ICT TOOLS FOR EFFECTIVE TEACHING

ICT TOOLS FOR EFFECTIVE TEACHING

Introduction

Learning Technology, Educational Technology, Instructional Technology, e-Learning, Computer Assisted Learning (CAL), Computer Based Training (CBT). One or more of these closely related terms seems to occur in almost every discussion on education and learning these days.

A widely accepted definition of Instructional Technology is that provided by the Association for Educational Communications and Technology Definitions and Terminology Committee. "Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning."

Learning Components

Ø General Course Descriptive Data, including: course identifiers, language of content (English, Spanish, etc.), subject area (Maths, Reading, etc.), descriptive text, descriptive keywords

Ø Life Cycle, including: version, status

Ø Instructional Content, including: text, web pages, images, sound, video

Ø Glossary of Terms, including: terms, definition, acronyms

Ø Quizzes and Assessments, including: questions, answers

Ø Rights, including: cost, copyrights, restrictions on Use

Ø Relationships to Other Courses, including prerequisite courses

Ø Educational Level, including: grade level, age range, typical learning time, and difficulty.

Technology literacy competencies

Ø knowing the basic operation, terminology, and maintenance of equipment,

Ø knowing how to use computer-assisted instructional programs,

Ø having knowledge of the impact of technology on careers, society, and culture (as a direct instructional objective), and

Ø Computer programming.

Synthesis Sections

Ø Curriculum and Standards-Based Content (grounding e-learning to state, professional, and national curriculum standards).

Ø Teaching and Learning (pedagogy and critical skills for e-learning success).

Ø Instructional Technology Systems (the Internet, networks, platforms, operating systems, software tools, creating effective online learning environments, and online professional development).

Ø Milieu: Cultural and Organizational Context (the social, cultural, and political dimensions of e-learning).

Pedagogical approaches

Ø instructional design – the traditional pedagogy of instruction which is curriculum focused, and is developed by a centralized educating group or a single teacher.

Ø social-constructivist – this pedagogy is particularly well afforded by the use of discussion forums, blogs, wiki and on-line collaborative activities. It is a collaborative approach that opens educational content creation to a wider group including the students themselves. The One Laptop Per Child Foundation attempted to use a constructivist approach in its project

Ø Laurillard's Conversational Model is also particularly relevant to eLearning, and Five-Stage Model is a pedagogical approach to the use of discussion boards

Ø Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works.

Ø Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc.

Ø Behavioral perspective focuses on the skills and behavioral outcomes of the learning process. Role-playing and application to on-the-job settings.

Ø Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure.

Ø Mode Neutral Convergence or promotion of ‘transmodal’ learning where online and classroom learners can coexist within one learning environment thus encouraging interconnectivity and the harnessing of collective intelligence.

Basic Skills Instruction

Ø Computer assisted instruction to drill

Ø Multi-media software - teach to a variety of learning styles

Ø Videodiscs - strengthen basic skills

Ø Video and audio technologies - bring material to life

Ø Distance learning - at least as effective as traditional methods of instruction

Ø All forms - develop new skills related to use of technology itself, necessary in workplace

Advanced Skills Instruction

Ø Interactive educational technologies, including:

o Computer-generated simulations

o Videodiscs

o Internet

o CD-ROM

Ø Students learn to: organize complex information, recognize patterns, draw inferences, communicate findings

Ø Learn better organizational and problem-solving skills

Technology issues

Along with the terms learning technology, instructional technology, and Educational Technology, the term is generally used to refer to the use of technology in learning in a much broader sense than the computer-based training or Computer Aided Instruction. It is also broader than the terms Online Learning or Online Education which generally refer to purely web-based learning. In cases where mobile technologies are used, the term M-learning has become more common. E-learning, however, also has implications beyond just the technology and refers to the actual learning that takes place using these systems.

ICT Services

Computer-based learning

Computer-based learning, sometimes abbreviated to CBL, refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used for teaching purposes.

Computer-based training

Computer-Based Trainings (CBTs) are self-paced learning activities accessible via a computer or handheld device. CBTs typically present content in a linear fashion, much like reading an online book or manual. For this reason they are often used to teach static processes, such as using software or completing mathematical equations. The term Computer-Based Training is often used interchangeably with Web-based training (WBT) with the primary difference being the delivery method. Where CBTs are typically delivered via CD-ROM, WBTs are delivered via the Internet using a web browser. Assessing learning in a CBT usually comes in the form of multiple choice questions, or other assessments that can be easily scored by a computer such as drag-and-drop, radial button, simulation or other interactive means. Assessments are easily scored and recorded via online software, providing immediate end-user feedback and completion status. Users are often able to print completion records in the form of certificates.

Computer-supported collaborative learning (CSCL)

Computer-supported collaborative learning (CSCL) is one of the most promising innovations to improve teaching and learning with the help of modern information and communication technology. Most recent developments in CSCL have been called E-Learning 2.0, but the concept of collaborative or group learning whereby instructional methods are designed to encourage or require students to work together on learning tasks has existed much longer. It is widely agreed to distinguish collaborative learning from the traditional 'direct transfer' model in which the instructor is assumed to be the distributor of knowledge and skills, which is often given the neologism E-Learning 1.0, even though this direct transfer method most accurately reflects Computer-Based Learning systems (CBL).

Communication technologies used in E-learning

Communication technologies are generally categorized as asynchronous or synchronous. Asynchronous activities use technologies such as blogs, wikis, and discussion boards. The idea here is that participants may engage in the exchange of ideas or information without the dependency of other participant’s involvement at the same time. Electronic mail (Email) is also asynchronous in that mail can be sent or received without having both the participants’ involvement at the same time. Asynchronous learning also gives students the ability to work at their own pace. This is particularly beneficial for students who have health problems. They have the opportunity to complete their work in a low stress environment.

Synchronous activities involve the exchange of ideas and information with one or more participants during the same period of time. A face to face discussion is an example of synchronous communications. Synchronous activities occur with all participants joining in at once, as with an online chat session or a virtual classroom or meeting.

Conclusion

Constructivism provides valuable insight for classroom teachers who want to use technology to support student learning. Computers offer opportunities for enhancing intellectual growth and learner-centered classrooms can help students connect the curriculum with their personal experiences and innate abilities to learn. These classrooms have the most promise for successful technology integration