Implementation of ICT Policy in Education: Goals and Challenges

In the early 2000s, the Ministry of Education, Arts, and Culture developed the Information and Communication Technology (ICT) policy to guide the integration of technology into education. The main aim was to enhance teaching and learning through digital tools, ensuring that students and teachers could benefit from modern ICT resources. This article explores two specific goals of the ICT policy, how they are being realized in a local school, the challenges faced, and possible ways to improve their implementation.

Goal 1: Improve Access to ICT Resources in Schools

What the goal aims to achieve:

This goal seeks to ensure that all schools have sufficient ICT infrastructure, such as computers, internet connectivity, and digital learning materials. The objective is to bridge the digital divide so that every student has equal access to technology, which is essential for modern education.

How the goal is being realized (school context):

In my school, there have been efforts to equip the computer labs with new computers and improve internet access. Recently, the school received a donation of devices and upgraded its Wi-Fi network, allowing students to use digital resources during lessons.

Critique of progress:

Despite these efforts, many challenges remain. The computers in the lab are sometimes outdated, and internet connectivity is inconsistent during peak hours. Not all classrooms are connected to the internet, limiting the integration of ICT in everyday teaching practices.

Suggestions for improvement:

To enhance access, the school could establish a regular maintenance plan for ICT equipment, seek partnerships with technology providers for affordable hardware, and expand Wi-Fi coverage to all classrooms. Additionally, training teachers and students to effectively utilize available resources can maximize their impact.

Goal 2: Integrate ICT into the Curriculum Effectively

What the goal aims to achieve:

This goal aims to embed ICT tools into teaching methods and curriculum content, promoting digital literacy and making lessons more engaging. It encourages teachers to incorporate technologies like online assessments, multimedia presentations, and interactive learning platforms.

How the goal is being realized (school context):

Some teachers at my school have started using projectors, online quizzes, and educational apps. For example, science teachers use simulations to explain complex concepts. However, the adoption is inconsistent across departments, and many teachers lack the necessary training.

Critique of progress:

While there are positive steps, many educators feel unprepared to fully integrate ICT into their teaching. The curriculum has not been fully adapted to incorporate digital activities, and limited professional development opportunities hinder progress.

Suggestions for improvement:

Providing ongoing training and workshops for teachers can build confidence and skills. Developing a clear ICT integration plan within the curriculum and encouraging collaborative lesson planning can promote more consistent adoption. Furthermore, involving students in digital projects can foster hands-on learning.

Conclusion

The ICT policy's goals are vital for transforming education and preparing students for the digital age. While progress has been made, challenges still exist that require strategic efforts, including infrastructure upgrades and teacher training. By addressing these issues, schools can better realize the full potential of ICT in education.

Photo: Contributed