An Effective use of ICT for Educational and Learning:
ICT
as a Change Agent for Education
Agustina Ayu Safitri
2201412142
Department of Education,
Univerrsity of Semarang
Introduction
The field of
education has been affected by ICTs, which have undoubtedly affected teaching,
learning, and research (Yusuf, 2005). The use of ICT in education,
including language teaching and learning is a positive response to the
development of the information and communication technology in the third
millennium. Moreover, the use of ICT for educational and learning is a
necessity, not only to improve the effectiveness and quality of education, but
more importantly to enhance the ICT literacy for student and teacher as their
life skill in the era of rapidly changing and progressing technology (Hartoyo,
2009). ICTs have the
potential to innovate, accelerate, enrich, and deepen skills, to motivate and
engage students, to help relate school experience to work practices, create
economic viability for tomorrow's workers, as well as strengthening teaching
and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, 1998;
cited by Yusuf, 2005). Computers and applications of technology became more pervasive in society
which led to a concern about the need for computing skills in everyday life.
Hepp, Hinostroza, Laval and Rehbein (2004) claim in their paper “Technology in
Schools: Education, ICT and the Knowledge Society” that ICTs have been utilized
in education ever since their inception, but they have not always been
massively present. Although at that time computers have not been fully
integrated in the learning of traditional subject matter, the commonly accepted
rhetoric that education systems would need to prepare citizens for lifelong
learning in an information society boosted interest in ICTs (Pelgrum, W.J.,
Law, N., 2003).
Any
discussion about the use of computer systems in schools is built upon an
understanding of the link between schools, learning and computer technology. However, the use of information and
communication technologies in the educative process has been divided into two
broad categories: ICTs for Education and ICTs in Education. ICTs for education
refers to the development of information and communications technology
specifically for teaching/learning purposes, while the ICTs in education
involves the adoption of general components of information and communication
technologies in the teaching learning process.
ICT
enhancing teaching and learning process
The field of
education has been affected by ICTs, which have undoubtedly affected teaching,
learning and research (Yusuf, 2005) .ICTs have the potential to accelerate,
enrich, and deepen skills, to motivate and engage students, to help relate
school experience to work practices, create economic viability for tomorrow's
workers, as well as strengthening teaching and helping schools change (Davis
and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). In a rapidly
changing world, basic education is essential for an individual be able to
access and apply information. Such ability must find include ICTs in the global
village.
Conventional
teaching has emphasized content. For many years course have been written around
textbooks. Teachers have taught through lectures and presentations interspersed
with tutorials and learning activities designed to consolidate and rehearse the
content. Contemporary settings are now favouring curricula that promote
competency and performance. Curricula are starting to emphasize capabilities
and to be concerned more with how the information will be used than with what
the information is. Contemporary ICTs are able to provide strong support for
all these requirements and there are now many outstanding examples of world
class settings for competency and performance-based curricula that make sound
use of the affordances of these technologies (Oliver, 2000). This can help to improve and develop
the quality of education by providing curricular support in difficult subject
areas. To achieve these objectives, teachers need to be involved in
collaborative projects and development of intervention change strategies, which
would include teaching partnerships with ICT as a tool. As mentioned previously, any use of
ICT in learning settings can act to support various aspects of knowledge
construction and as more and more students employ ICTs in their learning
processes, the more pronounced the impact of this will become. Teachers
generate meaningful and engaging learning experiences for their students,
strategically using ICT to enhance learning. Students enjoy learning, and the
independent enquiry which innovative and appropriate use of ICT can foster.
They begin to acquire the important 21st century skills which they will need in
their future lives.
ICT
enhancing learning motivation
ICTs can
enhance the quality of education in several ways, by increasing learner
motivation and engagement, by facilitating the acquisition of basic skills, and
by enhancing teacher training. ICT, especially computers and Internet technologies, enable new ways of
teaching and learning rather than simply allow teachers and students to do what
they have done before in a better way. ICT has an impact not only on what
students should learn, but it also plays a major role on how the students
should learn. ICT changes the
characteristics of problems and learning tasks, and hence play an important
task as mediator of cognitive development, enhancing the acquisition of generic
cognitive competencies as essential for life in our knowledge society. Students
using ICTs for learning purposes become immersed in the process of learning and
as more and more students use computers as information sources and cognitive
tools (Reeves and Jonassen, 1996).
