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Importance of ICT |What is ICT Essay

The importance of ICT in our daily life is visible and measurable in the form of our daily interaction with the ICT powered channels, devices, gadgets, or machines. There is no doubt about the Importance of ICT (Information and Communications Technology) in Our Daily Life. Our day-to-day life is much of a story of our interaction with ICT technologies. The pace of improvement in the information industry, ICT is rapid since the 21st century. Nowadays, we cannot imagine living a life without ICT as it has taken over every area of our life.

Importance of ICT in Education

The dominant outcomes of the advancement in ICT are in the fields of News Industry, Social Media, Cellular Networks, Education, Military, Medicine, Governance, etc. We can communicate with anyone on earth using small cellular devices that fit easily in our palms. The reliable and accessible connections laid the foundation of the modern era and brought changes to every unit of our human life. We can read newspapers, blogs and watch documentaries online. A new era of digital interactions in the form of social media, entertainment, and communication witnesses the importance of ICT.

There is a lot of information always available at our disposal and a list of communication technologies encapsulating our daily life experiences. This is how our lives changed once and forever.

What is ICT

ICT is an acronym of Information and Communication Technology that refers to anything that involves any technology used to establish or facilitate information and communication anywhere. The definition encompasses all the frontiers that may include military, textile, business, internet, education, health, fitness, entertainment, agriculture, etc.

One of the most dominant outlooks of ICT is computer and computing devices in all their forms and shapes. Resultantly, all the products and by-products may include email, SMS, MMS, video calls, conferencing, geodetic maps, geolocations, and artificial intelligence. All these definitions of ICT embark the importance of ICT in various paradigms of our life.

Importance of ICT in different areas of our daily life – ICT Essay

We can measure the importance of information in our daily life easily. We spend our time reading science and technology blog s, current affairs, News, business journals, weather forecast, and entertainment material. All these activities come under the information technology niche. Our connections are improved. Now, we can contact our friends and family around the globe with few clicks. We have great application like Facebook, Facetime, and WhatsApp, that help us connecting our friends and family. Whereas, in the past, it was impossible to connect with friends and family this much frequently, and efficiently.

Almost every field of engineering makes use of ICT technologies in one form or another. Civil Engineers use computing devices to calculate structural integrity, traffic loads, soil profiles, and other applications of Civil Engineering. Mechanical Engineers and other engineering, and fine arts students or professionals use information and communications technology for different purposes.

Advancement in ICT laid the foundation of modern era business . A new era of marketing and business has brought new paradigms to the economy or business sector. Businesses and Marketers can now use big real-time data packets to improve their marketing efforts and reduce money-bleeding. Emerging technological solutions in customers management, customer relation, and customer interactions have made businesses provide better services, solutions, products. Meanwhile, we can keep a check on the reviews and suggestions of their customers. These advanced systems play a vital role in the operational and performance activities of any business.

Governments use ICT (Information and communications technology) to reach their citizens on various occasions or in case of announcements. Governments consider information ministry as one of their essential institutional pillars. It is obligatory to stay connected with the public for support and smooth execution of processes and perception building or brainwashing.

Farmers use ICT for agricultural information and News. They rely on ICT technologies for weather forecasts, crops rate, expected viral or insect attacks, or remedies. They educate themselves on the subject of farming and best practices. The importance of ICT for far-living farmers and people associated with agriculture technology is very high.

All this technological advancement embark the importance of ICT and has brought fruitful results for us, but their misuse can lead us to consequences.

Top 10 Areas of Importance of ICT – ICT Essay

Importance of ict in information and communication.

ICT allows us to access vast knowledge on the internet. Smartphones provide real-time news updates, blogs, and online documentaries, keeping us well-informed about global events and local news.

Importance of ICT in Enhanced Communication

Thanks to ICT, staying connected with loved ones is a breeze. Through instant messaging apps like Facebook, WhatsApp, and Facetime, we can effortlessly communicate with friends and family across the globe.

Importance of ICT in Efficient Learning

ICT has transformed education. Students can now find answers to homework and research questions easily. Access to calculators and smartphone conversion tools makes mathematical problem-solving a breeze.

Importance of ICT in Teaching Advancements

In the classroom, teachers can leverage ICT to improve their teaching styles. Projectors and laptops aid in interactive lessons, making learning more engaging and effective.

Importance of ICT in Business Growth

The business sector benefits significantly from ICT advancements. Big data and real-time analytics enable businesses to make data-driven decisions, optimize marketing efforts, and enhance customer interactions.

Importance of ICT in Improved Governance

Governments use ICT to connect with citizens, share announcements, and gather public support. The information ministry plays a crucial role in perception-building and public engagement.

Importance of ICT in Agriculture and Farming

ICT is invaluable for farmers. They rely on weather forecasts, crop rates, and information on potential threats like viral or insect attacks. It empowers them with best practices and farming knowledge.

Importance of ICT in Entertainment and Social Media

Social media, an essential aspect of ICT, offers entertainment and a platform for connecting with people worldwide. It has changed the way we interact and share our lives.

Importance of ICT in Community Awareness

ICT helps communities stay informed about breaking news and events, promoting safety and awareness. It provides a means for communication during natural disasters or emergencies.

Importance of ICT in Technological Advancements

ICT research continually brings new technologies and ideas to the forefront. These advancements contribute to the betterment of society, the economy, and the world.

In short, the importance of ICT can’t be denied as it encompasses all areas of our life. There is an ever-growing increase in the impact of Information and communications technology. The advent of modern technologies such as Artificial Intelligence, Machine Learning, and other areas of improved technological advancements require an in-depth understanding of these topics. Therefore, embracing ICT is not merely an option but necessary in our journey toward progress and global connectivity. By harnessing the power of ICT responsibly and ethically, we can unlock boundless opportunities, paving the way for a better and digitally empowered world.

importance of ICT
Importance of ICT In Our Daily Life
Importance of Information and Communications Technology (ICT) In Our Daily Life

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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To support teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful implementation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

India [ PDF ]
Detroit, USA [ PDF ]
Finland [ PDF ]
Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.' ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
"Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

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Home / Essay Samples / Sociology / Digital Communication / The Widespread Impact of ICT on Society: An In-Depth Analysis

The Widespread Impact of ICT on Society: An In-Depth Analysis

Category: Information Science and Technology , Sociology
Topic: Digital Communication , Effects of Technology

Pages: 3 (1344 words)

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