Method of Information and Communication for Paper 1 Unit VIII (Information and Communication) as Per New 2021 Syllabus

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Information and Communication: Objective

  • Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society.
  • Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy.
  • UNESCO aims to ensure that all countries, both developed and developing, have access to the best educational facilities necessary to prepare young people to play full roles in modern society & to contribute to a knowledge nation.
  • Because of the fundamental importance of ICT in the task of schools today, UNESCO has previously published books in this area as a practical means of helping Member States:
  • For example, Informatics for Secondary Education: A Curriculum for Schools (1994) and Informatics for Primary Education (2000) . Rapid developments in ICT now demand a completely new document in place of the first of these publications.
  • This book has two key purposes. The first is to specify a curriculum in ICT for secondary schools that is in line with current international trends.
  • The second purpose is to outline a programme of professional development for teachers necessary to implement the specified ICT curriculum successfully.

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  • All governments aim to provide the most comprehensive education possible for their citizens within the constraints of available finance. Because of the pivotal position of ICT in modern societies, its introduction into secondary schools will be high on any political agenda.
  • This book gives a practical and realistic approach to curriculum and teacher development that can be implemented quickly and cost effectively, according to available resources.
  • The curriculum is designed to be capable of implementation throughout the world to all secondary age students. The programme of teacher professional development relates closely to the ICT curriculum, and particularly to the stage of development that schools have reached with respect to ICT.

Curriculum and Teacher Development

  • Keeping pace with technological development and the changing competencies required of both students and their teachers requires a state-of the- art curriculum and appropriate teacher development.
  • Teachers need to be adequately prepared to implement a state-of-the-art ICT curriculum. Indeed, introducing any new curriculum calls for careful preparation, management, resourcing, and continuing support.
  • In the case of an ICT curriculum, even more concerns have to be considered. Educational research studies show that programmes of professional development for teachers are most effective if directed to the stage of ICT development reached by schools.
  • The implications of these research findings are that teacher development is best conceived as an ongoing process, with many professional development activities conducted in schools.
  • Availability of resources: In any educational system, the level of available resources places a restriction on the degree to which any new subject can be introduced into the school curriculum, especially where only the most basic facilities have so far been provided.
  • But ICT is of such importance to the future industrial and commercial health of a country that investment in the equipment, teacher education, and support services necessary for the effective delivery of an ICT-based curriculum should rank high in any set of government priorities.
  • The curriculum proposed takes account of these resource issues and specifies minimum requirements for effective delivery in different circumstances. Information and communication technology, or ICT, is defined as the combination of informatics technology with other, related technologies, specifically communication technology.

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