Paper 1: Importance of ICT in Education (http://www.iosrjournals.

org/iosr-jrme/papers/Vol-
1%20Issue-4/B0140308.pdf)

The Context of the Paper

This paper was published in 2013 in the IOSR Journal of Research & Method in Education
(IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 1, Issue 4 (May –Jun 2013), PP 03-
08. The author of the paper is Ms. Meenakshi. She is a research scholar at the P.G.Department of
Education, University of Jammu, India.

The paper addresses researcher communities who have been doing significant work in the
domain of integration of ICT in order to enhance the education system in developed and
developing nations.

A lot of journals have significantly published research work on the importance of information
and communication technologies in teaching and learning such as Australian Journal of
Educational Technology, Electronic Journal of E-learning, International Journal of Learning
Technology, Journal of Computer Assisted Learning, Technological horizons in education etc.

Details of the Paper

Research questions addressed by the paper: This paper addresses one of the most pertinent
needs in today’s education system across the world, both in developing and developed
countries – the integration and implementation of information and communication technology
in education system. Towards this, the questions that have been attempted and addressed by
the author are: (Tezcan., 2006)

a. How can the education system be reformed and revolutionized and thus be made
more effective using information and communication technology
b. The influence information and communication technology has on the lives of
students given the era of globalization, plethora of information available and fast
penetrating internet
c. If this medium is effective enough in ensuring that the education system becomes
more robust and thus contribute to an enhanced learning for the students
d. If information and communication technology can enhance the training of teachers
thereby improving the quality of education from all dimensions
e. And if an information and communication technology can indeed create an
enhanced ecosystem for everyone to learn and share information

The questions have been clearly stated and enough ground is set at the very beginning to focus
on the importance and the need of right use of information and communication technology in
education system across the globe.

The research is well justified through qualitative arguments. At the very outset the research
paper clearly defines the subject that is Information and communication technologies. It
effectively suggests how this domain uses a multitude of technological tools and resources that
can be employed not just to communicate but also create, store, spread and manage a plethora
of information which is extremely crucial in this age. It states the significance of ICT not just in a
corporate landscape but also how information and communication has become one of the most
essential and basic requirements in several sectors such as healthcare, governments etc. It not
only is used to store information but also manage the same thus enhancing the efficiency of
every system that is related to each other. This not only fosters innovation but also saves cost
and time. It is thus imperative to understand the significance of ICT in the education system as
well and how effectively can it permeate at all levels of education right from primary to the
senior levels of education. The outcome of the research is definitely worth exploring as it can
give categorical examples of the success of information and communication technologies in
positively strengthening the education system and why it should mandatorily be adopted by all
the educational systems. (Sammelan, 2009)

The author has briefly quoted some examples on the existing work in this area however there
are not sufficient references in this paper with quantitative data which highlight the research
that is being carried out to address the questions being raised in the paper. While the author
does claim that there has been ample amount of interest among the academic fraternity to
harness and leverage power of internet and other technologies pertaining to information and
communication to foster the effectiveness of education, we do not find examples or data points
backing the same. For example, one can definitely quote that the television and radio have been
used for the pat forty years in open and distance learning, there is not sufficient research shown
in the paper to prove if the usage of these mediums vis-à-vis print medium has been
diminishing or on the swell. While a lot of education institutions do use computers, television
and smart classrooms in their pedagogy, the exact percentage break-up of the same
geographically is unknown in this paper. The author states that there are several countries that
is appreciating the importance of ICT in skill building right in the formative years of a student
alongside reading, writing and numeracy, much is stated as obvious facts than backing the
claims with quantitative data. There are examples of UNSECO’s objective to incorporate ICT in
educationsal system, Kothmale Community Radio’s strive to integrate ICT in educating rural
communities in Sri Lanka, Open University of UK and Indira Gandhi National Open University
in India. However, there could have been more number of such examples and also a research to
show the number of communities or countries who are yet to incorporate the same thus proving
an opportunity, demand and market for the same.

The research is based on an implicit theory that ICT is of prime importance at the primary level
in education as the children are growing up in the age of information and globalization. The
cost of computers has decreased and penetration of internet even in developing nations has
increased thus stating that integration of ICT has become a matter of choice now. However
there isn’t a clear indication of the percentage of schools in any particular country employing
MCSE, CCNA, CompTIA etc. in the education infrastructure. (Al-Ansari, 2006)

Thus, while this assumption that integration of ICT in the education system is the need of the
hour has been mentioned, much is said as though it’s a given.

A research question that I would develop from this paper would be, while it is understood that
ICT is of paramount importance in enhancing the education system, what is the impact of this
technology on learning and achievement. The research would aim to address both
quantitatively and qualitatively how would the integration of ICT in school benefit the students
in future employment, how does it lead to a positive behavioral change, which school subjects
are the most suited for the ICT integration, what would be the most useful core indicators to
identify the results and impact and how to monitor and evaluate the same. (Irvin R. KATZ)

References:

1. Sharma Parul. (2009),Approach To ICT in Library Training, Education & Technology: Issues &
Challenges. ICAL,Poster paper
2. Shiksha Sammelan (2009), ICT for Quality Education, Vikramshila Education Resource Society.
3. Irvin R. KATZ, USA. ICT Literacy: Integration & Assessment in Higher Education. Systemics,
Cybernetics and Informatics Volume 5 - Number 4, P.50-55
4. Ron Oliver, Australia. The role of ICT in higher education for the 21st century: ICT as a change agent
for education
5. Al-Ansari, H. (2006). Internet use by the faculty members of Kuwait University. The Electronic Library
Vol.24, No. (6), Pp; 791-803.
6. Alexander, J.O. (1999). Collaborative design, constructivist learning, information technology
immersion, & electronic communities: a case study. Interpersonal Computing and Technology: An
Electronic Journal for the 21st Century No.7, Pp; 1–2.
7. Amutabi, M. N. & Oketch, M. O. (2003), 'Experimenting in distance education: the African Virtual
University (AVU) and the paradox of the World Bank in Kenya', International Journal of Educational
Development Vol. 23No.(1),Pp; 57-73.
8. Attwell, P; Battle, J. (1999). “Home Computers and School Performance”. The Information Society.
No. (15), Pp. 1-10.

