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IMPACT OF
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ON CLASSROOM TEACHING
CHAPTER ONE
INTRODUCTION
1.10Background
of the study
It is
difficult and maybe even impossible to imagine future learning environments
that are not supported, in one way or another, by Information and Communication
Technologies (ICT). When looking at the current widespread diffusion and use of
ICT in modern societies, especially by the young – the so-called digital
generation – then it should be clear that ICT will affect the complete learning
process today and in the future. Virtually everywhere across the globe; the
African Union (AU), European Union (EU) and the Member States have dedicated
effort and resources to the promotion and implementation of ICT in education
and training; and they continue to do so (e.g. the EU eLearning Programme and the
SourceCrew Virtual Classroom Programme powered by Elluminate).
There is, in
other words, a widespread belief that ICTs have an important role to play in
changing and modernizing educational systems and ways of learning. There is,
however, little scientific evidence of the concrete contributions of ICTs to
the learning domain, despite the efforts of the last decades. Hence, there is a
need to bring evidence together on the impact of ICT on education and training
in Africa.
However, it
should be noted that many early online courses, such as those developed in the
1970s and 80s at the New Jersey Institute of Technology, courses at the
University of Guelph in Canada, the British Open University, and the online
distance courses at the University of British Columbia (where Web CT, now
incorporated into Blackboard Inc. was first developed), have always made heavy
use of online discussion between students. Also, from the start, practitioners
such as Harasim (1995) have put heavy emphasis on the use of learning networks
for knowledge construction, long before the term e-learning. There is also an
increased use of virtual classrooms (online presentations delivered live) as an
online learning platform and classroom for a diverse set of education providers
such as Minnesota State Colleges and Universities and Sachem School District.
E-learning
is naturally suited to distance learning and flexible learning, but can also be
used in conjunction with face-to-face teaching, in which case the term Blended
learning is commonly used. E-Learning pioneer Bernard Luskin argues that the
"E" must be understood to have broad meaning if e-Learning is to be
effective. Luskin says that the "e" should be interpreted to mean
exciting, energetic, enthusiastic, emotional, extended, excellent, and
educational in addition to "electronic" that is a traditional
national interpretation. This broader interpretation allows for 21st century
applications and brings learning and media psychology into the equation.
In higher
education especially, the increasing tendency is to create a Virtual Learning
Environment (VLE) (which is sometimes combined with a Management Information
System (MIS) to create a Managed Learning Environment) in which all aspects of
a course are handled through a consistent user interface standard throughout
the institution. A growing number of physical universities, as well as newer
online-only colleges, have begun to offer a select set of academic degree and
certificate programs via the Internet at a wide range of levels and in a wide
range of disciplines. While some programs require students to attend some
campus classes or orientations, many are delivered completely online. In
addition, several universities offer online student support services, such as
online advising and registration, e-counseling, online textbook purchase,
student governments and student newspapers.
ICT in form
of e-Learning can also refer to educational web sites such as those offering
learning scenarios, worksheets and interactive exercises for children. The term
is also used extensively in the business sector where it generally refers to
cost-effective online training. The recent trend in the e-Learning sector is
screencasting. There are many screencasting tools available but the latest buzz
is all about the web based screencasting tools which allow the users to create
screencasts directly from their browser and make the video available online so
that the viewers can stream the video directly. The advantage of such tools is
that it gives the presenter the ability to show his ideas and flow of thoughts
rather than simply explain them, which may be more confusing when delivered via
simple text instructions. With the combination of video and audio, the expert
can mimic the one on one experience of the classroom and deliver clear,
complete instructions.
From the
learner's point of view this provides the ability to pause and rewind and gives
the learner the advantage of moving at their own pace, something a classroom
cannot always offer.
