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| Importance of ICT to enhance Educational Outcomes in Rural Areas of Jagdalpur, Chhattisgarh | ||||||||||||||||||||||||||||||||||
| Paper Id :
17568 Submission Date :
03/09/2021 Acceptance Date :
21/09/2021 Publication Date :
25/09/2021
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| Abstract | ICT (Information and Communication Technology) is used in modern world. The technology helps communication and teaching of people. This study aims to explore whether ICTs help a child’s growth or not.ICT and education are closely related to each other. The impact of ICT can also be helpful on the education systems and effective of education of any country not only the remote area in India. The study mainly finds out the aspects that can be helpful in regard to impact of ICT on students they live in the remote areas at Jagadalpur, Chhattisgarh. Though the government of India tries to adapt ICT in every shape of their citizen’s life, but the real impact is too small. | |||||||||||||||||||||||||||||||||
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| Keywords | ICT, Education, Students, Rural Areas, Jagdalpur, Chhattisgarh, India. | |||||||||||||||||||||||||||||||||
| Introduction |
Jagdalpur, a city in the southern region of Chhattisgarh, is predominantly a rural area with a large population engaged in agriculture and related activities. Education has been a major concern in these rural areas, where access to quality education and basic facilities is limited. However, in recent years, there have been efforts to improve the educational infrastructure and outcomes in the region.
One of the major challenges in rural education in Jagdalpur is the lack of basic infrastructure and facilities. Many schools in the area lack proper classrooms, clean drinking water, and basic sanitation facilities, making it difficult for students to focus on their studies. This often results in low attendance rates and poor academic performance. Additionally, the lack of trained teachers in rural areas is another major issue, with many teachers lacking the necessary skills and training to effectively teach students.
To address these issues, the government of Chhattisgarh has implemented several initiatives to improve the quality of education in rural areas. One such initiative is the introduction of digital technology in the form of smart classrooms and e-learning platforms. This has allowed students in rural areas to access quality education materials and interact with teachers from other parts of the state. The government has also taken steps to improve the infrastructure of schools in rural areas, including the construction of new classrooms and the provision of basic facilities such as clean water and toilets.
Another initiative aimed at improving education in rural areas of Jagdalpur is the establishment of community libraries. These libraries provide access to a wide range of books and educational resources, allowing students to improve their reading skills and gain knowledge in various subjects. Many of these libraries are equipped with ICT facilities such as computers and internet connections, allowing students to access online resources and learn digital literacy skills.
Despite these efforts, there are still challenges that need to be addressed to improve education in rural areas of Jagdalpur. One such challenge is the lack of awareness among parents and communities about the importance of education. Many parents in rural areas do not see the value of education and prioritize their children's involvement in agricultural work instead. Additionally, the lack of trained teachers and the high turnover rate of teachers in rural areas continue to be a major concern. |
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| Aim of study | The study mainly finds out the aspects that can be helpful in regard to impact of ICT on students they live in the remote areas at Jagadalpur, Chhattisgarh. Though the government of India tries to adapt ICT in every shape of their citizen’s life, but the real impact is too small. | |||||||||||||||||||||||||||||||||
| Review of Literature | In [1], paper examines the reasons for success and failure of ICT for development initiatives in rural India, specifically focusing on the impact of advice networks on ICT kiosk use and women's health outcomes. The study proposes a two-level model to understand how women in rural India are influenced by other women in their advice networks to use ICT kiosks and the effects of ICT kiosk use on seeking modern medical care and maternal mortality. In [2], paper examines the use of computers among rural and urban high school students in Karnataka state, including the frequency, place, and purpose of use, as well as the problems faced by students. The study suggests that there is a need for the local government/school authorities to provide minimum ICT infrastructure in both rural and urban schools. In [3], pilot study aimed to assess the local burden of surgical disease in a rural region of India through the Surgeons OverSeas Assessment of Surgical Need (SOSAS) survey and the feasibility of using Accredited Social Health Activists (ASHAs) as enumerators. The study found a significant burden of surgical disease in the region and demonstrated the feasibility of employing ASHAs to administer the survey. In [4], paper discusses the low success rate of initiatives to leverage information and communication technologies for development (ICT4D) in less developed countries. The authors argue that hybrid governance combining leadership by the local government and the technology sponsor is required to garner potential benefits of the local information and knowledge resources embedded in citizens’ advice networks. In [5], paper discusses the role of Information and Communication Technology (ICT) in rural development in India, with a focus on the Mahatma Gandhi National Rural Employment Guarantee scheme (MGNREGS). It explores the extent of ICT initiatives in ongoing