Paper 2: Green Informatics: ICT for Green and Sustainability

(http://real.mtak.hu/23913/1/89_371_1_PB_u.pdf)

The Context of the Paper

This paper was published in 2012 in the Agrárinformatika / Agricultural Informatics Vol. 3, No.
2:1-8. The author of this research paper is Zacharoula S. Andreopoulou.

The research communities addressed in this paper are the ones who are doing ample and
meaningful research in informatics in the sustainability domain pertaining to clean energy,
environment, agriculture etc. A subgroup indentified for the same would be agiculture and
environmental informatics. Examples of other authors who have one significant research in this
field are GH Huang, Avital M., Bronk C., Lingamneni King, J. L., Gordon, Palem K. etc.
Popular journal publishing reach on the same is Journal of Environmental Informatics.

Details of the Paper

The key research question addressed in this paper is the role of Green Informatics that is
Information and Communication technology in environmental protection, environmental
sustainability, environmental education and rural sustainable development. How can one
effectively use green informatics fostering a long term positive impact of computing and what
are the various ways to achieve the same. (Andreopoulou Z. B., 2011)

The research is well justified as several academic institutions, corporate invest significantly in
research and identify solutions highlighting the role of information and communication
technology in environmental sustainability. Climate is a key concern across the globe and there
have been several conventions of world leaders inviting ideas and solutions to combat the same.
Climate change deeply impacts the very balance of the ecosystem leading to a shortage in
supply of basic needs such as water and food, disturbing balance in public health, affecting
agriculture etc. Thus there is a groundswell in the research and acknowledgement of the role of
ICT in the design of new and innovative technologies and systems to combat climate change
such as how ICT can be used to improve energy efficiency or amplify the usage of renewable
resources or promote green product and production. (Andreopoulou, 2009)

There is a significant amount of existing research on how green informatics can be used to
construct designs and techniques to achieve an optimal environmental governance and
sustainability. Researchers have significantly contributed in the role of ICT tools in fostering
green practices and encouraging green behavior from the ICT industrial sector to the ICT end
user. (Albertao, 2012)

Also with the advent of green informatics, there is a needful and valuable information flow that
hosts a confluence of data on eco-friendly technologies on social network. Broadband network
infrastructure has further strengthened the same thus encouraging a networked economy. Just
using a mobile phone, one is able to read and contribute to discussions and thus solutions
pertaining to green commerce, green governance, green banking etc. Thus there is an implicit
theory of the role of ICT in bringing the same into the daily average life thus positively
impacting human life. (1. Chang, 2001)

Also there are existing researches on how ICT as an industry itself has led to increase in green
house effect leading to increase in carbon footprints. The paper cites studies that quote the
contribution of ICT industry in global carbon emissions. At the same time, it also states how ICT
applications can play a dominant role in global environment protection strategy and thus
improve the economy.

The paper extensively states the role of ICT in the following:

1. Achieving a low carbon economy
2. Enhanced environmental awareness
3. Awareness on environmental projects and networks
4. Sustainable green governance

Through various studies and reports it proves the part that ICT can play to reduce energy
consumption. For example, mere example of teleconferences proves how ICT has been able to
curb GHG emissions due to diminished transportation requirements. Also constant awareness
of the same though internet, e-learning, web based learning etc. has led to a growing interest of
students and professionals to opt the same as career. (Gärling, Fujii, Gärling, & Jakobsson, 2003)

While there are many more examples stated and figures quoted such as environmental
monitoring, embedding geospatial technologies in mobile phones thus making it accessible to
farmers in the remotest corners, sensor networks through wireless networks etc. not much has
been said the viability of the same with respect to the cost, infrastructure and training. While
several countries including the European Union have set roadmap to reduce GHG emissions by
leveraging ICT tools and techniques, what are the challenges in embracing the same needs to be
highlighted for a comprehensive study. How can ICT be effectively be used to alter human
behavior for the best in order to achieve environmental sustainability. There should be surveys
and other tests done to gauge the same. (Weng, Chen, & Chen, 2015)

Bibliography
1. Chang, N. a. (2001). Assessing relocation strategy of urban air quality monitoring network by
compromise programming. . Environ. Int., , 26, 524-541.

Albertao, F. (2012). Sustainable Software Development. . In S. G. Murugesan, In Harnessing Green It:

Principles and Practices; (pp. ; pp. 63–83). Eds.; John Wiley & Sons, Ltd.: Chichester, UK,.

Andreopoulou, Z. (2009). Adoption of Information and Communication Technologies in public forest

service in Greece. . Journal of Environmental Protection and Ecology , 10(4): 1194-1204.

Andreopoulou, Z. B. (2011). Agricultural and Environmental Informatics, Governance, and Management:

Emerging Research Applications. IGIGlobal. USA .

Gärling, T., Fujii, S., Gärling, A., & Jakobsson, C. (2003). Moderating effects of social value orientation on
determinants of proenvironmental behavior intention. . J. Environ. Psychol. , 23, 1–9.

Weng, H., Chen, J., & Chen, P. (2015). Effects of Green Innovation on Environmental and Corporate
Performance: A Stakeholder Perspective. . Sustainability , 7, 4997–5026.