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The application of Information and Communication Technologies (ICTs) is already changing the organization and delivery of higher education. The pedagogical and socio-economic forces that have driven the higher learning institutions to adopt and incorporate ICTs in teaching and learning include greater information access; greater communication; synchronous and asynchronous learning; increased cooperation and collaboration, cost-effectiveness and pedagogical improvement. However, ICTs have not permeated to a great extent in many higher learning institutions in most developing countries due to many socio-economic and technological circumstances.
ABSTRACT
The application of Information and Communication Technologies (ICTs) is already changing the organization and delivery of higher education. The pedagogical and socio-economic forces that have driven the higher learning institutions to adopt and incorporate ICTs in teaching and learning include greater information access; greater communication; synchronous and asynchronous learning; increased cooperation and collaboration, cost-effectiveness and pedagogical improvement. However, ICTs have not permeated to a great extent in many higher learning institutions in most developing countries due to many socio-economic and technological circumstances. This paper discusses new learning and training technologies considering their pedagogical, cost and technical implications. It also discusses challenges for integrating these technologies in higher learning institutions with examples from Tanzania, and giving best practice approaches for addressing each of the challenges.
INTRODUCTION
Developments in Information and Communication Technologies (ICTs) have impacted all sectors of society, including the education sector. In higher education, application of ICTs in form of e-learning is already changing teaching and learning processes. There are many pedagogical and socio-economic factors that have driven higher learning institutions to adopt e-learning. These include greater information access; greater communication via electronic facilities; synchronous learning; increased cooperation and collaboration, cost-effectiveness (e.g. by reaching different students and in greater numbers) and pedagogical improvement through simulations, virtual experiences, and graphic representations. Both trainers and learners can choose more appropriate applications which are flexible in time, in place, personalized, reusable, adapted to specific domains and more cost-efficient (Fisser, 2001; Pelliccione, 2001).
On the other hand, there are a number of challenges that face universities in developing countries as they seek to implement the e-learning systems. AAU (2001) asserts that African universities which should be in the forefront of ensuring Africa's participation in the ICT revolution, they are themselves unable and ill-prepared to play such a leadership role. This is because of the information infrastructure of African universities which is poorly developed and inequitably distributed.This paper discusses the application of ICTs in teaching and learning by reviewing the e-learning context, and then focuses on the pedagogical, cost and technical implications of different ICTs that can be used for e-learning purposes. Few examples are also picked from some universities
in Tanzania. Challenges for integrating these technologies in higher learning institutions in developing countries are discussed, giving best practice approaches for addressing each of the challenges
E-LEARNING IN CONTEXT
E-learning refers to the use of ICTs to enhance and support teaching and learning processes. It is the instructional content or learning experiences delivered or enabled by electronic technologies and it incorporates a wide variety of learning strategies and technologies. E-learning ranges from the way students use e-mail and accessing course work online while following a course on campus to programmes offered entirely online (Commission on Technology and Adult Learning, 2001; OECD 2005). It is thus an alternative solution, which enlarges accessibility to training and becomes essential to complement the traditional way of teaching (i.e. face-to-face). E-learning encompasses a continuum of integrated educational technologies. At one end are applications like PowerPoint, which have little impact on learning and teaching strategies or the organization. At the other end are virtual learning environments (VLEs), and managed learning environments (MLEs), which can have significant impact upon learning and teaching strategies, and upon the organization (OSU, 2003; Julian et al, 2004). Broadly, OSU (2003) views the continuum of e-learning as the educational technology from the supplemental use of technology in the classroom, through blended or hybrid uses comprising a mix of face-to-face and fully online instruction, to fully online synchronous and asynchronous distance learning environments delivered to remote learners. In the supplemental use of ICTs to complement traditional learning experiences, the instructor teaches all sessions in the classroom but with the occasional use of technology, such as Web-based activities, multimedia simulations, virtual labs, and/or online testing (Arabasz and Baker,2003). Blended learning denotes a solution that combines several different delivery methods, such as collaboration software, web-based courses, computer communication practices with traditional with traditional face-to-face instructions (Mortera-Gutierrez 2005). On the other hand, distance learning is conducted solely online where interaction may be synchronous or asynchronous (OSU, 2007). Synchronous learning requires the teachers and students to interact at the same time though they may be dispersed geographically. On the other hand, asynchronous learning allows teachers and students to interact and participate in the educational process at different time irrespective of their locations (Chen et al., 2004). Actually, the use of synchronous with asynchronous activities is determined by the available technology, cost, and maintenance and is adjusted to suit each course, instructor and audience in the classroom, through blended or hybrid uses comprising a mix of face-to-face and fully online instruction, to fully online synchronous and asynchronous distance learning environments delivered to remote learners.In the supplemental use of ICTs to complement traditional learning experiences, the instructor teaches all sessions in the classroom but with the occasional use of technology, such as Web-based activities, multimedia simulations, virtual labs, and/or online testing (Arabasz and Baker,2003). Blended learning denotes a solution that combines several different delivery methods,such as collaboration software, web-based courses, computer communication practices with traditional with traditional face-to-face instructions (Mortera-Gutierrez 2005). On the other hand,distance learning is conducted solely online where interaction may be synchronous or asynchronous (OSU, 2007). Synchronous learning requires the teachers and students to interact at the same time though they may be dispersed geographically. On the other hand, asynchronous learning allows teachers and students to interact and participate in the educational process at different time irrespective of their locations (Chen et al., 2004). Actually, the use of synchronous with asynchronous activities is determined by the available technology, cost, and maintenance and is adjusted to suit each course, instructor and audience (Graziadei et al., 1997).
