Analyze and evaluate the ways in which higher education is changing due to advances in Information and Communication Technology (ICT)

In the contemporary society, education systems are under intense pressure to utilize information and communication technology in their day to day operations. The assumption that information and communication technology (ICT) is paramount in changing to education system i.e. in not only learning but also teaching in classrooms form the basis of the aforementioned pressure. The modern society is in dire need of a workforce that is better placed to utilize technology to spur productivity, economic growth, development and creativity. The aforementioned entails the identification of sound information sources, effective and easy access of information and the communication or transfer of such information and data to other individuals (Stensaker et al. 2007: 431). This essay seeks to analyze and evaluate various ways on how advances in information technology and communication are changing higher education.

            Information technology and communication envisages applications and software that are often aid in boosting higher education distance learning through distance learning. According to Kirkup and Kirkwood 2005: 185), ‘information and communication technology is a relatively powerful tool that is well aligned to change and reform higher education’. Given that it is utilized well, different ICT tools aid to not only ease access to higher education but also strengthen the importance of higher education to work places. In addition, information technology and communication enhances the quality of education by advancing a relatively active process that connects well with real life. In the past few decades, there has been increased interest on how ICT can be utilized to enhance not only efficiency but also effectiveness of higher education. However, ICT is still at infant stages in emerging and developing economies. The aforementioned is because of limited infrastructure and relatively high cost of usage (McNay 2006: 231).

            According to Gurr (2004: 115), effective learning in higher education is largely attributable to information technology and communication (ICT). ICT has not only enhanced efficiency but also expanded access, improved quality of higher education leaning and has contributed to improved systems of management. In the modern education system, ICT has been regarded highly relatively because of its role in higher education, research and in breaking the vicious cycles of poverty through new job openings and newly created investment opportunities. Information communication and technology is a subject that cannot be swept under the carpet in the 21^st century. The higher education field has not been spared by the ever increasing influence of information technology and communication in the contemporary society. Information technology and communication has impacted both the quality and quantity of learning in higher institutions and distance learning institutions that have embrace it. ICT introduction and its subsequent usage together with its integration have led to the sprouting of modern educational methodologies. Therefore, it is apparent that ICT has had a radical change in the traditional methods of information transfer and delivery and has offered an enviable learning experience to tutors and students of higher institutions (Aleksic-Maslac & Magzan 2012: 273).

            The evolution and subsequent penetration of ICT into higher institutions of learning have had significant impact on the way leaning is conducted in that it has changed traditional modes of learning. For example, it is not only possible to utilize distance learning and realize collaboration between diverse higher institutions of learning but also providing new avenues where there is unchallenged ability to transfer knowledge and share information. The pace of higher education change attributable to information technology and communication has had relatively significant impact on operations of humans i.e. in terms of learning globally. The ever evolving ICT has relatively challenged traditional and often radical   processes of higher education by advancing feasible methods of information transfer and management. Easy global communication and transfer of information enhances instant exchange of data courtesy of evolving ICT is a boost to higher institutions of learning (van Weert & Tatnall 2005: 109).

For developing and emerging economies, information communication and technology provides a rational avenue of enhancing the quality of higher education and also boost access to much needed education. ICT does not only facilitate knowledge absorption and transfer, but also offers emerging and developing economies with wide opportunities that are meant to boost institutions of higher learning, boost the formulation of policies and their subsequent execution (Dittler 2005: 64). From the aforementioned, it is apparent that information and communication technology plays a cardinal role in reducing the isolation of certain groups from sound education and opens up knowledge avenues in unimaginable ways i.e. those that were not possible in the recent past.

            In conclusion, it is apparent from the discussion above that information technology and communication (ICT) has greatly impacted higher education. First, ICT provides an avenue which eases the transfer of information and data to different quarters. In addition, ICT has addressed the issue of isolation and low absorption and acquisition of knowledge in developing and emerging economies. Moreover, its rapid evolution and subsequent embracing by institutions of higher learning will relatively reduce the ever widening gap between those educated in developing economies and those in developed economies. Finally, ICT has relatively improved the formulation and implementation of sound educational policies by enhancing easy access to information.

List of references

Aleksic-Maslac, K & Magzan, M 2012, 'ICT as a tool for building social capital in higher education', Campus -- Wide Information Systems, vol 29, no. 4, pp. 272-280.

Dittler, U 2005, E-Learning in Europe - Learning Europe:How have new media contributed to the development of higher education?, Waxmann Verlag, Berlin.

Gurr, D 2004, 'ICT, Leadership in Education and E-leadership', Studies in the Cultural Politics of Education, vol 25, no. 1, pp. 113-124.

Kirkup, G & Kirkwood, A 2005, 'Information and communications technologies (ICT) in higher education teaching—a tale of gradualism rather than revolution', Learning, Media & Technology, vol 30, no. 2, pp. 185-199.

McNay, I 2006, Beyond Mass Higher Education:Building on experience, McGraw-Hill International, New York.

Stensaker, B, Maassen, P, Borgan, M, Oftebro, M & Karseth, B 2007, 'Use, updating and integration of ICT in higher education: Linking purpose, people and pedagogy', Higher Education, vol 54, no. 3, pp. 417-433.

van Weert, T & Tatnall, A 2005, Information and Communication Technologies and Real-Life Learning: New education for the knowledge society, Springer, New York.