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ICTs and Society  

ICTs and Society  

Information and Communication Technologies (ICTs) are being mentioned in many discourses across several areas, with the potentialities of defining a new way of working. ICTs refer to the infrastructure and devices that constitute creating information content, organizing, processing and representation of the information, as well as communication of the information.  Across the world, ICTs are now being used in education systems as methods of improving educational outcomes, in school administration processes as well as a separate body of knowledge by itself.

Information and Communication Technologies (ICTs) are being mentioned in many discourses across several areas, with the potentialities of defining a new way of working. ICTs refer to the infrastructure and devices that constitute creating information content, organizing, processing and representation of the information, as well as communication of the information.  Across the world, ICTs are now being used in education systems as methods of improving educational outcomes, in school administration processes as well as a separate body of knowledge by itself.<br>

Understanding ICTs – a brief history

=Understanding ICTs – a brief history=

Information as well as the communication have been one of the defining characteristics  of the human society.  One might argue that ICTs started with the depictions of events in cave paintings.  Historically, many societies and cultures have used different and multiple ways of organizing, representation and transmission of information. These differences exist in the manner of recording, the content recorded, ways of access and the scope of the transmission.  Improved and easy access to information and knowledge significantly enhances people's overall life opportunities and has the potential to alter structures in society.  Traditionally, difference in access and use of information by various sections of the society has led to marginalization and inequity.   

Information as well as the communication have been one of the defining characteristics  of the human society.  One might argue that ICTs started with the depictions of events in cave paintings.  Historically, many societies and cultures have used different and multiple ways of organizing, representation and transmission of information. These differences exist in the manner of recording, the content recorded, ways of access and the scope of the transmission.  Improved and easy access to information and knowledge significantly enhances people's overall life opportunities and has the potential to alter structures in society.  Traditionally, difference in access and use of information by various sections of the society has led to marginalization and inequity.<br>  

ICTs are perhaps nearly as old as humanity itself, as human beings needed to communicate with one another, beginning with symbolic (non verbal) ways, before language was invented. Language could be seen as first 'ICT', it  enabled (oral) communication amongst human beings.  Yet oral communication had the limitation of space and time, meaning that the speaker and the listener had to be in the same space and time.  

ICTs are perhaps nearly as old as humanity itself, as human beings needed to communicate with one another, beginning with symbolic (non verbal) ways, before language was invented. Language could be seen as first 'ICT', it  enabled (oral) communication amongst human beings.  Yet oral communication had the limitation of space and time, meaning that the speaker and the listener had to be in the same space and time.<br>

Script was the next ICT, invented around 5,000 years ago1, which enabled information to be held distinct from the communicator and be made available beyond the limitation of space and time that oral communication imposed.  Writing also enabled easier recording of human history and thus the invention of script was a landmark in the history of ICTs.

Script was the next ICT, invented around 5,000 years ago1, which enabled information to be held distinct from the communicator and be made available beyond the limitation of space and time that oral communication imposed.  Writing also enabled easier recording of human history and thus the invention of script was a landmark in the history of ICTs.

Invention of printing technologies scaled up the 'writing' process and enabled mass production of books. The invention of radio and television created the 'mass media' in which simultaneously the same message could be transmitted to thousands of people. Each ICT invention enabled the processes of information creation, sharing, storing and communicating to be easier, quicker, more efficient (reaching more people) etc. Each invention was a significant event in the evolution of human communication processes and in the explosion in the availability of information.  Each step also resulted also in shifts in the way information became accessible to sections of society.

Invention of printing technologies scaled up the 'writing' process and enabled mass production of books. The invention of radio and television created the 'mass media' in which simultaneously the same message could be transmitted to thousands of people. Each ICT invention enabled the processes of information creation, sharing, storing and communicating to be easier, quicker, more efficient (reaching more people) etc. Each invention was a significant event in the evolution of human communication processes and in the explosion in the availability of information.  Each step also resulted also in shifts in the way information became accessible to sections of society.<br>

The digital paradigm

=The digital paradigm=

Information and communication have historically been drivers of social processes and systems. What makes the new framework different is the advancement in the digital technologies surrounding information and communications.  We are now perhaps in the middle of the next epochal movement in the history of ICTs, the use of digital2 methods of accessing, creating, modifying sharing, storing information as well as for communication.

Information and communication have historically been drivers of social processes and systems. What makes the new framework different is the advancement in the digital technologies surrounding information and communications.  We are now perhaps in the middle of the next epochal movement in the history of ICTs, the use of digital2 methods of accessing, creating, modifying sharing, storing information as well as for communication.<br>

The digital format of resources has caused such an explosion of information since creation, storage and dissemination of information has become much easier and cheaper than before.  Increasingly, production and consumption of information becoming increasingly important, not only from economic but even more so from social and cultural perspectives. This digital knowledge society is developing new structures and adjusting existing structures, along the lines of information flow.  These pathways of information flow can also create more marginalization and exclusion if all the participants in society are not equipped with the skills to function in this society.  

