Information and Communication Technologies (ICT) in education. Factors which contribute to a sustainable use of ICT in education

Abstract

This paper argues that meaningful access to ICT encompasses more than providing computers and internet connections. As many cases show problems arise when greater importance is given to physical availability of computers and to connectivity than the issues of content, language, education, literacy or community and social resources. There are three basic issues which are discussed here in relation to sustainable use of ICT in education. First the need for invasive education as opposed to letting students teach themselves the use of technology. Second the need for developing awareness, planning and setting up processes of sustainable change before the purchase of the equipment. Finally the need to plan social inclusion along with the introduction of ICT because although the lack of access to ICT harms chances of inclusion the reverse is equally true. Those who are already marginalized will have fewer opportunities to access and use of ICT. So while planning technology access programs apart from the physical resources (computers and telecommunication connections) they should also cater for digital resources (relevant content in diverse languages), human resources (literacy and education) and social resources (community, institutional and societal structures that support access to ICT).