The role of ICT in guidance can be seen in three ways: as a
tool, as an alternative, or as an agent of change. The growth of websites and
help lines as forms of technically mediated service delivery means that the
potential of ICT as a change agent is now greater than ever before. The
telephone, websites and e-mail, alongside face-to-face facilities, could be
alternative services; or they could be portals into a wide, flexible and
well-harmonized network of services (Oye N. D.,
2012) .
In one study, the evolutions of ICT, and the ways in which it is currently used
in the delivery of career information and guidance services, are examined. Such
systems have the potential both to expand and to restrict access to career
information and guidance. Ways in which ICT can complement and/or be integrated
with other ways of providing career services are explored. Finally, a number of
key policy issues relating to the role of ICT in national and regional career
information and guidance systems are identified, including issues relating to
funding and quality assurance (Watts, 2002) .
Moreover,
the results of similar study on ICT and guidance and counseling showed that
clients walking into resources centers are experiencing difficulty locating
relevant information and using it effectively in the decision-making process.
Many affective, cognitive or technical constraints are influencing clients when
interacting with the information and new technologies (Réginald
Savard, 2002) . Schools in Australia provide school
counselors to assist students, yet many young people do not avail themselves of
this service. However, young people do seek help from telephone help-lines (in
2002 almost 1.1 million phone calls were made to Kids Help Line) and from the
Internet (Kids Help Line, 2003a). Perhaps more anonymous forms of counseling,
such as cyber counseling, could deliver a more effective service within a
school setting. The difficulties and benefits of school based web counseling
are discussed in terms of the ethical, legal and therapeutic issues, as well as
technical problems and recent research outcomes (Campbell, 2004) .
In
the Philippines, study showed that the guidance counselors showed a higher
level of awareness of communication technologies than of information
technologies. They spent an average of 1.2 h per day using a computer in
the workplace. Most used ICT for writing letters and reports, calling parents,
and keeping records. Appraisal and
counseling were conducted frequently but these were done mainly using
paper-based and face-to-face methods respectively. Their primary sources of
guidance-related information were print-based, but a few also cited the
Internet. They had a positive attitude to the use of ICT in guidance. They
reported confidence and productivity in using ICT in their work, while also
reporting a need for further training. They also believed that ICT proficiency
should be a required skill for professional counselors. However, costs,
confidentiality, and security were important issues that the respondents
identified as needing to be addressed (Vinluan, 2011) .
There are wide variations both between and within
countries in the extent and nature of the training required to practise as
guidance workers. In some sectors, including the private sector, there are no
formal requirements. In general, requirements are more formal in the education
(school) sector than elsewhere. In most countries there is no mutual
recognition of guidance qualifications between education and labour market
sectors, and no facility for progression from non-expert to expert guidance
status. The role of government in determining/influencing the content and
methodology of training varies from countries where it makes all the decisions
to those where it appears to have no involvement at all. Little use is
currently made of ICT and distance education to deliver initial and/or
recurrent training for guidance workers. A number of recommendations to address
these and other issues are made. (McCarthy, 2004) .
The context for the inclusion of Information and
Communication Technology (ICT) in the processes of Educational, Personal,
Social and Vocational Guidance in the European framework is heterogeneous and
so in some countries the discussion on this area is highly developed, with
various contributions in theoretical map and in the design and developing of
courses and specific training programs specially organized by the Universities
and Guidance Association. (Fernández, Sanz, & García,
2009) .
The ICT abilities become necessary due to their irruption in the social field
group which involves having some minimal knowledge about them and the domain
and utilization of the proper technological tools.
Apart from the technological capacities it is necessary to
consider the guidance skills and integrate them adequately in a competence
vertebrate map with the aim of action and helping people long line life (Garcia, 2013) .