The digital format of resources has caused such an explosion of information since creation, storage and dissemination of information has become much easier and cheaper than before.  Increasingly, production and consumption of information becoming increasingly important, not only from economic but even more so from social and cultural perspectives. This digital knowledge society is developing new structures and adjusting existing structures, along the lines of information flow.  These pathways of information flow can also create more marginalization and exclusion if all the participants in society are not equipped with the skills to function in this society.<br>

Another key aspect of ICTs is in the possibilities of connecting and their impact on communities and organization.  By their very structure, ICTs also allow new possibilities for network structures of organizing and communicating information.  Networks, while been existing throughout history, have had to compete with traditional, hierarchical-vertical modes of information and communication dissemination.  The digital paradigm is allowing for new capabilities and potentialities of the network structures3.   

Another key aspect of ICTs is in the possibilities of connecting and their impact on communities and organization.  By their very structure, ICTs also allow new possibilities for network structures of organizing and communicating information.  Networks, while been existing throughout history, have had to compete with traditional, hierarchical-vertical modes of information and communication dissemination.  The digital paradigm is allowing for new capabilities and potentialities of the network structures.<br>  

Movement of ICTs

=Movement of ICTs=

Knowledge model / Basis  

Knowledge model / Basis<br>

Method  

Method  

Storage

Storage

Information spreads  fast and wide4. Much easier construction and much Wider possibilities – text, audio, video

Information spreads  fast and wide4. Much easier construction and much Wider possibilities – text, audio, video

Like the ICTs invented earlier, the invention and mass use of digital ICTs is having significant implications for society across various spheres of polity, economy, governance, media etc. We will explore these implications briefly in the next section.

Like the ICTs invented earlier, the invention and mass use of digital ICTs is having significant implications for society across various spheres of polity, economy, governance, media etc. We will explore these implications briefly in the next section.<br>

Students are digital natives

Students are digital natives<br>

While many teachers would have been born before the digital revolution, our students are all from the generation born after the after the beginning of the mass use of cell phones (the second generation or 2G cell phone technology was available for mass use from 1991)!  Mark Prensky, who works in the ICTs and education space, says children are 'digital natives5', who have been born in an environment with access to digital technologies, while your teachers are 'digital immigrants' who have lived a large part of their lives before mobile phones became popular and for who these technologies may still seem unnecessary and unfamiliar.  For student teachers, growing up in the digital technology paradigm, learning to navigate the digital world is an essential skill).  

While many teachers would have been born before the digital revolution, our students are all from the generation born after the after the beginning of the mass use of cell phones (the second generation or 2G cell phone technology was available for mass use from 1991)!  Mark Prensky, who works in the ICTs and education space, says children are 'digital natives5', who have been born in an environment with access to digital technologies, while your teachers are 'digital immigrants' who have lived a large part of their lives before mobile phones became popular and for who these technologies may still seem unnecessary and unfamiliar.  For student teachers, growing up in the digital technology paradigm, learning to navigate the digital world is an essential skill).  

Think and talk it over with your students

Think and talk it over with your students

This phenomenon creates an interesting inversion in the school environment, in almost all other areas, the teacher is more familiar than the learner, while in case of ICTs (more specifically in the skill of using ICT devices and methods), it can often be the opposite! Research also suggests that younger people are quicker to pick up a technology than older people. Secondly, the experience and insights of teacher educators can help student teachers to develop a critical perspective towards digital ICTs, which is essential, since digital ICTs have huge potential for doing good as well as harm. One point to note is that, one technology does not replace the earlier one, rather the earlier technologies tend to continue, thus creating a richer environment of multiple ICTs.

This phenomenon creates an interesting inversion in the school environment, in almost all other areas, the teacher is more familiar than the learner, while in case of ICTs (more specifically in the skill of using ICT devices and methods), it can often be the opposite! Research also suggests that younger people are quicker to pick up a technology than older people. Secondly, the experience and insights of teacher educators can help student teachers to develop a critical perspective towards digital ICTs, which is essential, since digital ICTs have huge potential for doing good as well as harm. One point to note is that, one technology does not replace the earlier one, rather the earlier technologies tend to continue, thus creating a richer environment of multiple ICTs.

