ICT in Rural Education: A Longitudinal Impact Assessment

Abstract

The inclusion of Information and Communication Technology (ICT) into its rural education sphere has been generally acknowledged as a possible force of narrowing the gaps widened by educational differences, but the empirical supporting evidences regarding its long-term contribution have not really been in place. This paper illustrates a propositional evaluation of this intervention vertically on ICT interventions in rural school systems in three regions on a seven (7) year scale. The mixed-methods research design was used with all data collected using quantitative indicators via academic performance, digital literacy testing, and schoolbased attendance as well as qualitative information collected during an interview with educators, students, and other stakeholders within the community. Knowing that there was a tremendous improvement in learning performance improvement among the students with an ICT-centered learning tool that they were repeatedly exposed to in mathematics, science, and knowledge of language, gaps narrowed by 23 percent during the study interval between rural and the urban students. Besides, the digital skills were enhanced by the ICT integration, and more than 70 percent of students gained the functional digital literacy within the fifth year. The ability of teachers to be ready through capacity building programs and the community contribution was found to be most important in maintaining the ICT use and alleviating problems associated with infrastructure, connectivity, and resource distribution. Appreciably, the research underscores how the inclusion of ICT as a technology has changeably contributed towards encouraging inclusive education since it upholds the involvement of girls as well as lowering the dropout rate in disadvantaged societies. Nevertheless, the nagging problems including unstable power supply, poor technical assistance and unequal access of available resources to various regions and states highlights the necessity of strict policy structures and consistent investments. The longitudinal outlook highlights the fact that ICT in rural education is not an intervention but a process of continuous change that involves adaptability. The paper will be useful in adding to the ICT in education debate as it posts evidence that long-term gains and issues exist in favour of ICT in education and this can be of some use to policy makers, education institution accusers and other development institutions interested in promoting both equitable and sustainable education in rural areas.