E-LEARNING TECHNOLOGIES
E-learning refers to the use of electronic media and information and communication technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based training (CBT), computer-assisted instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital educational collaboration. These alternative names emphasize a particular aspect, component or delivery method.Functionally, e-learning includes a wide variety of learning strategies and ICT applications for exchanging information and gaining knowledge. Such ICT applications include television and radio; Compact Discs (CDs) and Digital Versatile Discs (DVDs); video conferencing; mobile technologies; web-based technologies; and electronic learning platforms. This section discusses what these ICTs entail and their pedagogical, technical and cost implications.Television (TV) refers to a receiver that displays visual images of stationary or moving objects both live or pre-recorded and mostly accompanied by sound which is electronically
captured,processed and re-displayed. Likewise, this applies to the term radio – both live generated sound as well as pre-recorded sound. Both TV and radio can improve teaching and learning process in different ways such as by showing processes and activities that may not otherwise be available to the learner. However, digitalization has taken over analog audio and video systems.Compact Discs (CDs) and Digital Versatile Discs (DVDs) are based upon laser technologies for writing and reading data. They provide a way in which a large amount of multimedia training .New technologies for teaching and learning 59material can be stored and made available to end-users: CD-ROM can store up to 1GB while DVD can store up to 17 GB. CD-ROM and DVD-based products can be linked with online information sources. This hybrid approach provides the user with access to media-rich up-to-date information.
Video conferencing is a system where two or more participants, based in different physical locations, can see and hear each other in real time (i.e. live) using special equipment. It is a method of performing interactive video communications over a regular high-speed Internet connection. A videoconference can be either two-way (point-to-point) or multipoint, linking three or more sites with sound and video. It can also include data sharing such as an electronic whiteboard where participants can draw on, or text based real time ‘chat’. Interactive whiteboard is simply a surface onto which a computer screen can be displayed, via a projector (Department for Education and Skill, 2004). Mobile e-Learning (sometimes called 'm-Learning') is a new way to learn using small, portable computers such as personal digital assistants (PDAs), handheld computers, two-way messaging pagers, Internet-enabled cell phones, as well as hybrid devices that combine two or more of these devices into one (Hunsinger, 2005). These technologies have enormous potential as learning tools.World Wide Web (WWW) is set of software tools and standards that allow users to obtain and distribute information stored on a server and connected to Internet. WWW is a decentralized information system, in which anyone can add new information whenever he/she wants. Lecture notes and other teaching materials are placed on the WWW and linking useful websites to these resources for students to access. In the recent years, web and Internet technologies have matured significantly by providing a uniform access media for both asynchronous and synchronous learning. This phenomenon has significantly increased the popularity of on-line learning (Chen et al., 2004). The usage of web technologies in e-learning are further enhanced with the web 2.0, which is a set of economic, social, and technology trends that facilitate a more socially connected Web where everyone is able to add to and edit the information space
(Anderson, 2007). These include blogs, wikis, multimedia sharing services, content syndication,podcasting and content tagging services (Anderson, 2007).