1.11Statement
of the problem
One of the
major challenges confronting the educational sector in Nigeria is the scaring discrepancy
between the astronomical increase in the number of applicants seeking admission
into various higher institutions and the available facilities in these
institutions to provide quality education; the main purpose for their
existence. Each year the Joint Admission and Matriculation Board (JAMB)
register hundreds of thousands of students seeking to get admission into
various institutions of higher learning in the country. Unfortunately less than
20 percent of these students are absorbed by these institutions, as the
facilities they have on ground can only support fewer students. As a matter of
fact, those even admitted by these institutions often outstrip the facilities
available to support qualitative education and make the academic environment conducive
for learning environment. It is therefore not a surprise that in most of these
institutions students are often cramped up in lecture rooms, with most of the
students struggling to get themselves desks and chairs just to listen to
lectures. More outrageous and embarrassing is the situation whereby students
sit on the floor while some hang on window frames just to be in the class and
listen to their lecturers.
The horrible
situation of students sitting on the floor and hanging on the window frames in
classes so they can receive lectures is not faced by the students alone. The
lecturers also have their own share of this unfortunate situation in our
institutions of higher learning. For instance due to huge number of students
they have in their classes, lecturers dissipate their energy while lecturing as
they need to shout, not speak, for them to be audible enough that the students
can hear them. No public address system and when there is, there is often no
electricity to power it. Obviously the productivity of both the lecturers and
students are negatively affected. And ultimately the prior aim of these
institutions (providing quality education of international standard) is
defeated.
The
introduction and adoption of effective and efficient ICTs will surely go a long
way in ameliorating the above sorry situation but will also compliment the
effort of these institutions in task of providing quality education. It is a
creative and an innovative development that allow teachers to teach more
comfortably and conveniently. Especially in a virtual classroom where the
presence of teachers and students are not necessarily required, this is made
possible through a web collaboration technology. Virtual classroom just like
physical classroom is interactive, and in a densely populated area, it puts the
institution in a vantage position to admit more students than they currently do
without compromising the quality and standard of education the offer, but
rather improves it.
1.12Objectives
of the study
The
objective of this project is to describe the impact of ICT on teaching in
classrooms through students and teachers in various institutions of higher
learning. And by this objective the goals include:
§ Ameliorating the present problem and
challenges faced by institutions of (higher) learning in Nigeria in terms of
matching up their facilities with the number of students the admit into their
schools.
§ To create a conducive teaching and learning
environment for lecturers and students respectively via eLearning.
§ To build an online network and community
among the teachers and students.
§ To bring up the Nigeria higher institutions,
lecturers and students to technological development and innovations as they are
related to eLearning.
1.13Purpose
of the study
The main
purpose of this study is to examine the impact of ICT in classrooms
implementing ICT equipments and tools in teaching-learning process as a media
and methodology. Generally, to familiarize teachers and students with the use
and workings of computers, and related social and ethical issues, and also to
provide the prospects and trends of integrating information and communication
technology (ICT) into the general educational activities.
1.14Research
Questions
The probable
research questions are:
· What are the factors responsible for
the under-utilization of the capabilities of our school teachers/higher
institution lecturers in terms of ICT?
· What role can the government play in
the overhauling of our teachers/lecturers productivities in terms of
technological advancement?
· What role has our higher institutions
played in matching up their facilities with the international standard such
that many of our lecturers can be reckoned with anywhere in the world?
· What is the degree of readiness of our
teachers and lecturers in terms of teaching with the state of the art
technology?
1.15Research
Hypothesis
The
following hypothesis were formulated from the research questions:
Hypothesis
1:
Information
and communication technology is a strong catalyst to reform and improve
classroom teaching.
The opposing
hypothesis is: the true improvement is found in schools which use the
technology as a supplement to their materials, not as a catalyst, and
improvement is achieved when technology is applied in specific educational
problems.
Hypothesis
2:
The
successful operation of the ICT system in the classrooms will help students to
achieve higher learning skills even if the quality of the instructional
materials may be low. The academic achievement is dependent on the teachers’
roles and the school’s expectations (goals), not on the instructional materials
and the information gathered from using the ICT system.
The opposing
hypothesis stated that: the use of the ICT will lower the academic achievement
due to wasted time spent on reviewing lower quality materials from the web
sites.
