Technological Infrastructure and Use of ICT in Education in ... - ADEA
Technological Infrastructure and Use of ICT in Education in ... - ADEA
Technological Infrastructure and Use of ICT in Education in ... - ADEA
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74 Work<strong>in</strong>g Group on Distance <strong>Education</strong> <strong>and</strong> Open Learn<strong>in</strong>g<br />
8. Importance <strong>of</strong> <strong>ICT</strong> for <strong>Education</strong>.........<br />
Over the past few decades there have been major transformations<br />
occurr<strong>in</strong>g <strong>in</strong> the formal education sector, as well as <strong>in</strong> other areas that<br />
are important for enabl<strong>in</strong>g people to develop new capabilities necessary<br />
for the knowledge/<strong>in</strong>formation society (Mansell & Wehn, 1999; Butcher,<br />
2001). These changes are partly due to the development <strong>of</strong> <strong>ICT</strong>s, as well<br />
as the forms <strong>of</strong> network<strong>in</strong>g, knowledge shar<strong>in</strong>g, <strong>and</strong> <strong>in</strong>teractive learn<strong>in</strong>g<br />
that <strong>ICT</strong>s facilitate (Heppell, 2000). Haddad & Draxler (2002) note that<br />
change is required <strong>of</strong> schools (<strong>and</strong> education systems more broadly)<br />
which were orig<strong>in</strong>ally developed <strong>in</strong> the context <strong>of</strong> the <strong>in</strong>dustrial age<br />
<strong>and</strong> which now must meet the educational needs <strong>of</strong> the current global<br />
knowledge environment. In effect, the Information Age has brought<br />
with it a new context <strong>in</strong> which schools must function. As such, Haddad<br />
& Draxler (2002, p8) call for a new paradigm <strong>of</strong> school<strong>in</strong>g, as is shown<br />
<strong>in</strong> the table below.<br />
Table 8: The new school<strong>in</strong>g paradigm<br />
From<br />
A school build<strong>in</strong>g<br />
Classrooms<br />
A teacher (as provider <strong>of</strong><br />
knowledge)<br />
A set <strong>of</strong> textbooks <strong>and</strong> some<br />
audiovisual aids<br />
To<br />
A knowledge <strong>in</strong>frastructure (schools,<br />
labs, radio, television, Internet,<br />
museums…)<br />
Individual learners<br />
A teacher (as a tutor <strong>and</strong> facilitator)<br />
Multimedia materials (pr<strong>in</strong>t, audio,<br />
video, digital…)<br />
Source: Haddad & Draxler (2002, p8)<br />
8. Importance <strong>of</strong> <strong>ICT</strong> for <strong>Education</strong><br />
Given this chang<strong>in</strong>g paradigm, the role <strong>of</strong> distance education is becom<strong>in</strong>g<br />
<strong>in</strong>creas<strong>in</strong>gly important. Not only does distance education have great<br />
potential for exp<strong>and</strong><strong>in</strong>g access to educational opportunities (particularly<br />
tertiary education <strong>and</strong> teacher tra<strong>in</strong><strong>in</strong>g), but also, the teach<strong>in</strong>g <strong>and</strong><br />
learn<strong>in</strong>g methods are especially suited to the new paradigm described<br />
above. In expla<strong>in</strong><strong>in</strong>g this new paradigm <strong>in</strong> more detail, Haddad & Draxler<br />
(2002, p8) note that ‘education will not be a location anymore, but an<br />
activity: a teach<strong>in</strong>g/learn<strong>in</strong>g activity’. This is what distance education<br />
has always been. Thus, focus<strong>in</strong>g on how <strong>ICT</strong> can enhance distance<br />
educational delivery should be seen as an <strong>in</strong>tegral aspect <strong>of</strong> improv<strong>in</strong>g<br />
education for sub-Saharan Africa along with global trends. The benefits
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