Curricula for ICT in Education
It is well accepted that Information and Communication Technologies have an immense potential to impact education; providing newer and more effective ways of mitigating some of the challenges being faced by the educational system of our country.
ICT distinguish themselves by their rapid evolution, changing constantly the modes of engagement with them. A decade long infusion of computers and more recently ICT however, have demonstrated impacts that range from none to complete open learning. Besides, ICT are also among the most expensive of investments, causing much confusion regarding practices that have the best returns on investments. Under these circumstances, the recent National Policy on ICT in School Education is a beacon which directs future implementations. Guided by the policy and anchoring firmly on the National Curriculum Framework, the curriculum for the school system is generic by design.
The school context is riddled with disparities emerging primarily from socio-economic sources but manifested as denial of access. At any given instant of time, therefore, one is bound to encounter schools at different levels of preparedness for ICT infusion, teachers with varying levels of awareness of and ability to use ICT in education and students with exposure ranging from zero upwards. Fitting in a curricular prescription into such diversity calls for an openness in approach, not normally addressed in other areas of the school curriculum.
Sharing in the resolve of the National Curriculum Framework to respect the right of every learner to negotiate learning spaces on their own and develop their unique world views, the curriculum underscores the need for opportunities of exploration, exercising of imagination and creativity and connecting to and being a part of the larger community of learners, thereby in influencing and impacting human understanding.