Hypothesis
3:
The success
of the implementation of the ICT depends on the level of teachers’ ability to
integrate it in their teaching-learning situations. This hypothesis states that
teachers mediate the use of the ICT and that the ICTs intellectual value is
strongly related to the teachers’ ability.
The opposing
hypothesis is: the successful adoption of the ICT is determined by the schools’
technological infrastructure and the students’ ability to use the ICT rather
than the teachers’ abilities.
Hypothesis
4:
The gap
between the haves vs. have-nots on the technological knowledge should not widen
if there is an equal access to the ICT system.
The opposing
hypothesis is: there will be an increased gap between the haves vs. have-nots
on the technological knowledge if there is an equal access to the ICT system.
1.16Significance
of the study
The
increasing use of technology in all aspects of society makes confident,
creative and productive use of ICT an essential skill for life. ICT capability
encompasses not only the mastery of technical skills and techniques, but also
the understanding to apply these skills purposefully, safely and responsibly in
learning, everyday life and employment. ICT capability is fundamental to
participation and engagement in modern society.
ICT can be
used to find, develop, analyze and present information, as well as to model
situations and solve problems. ICT enables rapid access to ideas and
experiences from a wide range of people, communities and cultures, and allows
students to collaborate and exchange information on a wide scale. ICT acts as a
powerful force for change in society, and citizens should have an understanding
of the social, ethical, legal and economic implications of its use, including
how to use ICT safely and responsibly. Increased capability in the use of ICT
supports initiative and independent learning, as pupils are able to make
informed judgements about when and where to use ICT to enhance their learning
and the quality of their work.
Discussed
below are some of the significance of ICT to classroom teaching:
· Access to variety of learning
resources
In the era
of technology, ICT aids plenty of resources to enhance the teaching skills and
learning ability. With the help of ICT now it is easy to provide audio visual
education. The learning resources are being widens and widen. Now with this
vivid and vast technique as part of the ICT curriculum, learners are encouraged
to regard computers as tools to be used in all aspects of their studies. In
particular, they need to make use of the new multimedia technologies to
communicate ideas, describe projects, and order information in their work.
· Immediacy to information
IT has
provided immediacy to education. Now in the year of computers and web networks
the pace of imparting knowledge is very very fast and one can be educated
anywhere at any time. New IT has often been introduced into well-established
patterns of working and living without radically altering them. For example,
the traditional office, with secretaries working at keyboards and notes being
written on paper and manually exchanged, has remained remarkably stable, even
if personal computers have replaced typewriters.
· Any time learning
Now in the
year of computers and web networks the pace of imparting knowledge is very fast
and one can be educated. One can study whenever he wills irrespective of
whether it is day or night and irrespective of being in Nigeria or in US
because of the boom in ICT.
· Collaborative learning
Now ICT has
made it easy to study as well as teach in groups or in clusters. With the
online collaboration technology we can be united together to do the desired
task. Efficient postal systems, the telephone (fixed and mobile), and various
recording and playback systems based on computer technology all have a part to
play in educational broadcasting in the new millennium. The Internet and its
Web sites are now familiar to many children in developed countries and among
educational elites elsewhere, but it remains of little significance to very
many more, who lack the most basic means for subsistence.
· Multimedia approach to education
Audio-Visual
Education, planning, preparation, and use of devices and materials that involve
sight, sound, or both, for educational purposes. Among the devices used are
still and motion pictures, filmstrips, television, transparencies, audiotapes,
records, teaching machines, computers, and videodiscs. The growth of audio-visual
education has reflected developments in both technology and learning theory.
Studies in
the psychology of learning suggest that the use of audio-visuals in education
has several advantages. All learning is based on perception, the process by
which the senses gain information from the environment. The higher processes of
memory and concept formation cannot occur without prior perception. People can
attend to only a limited amount of information at a time; their selection and
perception of information is influenced by past experiences. Researchers have
found that, other conditions being equal, more information is taken in if it is
received simultaneously in two modalities (vision and hearing, for example)
rather than in a single modality. Furthermore, learning is enhanced when
material is organized and that organization is evident to the student.
These
findings suggest the value of audio-visuals in the educational process. They
can facilitate perception of the most important features, can be carefully
organized, and can require the student to use more than one modality.