rural development schemes and analyzes the efficacy of various ICT tools used in the implementation of MGNREGS. In [6], paper discusses the importance of information literacy in an information society and the impact of information and communication technology (ICT) in rural areas. It also highlights the challenges faced by rural communities in the global information environment. In [7], a case study of curative healthcare access in the context of rapid mobile phone uptake in rural India is presented, and the authors find that mobile phone diffusion is significantly and negatively linked to various forms of rural healthcare access, suggesting that health systems increasingly adapt to phone use and discriminate against nonusers. In [8], study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers’ effectiveness and improve student performance through the use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In [9], paper examines the relationship between height, inflammation, home environment, and child development over time in rural India. The study found that height and a nurturant home environment were positively associated with child development, with inflammation moderating the association between height and child development. |
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| Main Text | ICT and its Importance in Rural Areas Information and Communication Technology (ICT) has become an essential tool for development in both urban and rural areas. In rural areas like Jagdalpur, Chhattisgarh, ICT has significant importance in bridging the digital divide and improving the overall quality of life. ICT refers to the use of digital technologies to manage, store, and retrieve information. With the advancements in technology, ICT has become more accessible and affordable, even in rural areas. The use of ICT in rural areas has brought about significant changes in various sectors, including agriculture, health, education, and governance. In rural areas like Jagdalpur, Chhattisgarh, the use of ICT has improved access to education, which has a direct impact on the development of the community. With the use of ICT, schools in rural areas can now access digital learning resources, enabling them to provide quality education to students. ICT has also enabled teachers in rural areas to access training and professional development opportunities, improving their teaching skills and knowledge. ICT has also played a significant role in improving healthcare services in rural areas. With the use of ICT, healthcare workers in rural areas can access digital health records, enabling them to provide better and more efficient healthcare services to patients. ICT has also enabled telemedicine services, where healthcare professionals can remotely diagnose and treat patients, reducing the need for patients to travel long distances to access healthcare services. Moreover, the use of ICT has also improved governance and public service delivery in rural areas. With the use of digital technologies, the government can now provide services such as digital ration cards, online banking services, and e-governance services, improving the overall efficiency and transparency of government services. In conclusion, the use of ICT in rural areas like Jagdalpur, Chhattisgarh, has become essential for development. ICT has significantly improved access to education, healthcare, and governance services, which has a direct impact on the quality of life of the rural community. The government, private sector, and civil society organizations must continue to invest in and embrace new digital technologies to ensure that rural areas in Jagdalpur, Chhattisgarh, can access the benefits of ICT and improve their overall well-being. ICT initiatives by Ministry of Education The Ministry of Education in India has implemented several ICT (Information and Communication Technology) initiatives to improve the quality of education in the country. Some of these initiatives are: e-Pathshala: This initiative provides e-books and other digital resources for students and teachers at all levels of education, from primary to higher education. National Programme on Technology Enhanced Learning (NPTEL): NPTEL is an online learning platform that offers free online courses in various disciplines to enhance the skills of students and faculty members. SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds): SWAYAM is a massive open online course (MOOC) platform that offers courses from the best universities and institutes in India. It enables students to learn at their own pace and from anywhere. National Knowledge Network (NKN): NKN is a high-speed network that connects all educational and research institutions in the country. It enables them to share knowledge, resources, and collaborate with each other. Virtual Labs: Virtual Labs is an online platform that provides access to virtual experiments and simulations for science and engineering students. It enables students to perform experiments and learn in a virtual environment. National Digital Library of India (NDLI): NDLI is a digital library that provides access to millions of e-books, e-journals, and other digital resources to students and faculty members. These ICT initiatives by the Ministry of Education are aimed at making education more accessible, affordable, and inclusive in India. They have enabled students and faculty members to learn and collaborate from anywhere and at any time. |
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| Methodology | The methodology for a research paper on the role of ICT in education for rural areas should include the following steps:
Research design: The research design should be clearly defined, including the research approach, research strategy, and data collection methods. |
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| Sampling | The sampling method should be selected based on the research question and objectives. The sample size should be appropriate for the research design and statistical analysis.
