NATIONAL EDUCATION

POLICY
ON
ICT IN SCHOOL EDUCATION
WHAT IS ‘ICT’?

Information and Communication Technologies are defined as all devices, tools,

content, resources, forums, and services, digital and those that can be converted
into or delivered through digital forms, which can be deployed for realizing the
goals of teaching learning, enhancing access to and reach of resources, building of
capacities, as well as management of the educational system.
These will not only include hardware devices connected to computers, and
software applications, but also interactive digital content, internet and other
satellite communication devices, radio and television services, web based content
repositories, interactive forums, learning management systems, and management
information systems.
NATIONAL POLICY ON EDUCATION 1992

The National Policy on Education 1986, as modified in 1992, stressed the

need to employ educational technology to improve the quality of education.
The policy statement led to two major centrally sponsored schemes, namely,
Educational Technology (ET) and Computer Literacy and Studies in
Schools (CLASS) paving the way for a more comprehensive centrally
sponsored scheme – Information and Communication Technology @ Schools
in 2004. Educational technology also found a significant place in another
scheme on upgradation of science education. The significant role ICT can play
in school education has also been highlighted in the National Curriculum
Framework 2005 (NCF) 2005.
• With the convergence of technologies, it has become
imperative to take a comprehensive look at all possible
information and communication technologies for
improving school education in the country.
• The comprehensive choice of ICT for holistic
development of education can be built only on a sound
policy.
• The initiative of ICT Policy in School Education is
inspired by the tremendous potential of ICT for
enhancing outreach and improving quality of education.
• This policy endeavors to provide guidelines to assist the
States in optimizing the use of ICT in school education
within a national policy framework
 ICT IN SCHOOL EDUCATION
• Enhanced the modes of communication

• Cost-efficient

• Paperless: Eliminate the usage of paper. Eco-friendly

• Better teaching and learning methods

• Enhanced data and information security

• Minimize cost and save time

• Easy student management

• Automatic solutions to manual paper-based process

and procedures

• Interactive and collaborative teaching and learning

methods

• Direct classroom teaching 

• Spread awareness of the social impact of technological
change in education
• Web-based LMS tools connect students, educators, scholars
and researchers, and education personal together
• Enhance E-learning and learning management system (LMS)
• Independent learning platforms for students
• Teachers can teach better with images, videos and graphics
while delivering lessons
• Educators can create engaging, interesting and well-designed
classroom activities
• Improve the administration and enhance the quality and
efficiency of education
ICT ENABLED
TEACHING
LEARNING • ICT enabled teaching-learning encompasses a variety
of techniques, tools, content and resources aimed at
PROCESSES improving the quality and efficiency of the
teaching learning process.
• Teachers will participate in selection and critical
evaluation of digital content and resources. They will
also be encouraged to develop their own digital
resources, sharing them with colleagues through
the digital repositories.
• In schools equipped with EDUSAT terminals,
DTH or other media devices, relevant activities will
be planned and incorporated into the time schedule of
the school.
NEP 2020 ON ICT IN SCHOOL EDUCATION

• According to NEP 2020, an autonomous body, the National Educational

Technology Forum (NETF), are going to be created 
• to supply a platform for the free exchange of ideas on the utilization of
technology
• to reinforce learning, assessment, planning, administration, and so on,
both for college and better education.
• to facilitate deciding on the induction, deployment, and use of
technology, by providing to the leadership of education institutions, State
and Central governments, and other stakeholders, 
FUNCTIONS OF ‘NETF’

• provide independent evidence-based advice to Central and government

agencies on technology-based interventions;
• build proper infrastructure in educational technology;
• envision strategic thrust areas during this domain; and
• articulate new directions for research and innovation.
INITIATIVES
• Pilot studies for online education - to evaluate the benefits of integrating education with
online education.
•  Digital infrastructure - ensure that the technology-based solutions do not become
outdated with the rapid advances in technology.
• Online teaching platform and tools - e-learning platforms like SWAYAM, DIKSHA, are
going to be extended to supply teachers with a structured, user-friendly, rich set of assistive
tools for monitoring progress of learners.
• Virtual Labs - creating virtual labs in order that all students have equal access to quality
practical and hands-on experiment-based learning experiences.
• Training and incentives for teachers -  Teachers will undergo rigorous training in learner-
centric pedagogy and on the way to become high-quality online content creators themselves
using online teaching platforms and tools.
• Online assessment and examinations: Appropriate bodies, like the
proposed National Assessment Centre or PARAKH, School Boards, NTA,
and other identified bodies will design and implement assessment
frameworks.
• Blended models of learning: For implementing digital learning in
education, the importance of face-to-face in-person learning is fully
recognized. Accordingly, different effective models of blended learning are
going to be identified for appropriate replication for various subjects
• NAME – Piyush Aggarwal
• COURSE – B.Ed.
• RANK/ROLL NO. – 1397
• YEAR – 2021-22
• SUBJECT CODE – BED109
• SUBJECT NAME – Critical Understanding of ICT
• ASSIGNMENT TYPE – PPt