E-learning platforms (sometimes called learning management systems (LMS)) are applications used for delivery of learning content and facilitation of learning process. They are developed for administration and teaching in tertiary education. This software enables the administrators and lecturers to treat enrolment data electronically, offer electronic access to course materials and carry out assessments (OECD, 2005). The activities managed by the LMS vary from instructor-led classroom training to educational seminars to Web-based online training. In addition to managing the administrative functions of online learning, some systems helps create, reuse, locate, deliver, manage, and improve learning content. These systems are called Learning Content Management Systems (LCMS) (Rengarajan, 2001). LCMS actually provide tools to deliver instructor-led synchronous and asynchronous online training. The LCMS provides tools for authoring content as well as virtual spaces for learner interaction (such as discussion forums and live chat rooms). Rengarajan (2001) emphasizes the importance of integrating both LMS and LCMS because they share different levels of administrative interests in the same entities. Lack of smooth integration between the products results in a broken solution with administrative conflicts. Many e-learning platforms (both LMS and LCMS) currently available are based on either proprietary e-learning software (PES) or open source e-learning software (OSS). OSS usage inmplementing e-learning systems is more emphasized in developing world due to the challenges faced when implementing the PES.
ICTs provide great opportunity for universities in developing countries to improve their teaching and learning processes. So far most of the universities in developing countries possess basic ICT infrastructure such as Local Area Network (LAN), internet, computers, video, audio, CDs and DVDs, and mobile technology facilities that form the basis for the establishment of e-learning. It is argued that, universities in developing countries should adopt e-learning technologies to improve teaching and leaning processes. Pedagogical, technical and cost issues should be taken into account for each specific technology when integrating ICTs in teaching and learning practices.
The Role of Technology
in teaching and the classroom
It has taken a while, but I think I have finally come up with a single,
comprehensive and actionable statement of the role of technology in the
classroom. This is crucial, because many educators are becoming confused
and frustrated by the myriad approaches and ways of talking about
technology’s role. Although much in twenty-first century K-12 education still needs to be figured out, such as creating a generally-agreed-upon twenty-first century curriculum, one goal is, I think, now clear – the pedagogy with which our kids should be taught. Although it can be stated in many ways, the basic direction is away from the “old” pedagogy of teachers “telling” (or talking, or lecturing, or being the “Sage on the Stage”) to the “new” pedagogy of kids teaching themselves with teacher’s guidance (a combination of “student-centered learning,” “problem-based learning,” “case-based learning,” and the teacher’s being the “Guide on the Side.”)Of course this pedagogy is not really new, except, at the moment, to many of our teachers. Every teacher and administrator is, currently, somewhere on a continuum between the old and the new paradigms. Our herculean task is to move all of them, around the world, to the new pedagogy as quickly as possible.With this view of our goal (while some may disagree, it is becoming generally and widely accepted) we can now proceed to define the role of technology
The role of technology in our classrooms
is to support the new teaching paradigm.
That is, technology’s role – and its only role – should be to support students
teaching themselves (with, of course, their teachers’ guidance.)
Technology does not, and cannot, support the old pedagogy of telling/
lecturing, except in the most minimal of ways, such as with pictures or
videos. In fact, when teachers are using the old “telling” paradigm, adding
technology, more often than not, gets in the way.
New Tools for Students
One reason that the pedagogy of students teaching themselves never caught
on as the mainstream approach – although it has been advocated by many,
certainly since Dewey and probably since Socrates – is that the available
tools for learners to use just were not good enough. Until relatively recently
all the kids had to teach themselves with were textbooks, the encyclopedia (if
they had one), the library (when they had access, and if theirs was any good)
and a few questions to a generally overworked teacher. This worked for some
bright students, but not for most.Today’s technology, though, offers students all kinds of new, highly effective
tools they can use to learn on their own – from the Internet with almost all
the information, to search and research tools to sort out what is true and
relevant, to analysis tools to help make sense of it, to creation tools to present
one’s findings in a variety of media, to social tools to network and collaborate
with people around the world. And while the teacher can and should be a
guide, most of these tools are best used by students, not teachers.
Ministry of Education and Science of the Republic of Kazakhstan
Kazakh Ablai khan University of International Relations and World Languages
Teacher Training Faculty of Foreign Languages
“The Project work is admitted to defense”
____________ Chairperson of Speech Practice Department
Theme: The role of new technologies in teaching
Speciality: “5B011900-Foreign Languages: two foreign languages”
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6.http://www.pcworld.com
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8.Joyce, B. (Ed). (1990) Changing School Culture through Staff Development.