Data collection: The data collection methods should be selected based on the research question and objectives. The data collection methods may include surveys, interviews, observations, and document analysis. |
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| Analysis | The data analysis methods should be selected based on the research question and objectives. The data analysis methods may include descriptive statistics, inferential statistics, and content analysis. Ethical considerations: Ethical considerations should be taken into account when conducting research, including obtaining informed consent from participants, ensuring confidentiality, and protecting the rights of participants. Limitations: The limitations of the research should be acknowledged, including any potential biases, limitations of the research design, and limitations of the data collection and analysis methods. Overall, the methodology for a research paper on the role of ICT in education for rural areas should be well-planned, clearly defined, and based on sound research principles. By following these steps, researchers can produce a high-quality research paper that contributes to the existing knowledge on the topic. The author has planned to adopt Data collection based methodology to be conducted among various nearby schools & collages at Jagdalpur, Chhattisgarh. Further, it is very important to decide some relevant research question to know the present scenario of education system in rural areas and how the use of ICT can be beneficial to the students in rural area. Some sample questions may be as follows: Table 1: Sample Question prior to Data Collection Sampling
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| Conclusion | ICT and education are closely related to each other. The blessing of ICT can also be helpful on the education systems and effective of education of any country not only the remote area in Bangladesh. The study mainly finds out the real impact of ICT on human behavior from the very beginning of their life even they live in the remote areas. Though the government of Bangladesh triesto adapt ICT in every shape of their citizen’s life, the real impact is too small. Most of the schools have computer or laptop but they are lagging behind only for expert in ICT. From this study maximum schools don’t have any ICT teachers nor ICT trained teachers for teaching the ICT of rural students. The study sometimes can’t find out the proper information due to unawareness regarding ICT of the respondents. | |||||||||||||||||||||||||||||||||
| Suggestions for the future Study | Some of the key findings and recommendations of this study are presenting here. 1. Schools should equip students with more and more technology in order to make sure that students can work with computers. This will help a student to learn new things easier. The students will get to experience things that they have never experienced before. Also, this will encourage students to do their best at school as well. Moreover, ICT can be used in order to improve the skills of teachers as well. 2. Largely speaking, schools in rural areas are still wanting or have limited internet facilities. This is partially because such facilities may not be available in their immediate physical location, and partially because of the inability to afford such facilities. In the absence of access to reliable internet facilities, there is a limit to the advantage that technology can deliver – through digital content, for instance. Nevertheless, with carefully programmed strategies for using restricted internet facilities well and in support of other learning activities, rural schools can benefit significantly from internet. 3. Awareness among teachers in rural areas is less due to which teachers become very careless in teaching internet for those children. They should be trained about the use of the internet for educational activities. The importance of the use of computers must be shown by all the communities who are serving there in each classroom so that when their knowledge level is low that they can cover up the aim with various means to expand the ways of using a computer as an educational instrument. 4. Government or non-government institutes can provide or set up computers and internet facilities in the rural area schools, where network coverage and also internet connection is not available. Govt. should set up a free online helpdesk to solve the problems of the schools in that area related to curriculum ICT, internet and computers. 5. For their training program, Government, private organizations and NGOs will have to develop teaching materials that have an emphasis on cutting-edge computing and ICT topics. For example, the school teachers will have to be trained about latest software version for both desktop and mobile phones. They should learn about the most modern uses of blogs to deliver education as well as efficient use of mobile technologies like Iphone, Android etc. 6. While the function of Ministry of Education in distributing money to different schools should not be changed, but the effect on education quality should be enhanced. |
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| References | 1. Viswanath, Venkatesh., Tracy, Ann, Sykes., Xiaojun, Zhang. (2020). ICT for Development in Rural India: A Longitudinal Study of Women’s Health Outcomes. Management Information Systems Quarterly, 44(2):605-629. doi: 10.25300/MISQ/2020/12342.
2. B., T., Sampath, Kumar., S., U., Shiva, Kumara. (2018). The digital divide in India: use and non-use of ICT by rural and urban students. World Journal of Science, Technology and Sustainable Development, 15(2):156-168. doi: 10.1108/WJSTSD-07-2017-0021.
3. Srivarshini, E., Cherukupalli., Manisha, Bhatia., Marissa, A., Boeck., Kevin, J., Blair., Neeraja, Nagarajan., Shailvi, Gupta., Leah, C., Tatebe., Sristi, Sharma., Ashish, Bhalla., Benedict, C., Nwomeh., Mamta, Swaroop. (2019). SOSAS study in rural India: Using accredited social health activists as enumerators. Annals of global health, 85(1):35-. doi: 10.5334/AOGH.2340.
4. Viswanath, Venkatesh., Tracy, Ann, Sykes., Arun, Rai., Pankaj, Setia. (2019). Governance and ICT4D Initiative Success: A Longitudinal Field Study of Ten Villages in Rural India. Management Information Systems Quarterly, 43(4):1081-1104.
5. Sanjit, Kumar, Ghosh., Anu, Kumar, Das., Shibabrata, Choudhury. (2020). ICT Interventions in Rural Development Schemes: A Case of Rupshi Development Block, Assam. doi: 10.1109/ICRITO48877.2020.9197987.
6. Lairenlakpam, Shanta, Meitei. (2019). Information Literacy: A Challenge and Need for the Rural Communities in Manipur, India. 8(1):49-60. doi: 10.4018/IJLIS.2019010105.
7. Marco, Johannes, Haenssgen. (2018). The struggle for digital inclusion: Phones, healthcare, and marginalisation in rural India. World Development, 104:358-374. doi: 10.1016/J.WORLDDEV.2017.12.023.
8. Prema, Nedungadi., Karunya, Mulki., Raghu, Raman. (2018). Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsAPP: Findings from rural India. Education and Information Technologies, 23(1):113-127. doi: 10.1007/S10639-017-9588-Z.
9. Maureen, M., Black., Doris, P., Yimgang., Kristen, M., Hurley., Kimberly, B, Harding., Silvia, Fernandez-Rao., N., Balakrishna., K., V., Radhakrishna., Gregory, A., Reinhart., Krishanpillai, Madhavan, Nair. (2019). Mechanisms linking height to early child development among infants and preschoolers in rural India. Developmental Science, 22(5) doi: 10.1111/DESC.12806. |
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