· Authentic and up to date information
The
information and data which are available on the net is purely correct and up to
date.
Internet, a
collection of computer networks that operate to common standards and enable the
computers and the programs they run to communicate directly provides true and
correct information.
· Online library
ICT support
thousands of different kinds of operational and experimental services one of which
is online library. We can get plenty of data on this online library.
As part of
the ICT curriculum, learners are encouraged to regard computers as tools to be
used in all aspects of their studies. In particular, they need to make use of
the new multimedia technologies to communicate ideas, describe projects, and
order information in their work. This requires them to select the medium best
suited to conveying their message, to structure information in a hierarchical
manner, and to link together information to produce a multidimensional
document.
· Distance learning
Distance
Learning, method of learning at a distance rather than in a classroom. Late
20th-century communications technologies, in their most recent phases
multimedia and interactive, open up new possibilities, both individual and
institutional, for an unprecedented expansion of home-based learning, much of
it part-time. The term distance learning was coined within the context of a
continuing communications revolution, largely replacing a hitherto confusing
mixed nomenclature—home study, independent study, external study, and, most
common, though restricted in pedagogic means, correspondence study. The
convergence of increased demand for access to educational facilities and
innovative communications technology has been increasingly exploited in face of
criticisms that distance learning is an inadequate substitute for learning
alongside others in formal institutions. A powerful incentive has been reduced
costs per student. At the same time, students studying at home themselves save
on travel time and other costs.
Whatever the
reasoning, distance learning widens access for students unable for whatever
reason (course availability, geographical remoteness, family circumstances,
individual disability) to study alongside others. At the same time, it appeals
to students who prefer learning at home. In addition, it appeals to organizers
of professional and business education, providing an incentive to rethink the
most effective way of communicating vital information.
· Better accesses to children with
disabilities
Information
and communication technology has brought drastic changes in the life of
disabled children. ICT provides various software and technique to educate these
poor peoples. Unless provided early with special training, people profoundly
deaf from birth are incapable of learning to speak. Deafness from birth causes
severe sensory deprivation, which can seriously affect a person's intellectual
capacity or ability to learn. A child who sustains a hearing loss early in life
may lack the language stimulation experienced by children who can hear. The
critical period for neurological plasticity is up to age seven. Failure of
acoustic sensory input during this period results in failure of formation of
synaptic connections and, possibly, an irremediable situation for the child. A
delay in learning language may cause a deaf child's academic progress to be
slower than that of hearing children. The academic lag tends to be cumulative,
so that a deaf adolescent may be four or more academic years behind his or her hearing
peers. Deaf children who receive early language stimulation through sign
language, however, generally achieve academically alongside their hearing
peers.
1.17Scope of
the study
The impact
of the ICT on learning can be approached in different ways. There is no single
concept of learning through the use of ICT. Many different types can be
envisaged: computer assisted learning, web-learning, computer-classes, online
training, distance education, eLearning, virtual learning, digital training,
etc. In this study, a broad view on ICT and teaching is taken. Consequently,
its impact on the teaching process does encompass not only traditional teaching
outcomes but also the use of ICT by students (learning), the organizational use
of ICT by education and training institutions, and, last but not least, the
impact of ICT-enabled education on, for instance, personal development,
confidence and self esteem.
ICT is an
increasingly influential factor in education. Computers and are used in
developed countries both to complement established education practices and
develop new ways of learning such as online education (a type of distance
education). This gives students the opportunity to choose what they are
interested in learning. The proliferation of computers also means the increase
of programming and blogging. Technology offers powerful learning tools that
demand new skills and understandings of students, including Multimedia, and
provides new ways to engage students, such as Virtual learning environments.
One such tool are virtual classrooms, which are an "interactive, Web-based
visual representation of a dynamic object that presents opportunities for
constructing mathematical knowledge" (Moyer, Bolyard, & Spikell,
2002). In short, virtual classrooms are dynamic visual/pictorial replicas of
physical mathematical manipulatives, which have long been used to demonstrate
and teach various mathematical conc
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