THE write-up ‘Incorporating ICT in education’ (Sept 18) was informative. However, it explained just one reason behind Pakistan’s low level computer literacy.

More than the teachers not willing to incorporate Information and Communication Technology (ICT) in their classrooms and lesson planning, it’s the unavailability of necessary amenities that is a major obstacle in the incorporation of ICT in our schools.

Large swathes of rural areas don’t have access to even landline Internet connection, let alone broadband. Laptop computers are so expensive that meagerly paid government teachers and poor students cannot afford to have one. Another reason in this regard is the lack of teachers’ training.

Training may prove helpful in educating the teachers about the ways and benefits of incorporating computer technology in their classrooms to make the lessons more interactive and practical.

There is no denying the fact that computer-aided education has revolutionised the learning process. Educators and teachers in the West excessively rely on e-education as it facilitates them in making the learning process more holistic and making a comprehensive presentation on a given topic.

Considering the importance of the ICT in the realm of education, it is disheartening to see the government putting in tiny effort in equipping schools with computer and Internet facilities.

The role of the Punjab government in this respect is, however, commendable as it has established 4,000 computer labs in most of the high schools. The governments of other provinces must follow suit. The provincial government must lay the telecommunication network in rural areas; connect them to the world through broadband, set up more and more computer labs in schools and provide laptop and desktop computers to students on discounted rates. Computer-aided learning is the need of the hour.

SAAD KHOSA Jaffarabad