ICTs and implications for polity, society and economy

=ICTs and implications for polity, society and economy=

Political

==Political==

The political processes in most countries have been impacted by digital ICTs (henceforth, unless the context requires otherwise, we will use the term ICTs to mean digital ICTs). Politicians now participate on virtual platforms that allow them to communicate with people directly. For e.g. Twitter which is a 'micro blogging' platform, is used by many political leaders, as well as government departments to communicate its work and information. Mass movements have also used digital networking tools to collaborate and support action. It is believed that during the recent Egypt struggle for democracy, protests were coordinated using social networking platforms/tools, which made them more effective. The counting of votes has now become a fraction of time, used earlier, through 'electronic voting machines' and in a large country like India with a large voter base, counting for an entire constituency can be completed in a matter of hours.  

The political processes in most countries have been impacted by digital ICTs (henceforth, unless the context requires otherwise, we will use the term ICTs to mean digital ICTs). Politicians now participate on virtual platforms that allow them to communicate with people directly. For e.g. Twitter which is a 'micro blogging' platform, is used by many political leaders, as well as government departments to communicate its work and information. Mass movements have also used digital networking tools to collaborate and support action. It is believed that during the recent Egypt struggle for democracy, protests were coordinated using social networking platforms/tools, which made them more effective. The counting of votes has now become a fraction of time, used earlier, through 'electronic voting machines' and in a large country like India with a large voter base, counting for an entire constituency can be completed in a matter of hours.  

Think and talk it over with your students

Think and talk it over with your students

Governance

Governance

Democratic Governments have in the past struggle to share information transparently with citizens and also support citizen/ community participation in their activities. This has been to the large volumes of information being generated and stored across thousands of paper files which has made sharing difficult if not impossible. Slow modes of communication also lead to delayed communication with the public. However, increasingly, governments are using ICTs to improve information processing and sharing, leading to greater transparency. India has passed the Right to Information Act, 2005 and the use of 'pro-active' disclosure through the Internet is seen as a very important way of meeting RTI needs.  Apart from information transparency, transaction processing too has been simplified in many areas. The land records in Karnataka have been digitised through the Bhoomi project, which has made getting mutation information easier. Booking of travel tickets has become simple, and in case of education, admission, examination administration etc. has also become quicker and more efficient.

Democratic Governments have in the past struggle to share information transparently with citizens and also support citizen/ community participation in their activities. This has been to the large volumes of information being generated and stored across thousands of paper files which has made sharing difficult if not impossible. Slow modes of communication also lead to delayed communication with the public. However, increasingly, governments are using ICTs to improve information processing and sharing, leading to greater transparency. India has passed the Right to Information Act, 2005 and the use of 'pro-active' disclosure through the Internet is seen as a very important way of meeting RTI needs.  Apart from information transparency, transaction processing too has been simplified in many areas. The land records in Karnataka have been digitised through the Bhoomi project, which has made getting mutation information easier. Booking of travel tickets has become simple, and in case of education, admission, examination administration etc. has also become quicker and more efficient.

ICTs and implication for knowledge processes

=ICTs and implication for knowledge processes=

As discussed earlier, ICTs have caused an explosion of information as well as provided new channels for communication. This has affected institutions, structures and processes relating to learning and knowledge.  For instance, earlier, formal learning methods  were either physical / face to face or 'open and distance'. Now both have acquired digital elements to look more like each other in the form of new 'blended models' of learning. Face to face modes have acquired digital modes of interaction to allow for more intensive/extensive learning possibilities beyond the physical interactions. Traditional ODL modes (which had very little interactions, and none amongst learners) are also allowing for regular interactions amongst learners and with faculty through digital modes, that makes it more like face to face programmes. More on this is discussed in the unit dealing with Professional Learning Communities (PLCs) and Open Educational Resources (OER). PLCs can use blended models to provide maximum support to learning.

As discussed earlier, ICTs have caused an explosion of information as well as provided new channels for communication. This has affected institutions, structures and processes relating to learning and knowledge.  For instance, earlier, formal learning methods  were either physical / face to face or 'open and distance'. Now both have acquired digital elements to look more like each other in the form of new 'blended models' of learning. Face to face modes have acquired digital modes of interaction to allow for more intensive/extensive learning possibilities beyond the physical interactions. Traditional ODL modes (which had very little interactions, and none amongst learners) are also allowing for regular interactions amongst learners and with faculty through digital modes, that makes it more like face to face programmes. More on this is discussed in the unit dealing with Professional Learning Communities (PLCs) and Open Educational Resources (OER). PLCs can use blended models to provide maximum support to learning.

Thus digital methods have opened up numerous channels for self learning and peer learning. 'Massive open online courses are online courses aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a learning community (source from http://en.wikipedia.org/wiki/Massive_open_online_course)

Thus digital methods have opened up numerous channels for self learning and peer learning. 'Massive open online courses are online courses aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a learning community (source from http://en.wikipedia.org/wiki/Massive_open_online_course)