Technological Infrastructure and Use of ICT in Education in ... - ADEA

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Technological Infrastructure and Use of ICT in Education in Africa: an overview 29 technologies to support education need to understand the nature of the communication between educators and learners in order to seek ways to support and enhance these processes. Any teaching and learning process consists of combinations of different modes of communication, which in turn support the teaching and learning strategies and activities of a particular course. This communication can either be one-way or two-way, depending on need. Communication can take place in various ways: • Face-to-face, for example, in classes, tutorials, or practical sessions; • Via correspondence, whether it involves post, courier, fax, or electronic mail; • Using printed media of various kinds, which can be distributed either via correspondence or in face-to-face sessions; • Using audio such as radio, audio cassettes, telephone calls, or audio conferencing; • Using video, for example, one-way broadcasting, video, or videoconferencing; • Using computers and computer-based multimedia, whether they be stand-alone or part of a network. Making decisions about technologies always requires a clear understanding of the varied teaching and learning environments that one aims to support, as well as their potential functions. There are three broad applications for technologies: 3.1.1. Technologies to Support the Educational Provider Technologies have a crucial role to play in supporting the educational provider itself, particularly in its day-to-day management and administration. Regretfully, however, this important use is often neglected, both in policy statements and in the deliberations of people planning the use of technologies to support education and training. While some technologies, such as telephones and filing cabinets, have long been used for these purposes, there is a growing understanding that the rapid development of information and communication technologies provide significant opportunities for generating savings in this area of education and training and also for leading to more effective management and administration systems. For example, the growing use 3. Understanding Media and Technologies
30 Working Group on Distance Education and Open Learning of databases and information warehouses, together with the explosion in the use of e-mail to facilitate quick, cheap communication are two relatively simple applications of such technologies that can prove very cost-effective. 3.1.2. Technologies to Support Delivery of Resources A crucial role that technologies can play in supporting education and training is to support the delivery of educational resources, particularly course materials. These technologies are made up predominantly of the wide range of information and communication technologies, from the printed book and other printed materials through television and radio to multimedia computers and the Internet. A defining characteristic of such applications of technologies is the implicit requirement that this will demand some investment in course materials design and development processes. Thus, the technologies covered by this group would not only support delivery of resources by making these available to students, but also support course materials design and development processes. For example, the technologies required for printing books—as well as the technology of the book itself—are necessary to make these resources available to students. Behind this, however, lies increasing use of computers—word processors, graphics programs, desktop publishing—that support the development of the printed resource. Both the development and distribution of resources should, therefore, be considered when making investments in this area. 3. Understanding Media and Technologies 3.1.3. Technologies to Support Teaching and Learning Provision of course materials is an important part of the teaching and learning processes in all education and training, whether face-to-face or at a distance. In addition, however, there are many technologies that might support other teaching and learning processes. Some of these can be used generally in any education and training programme, such as whiteboards or overhead projectors, while others might be referred to as specialist technologies, such as woodwork equipment or language laboratories. Again, the technologies covered by this group ranges from the very simple, such as pen and paper, to the very sophisticated, such as computerized simulators.
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