to its use, changes in teacher role, and on underpinning educational theories such as constructivism/or student-centered learning. Because of this, any attempt of ICT integration in education should parallel with teachers professional development. The school leadership also plays a key role in the integration of ICT in education. Lack of support from the school administration is also a big challenge. Thus, for the effectiveness of ICT integration, administrators must be competent and have a broad understanding of the technical, curricular, administrative, financial, and social dimensions of ICT use in education. Furthermore, learning content and language also challenge the integration of ICT in education. Content development is a critical area that educators overlook. In integrating ICT in education, we have to care for the relevance of the learning content to the target groups. With respect to language, English is the dominant language in many of educational software, while English language proficiency is not high in many of the developing countries, and this is one barrier in the integration of ICT to education. Another great challenge is the financing. ICTs in education programs require large capital investment and developing countries need to predict the benefit of ICT use to balance the cost relative to the existing alternatives. Potential sources of money and resources for ICT use programs suggested are grants, public subsidies, fund-raising events, in kind support from volunteers, community support, revenues earned from core business, and revenues earned from ancillary activities (Tinio, 2002). Overcoming the mentioned challenges may help education systems benefit the most from this technology. SUMMARY AND THE WAY FORWARD Information communication technologies are influencing all aspects of life including education. They are promoting changes in working conditions, handling and exchanging of information, teaching-learning approaches and so on. One area in which the impacts of ICT is significant, is education. ICTs are making major differences in the teaching approaches and the ways students are learning. ICT-enhanced learning environment facilitates active, collaborative, creative, integrative, and evaluative learning as an advantage over the traditional method. In other words, ICT is becoming more appropriate in the realization and implementation of the emerging pedagogy of constructivism that gives greater responsibility of learning for students. Several surveys are showing that ICT use in education systems of developed nations has comparatively advanced than ICT use in education systems of developing nations. In addition, the major promises of ICTs use in education systems of developing countries focus on training teachers in new skills and introducing innovative pedagogies into the classrooms, investing on ICT infrastructure for schools and creating networks among educational institutes, improving overall standard of education by reducing the gap in quality of education between schools in urban and rural areas, initiation of smart school with objectives to foster self-paced, self-assessed, and self-directed learning through the applications of ICTs, and developing ICT policy for education and training. The major limitations of ICT use in education are teacher related, student related, and technology related. In addition, the key challenges of ICTs integration into education systems discussed relate to policy, planning, infrastructure, learning content and language, capacity building and financing. ISBN 1-63102-455-8 59 The Role of Computer and Internet in Education ICTs, despite their known limitations, are believed to be beneficial in this regard. The computer and the internet are especially useful to enhance student engagement in learning and positively impact student performance and achievement. Moreover, their usefulness is more apparent in the 21st century, where the time is an era of information rich that the conventional modes of teaching learning could hardly handle it. This article strongly recommends the mainstreaming of ICT utilization (particularly the computer and internet) in education systems at levels, for they benefit curriculum implementation and enhanced student learning. Therefore, education policy makers, educators and all concerned should evaluate and recognize the roles of ICT in education in order to work for the effective functioning of this technology in their education systems. REFERENCES [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] 60 Bandura, A. (1986). Social foundations of thought and action: A Social-Cognitive View. Englewood cliffs, NJ: Prentice-Hall. Brosnan, T. (2001). Teaching Using ICT. University of London: Institute of Education. Carnoy, M. (2002). ICT in Education: Possibilities and Challenges. (Downloaded from: http://www. uoc.edu, 04 March 2011). Hare, H. (2007). 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Dordrecht: Kluwer Academic Publishers. Watson, D.M. (2001). Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching. Education and Information Technologies, 6, 4, 251-266. Yousef, A. B. and Dahamini, M. (2008). The Economics of E- Learning: The Impact of ICT on Student Performance in Higher Education: Direct Effects, Indirect Effects and Organizational Change (http://rusc.uoc.edu, downloaded March 4, 2011). Fisseha Mikre, (July, 2011), Ethiop. J. Educ. & Sc. Vol. 6 No 2; The Roles of Information Communication, Technologies in Education, Review Article with Emphasis to the Computer and Internet. ISBN 1-63102-455-8