Welcome to ICT learning.

Information and Communication Technologies (ICT) have gained a swift momentum on teachers and students’s teaching learning process and has provided a significant research area for many scholars in and around the world.  ICT has significantly changed the face of education. However Bhutanese educational system has just entered in the early phase of Information and Communication Technologies adoption.

According to a journal titled ‘The Challenges of Illiteracy and ICT Training in Bhutan’ (2013, June 12) retrieved from http://www.ictworks.org/2013/06/21/the-challenges-of-illiteracy-and-ict-training-in-bhutan/, Bhutan’s timeline is unique as formal education was introduced in 1960, Internet and TV were introduced in 1999, and democracy was introduced in 2008; because of which Bhutan faces unique ICT integration challenges. Moreover, most of the rural areas of Bhutan do not have access to power supply and other modes of modern technology due to uneven geographical landmark which has further deprived the use of ICT facilities in teaching learning process in rural schools. On the brighter side, with the introduction of Central School system in education, schools today are better equipped with all the facilities which have changed the face of teaching learning process; though one cannot say that challenges are completely resolved.

A study conducted by Blanskat, Blamire, Kefala (2006) in national, international, and European schools  to draw an evidence regarding the advantages of ICT in school learning achievement, it has been  found out that ICT has positive impact on students’ performances in primary schools particularly in English language and less in science.
Hence forth I will be updating on the ICT integration in our Bhutanese Class room.