More so than
any other type of ICT, networked computers with Internet connectivity can
increase learner motivation as it combines the media richness and interactivity
of other ICTs with the opportunity to connect with real people and to
participate in real world events. ICT-enhanced learning is student-directed and
diagnostic. Unlike static, text- or print-based educational technologies,
ICT-enhanced learning recognizes that there are many different learning
pathways and many different articulations of knowledge. ICTs allow learners to
explore and discover rather than merely listen and remember. The World Wide Web
(WWW) also provides a virtual international gallery for students’ work
(Loveless, 2003). ICT can engage and inspire students, and this has been cited
as a factor influencing ready adaptors of ICT (Long, 2001; Wood, 2004).
ICT
enhancing the scholastic performance
ICTs are
said to help expand access to education, strengthen the relevance of education
to the increasingly digital workplace, and raise educational quality. However,
the experience of introducing different ICTs in the classroom and other
educational settings all over the world over the past several decades suggests
that the full realization of the potential educational benefits of ICT. The
direct link between ICT use and students’ academic performance has been the
focus of extensive literature during the last two decades. ICT helps students
to their learning by improving the communication between them and the
instructors (Valasidou and Bousiou, 2005).
The analysis
of the effects of the methodological and technological innovations on the
students’ attitude towards the learning process and on students’ performance
seems to be evolving towards a consensus, according to which an appropriate use
of digital technologies in education can have significant positive effects both
on students’ attitude and their achievement. Becker (2000) found that ICT increases student engagement,
which leads to an increased amount of time students spend working outside
class. ICTs especially
computers and Internet technologies enable new ways of teaching and learning
rather than simply allow teachers and students to do what they have done before
in a better way.
ICT
enhancing the quality and accessibility of education
ICT increases
the flexibility of delivery of education so that learners can access knowledge
anytime and from anywhere. It can influence the way students are taught and how
they learn as now the processes are learner driven and not by teachers. This in
turn would better prepare the learners for lifelong learning as well as to
improve the quality of learning. In concert with geographical flexibility,
technology-facilitated educational programs also remove many of the temporal
constraints that face learners with special needs (Moore & Kearsley, 1996).
One of the
most vital contributions of ICT in the field of education is- Easy Access to
Learning. With the help of ICT, students can now browse through e-books, sample
examination papers, previous year papers etc. and can also have an easy access
to resource persons, mentors, experts, researchers, professionals, and
peers-all over the world. This flexibility has heightened the availability of
just-in-time learning and provided learning opportunities for many more
learners who previously were constrained by other commitments (Young, 2002).
ICT can be
used to remove communication barriers such as that of space and time (Lim and
Chai, 2004). ICTs also allow for the creation of digital resources like digital
libraries where the students, teachers and professionals can access research
material and course material from any place at any time (Bhattacharya and
Sharma, 2007; Cholin, 2005). ICT provides new educational approaches (Sanyal, 2001). It can provide
speedy dissemination of education to target disadvantaged groups (UNESCO, 2002;
Chandra and Patkar, 2007).ICT enhances the international dimension of
educational services (UNESCO, 2002). It can also be used for non-formal
education like health campaigns and literacy campaigns (UNESCO, 2002). Use of
ICT in education develops higher order skills such as collaborating across time
and place and solving complex real world problems (Bottino, 2003; Bhattacharya
and Sharma, 2007; Mason, 2000; Lim and Hang, 2003). It improves the perception
and understanding of the world of the student. Thus, ICT can be used to prepare
the workforce for the information society and the new global economy (Kozma,
2005).
General
Conclusions of the review
In order to conclude we will try to proceed to synthesize
from a general viewpoint the results obtained, taking into consideration the
relevant aspects of the literature. The results provided by both the
quantitative and qualitative analysis of the literature obtained will be
exposed especially regarding those aspects which are related to ICTs for
Education and ICTs in Education. ICTs for education refers to the development
of information and communications technology specifically for teaching/learning
purposes, while the ICTs in education involves the adoption of general
components of information and communication technologies in the teaching
learning process.
This literature review has
sought to explore the role of ICT in education as we progress into the 21st
century. In particular ICTs have impacted on educational practice in education
to date in quite small ways but that the impact will grow considerably in years
to come and that ICT will become a strong agent for change among many
educational practices. Extrapolating current activities and practices, the
continued use and development of ICTs within education will have a strong
impact on: ICT and teaching learning process; quality and accessibility of
education; learning motivation, learning environment and ICT usage and academic
performance.
The adoption and use of ICTs in education have a positive
impact on teaching, learning, and research. ICT can affect the delivery of
education and enable wider access to the same. In addition, it will increase
flexibility so that learners can access the education regardless of time and
geographical barriers. It can influence the way students are taught and how
they learn. It would provide the rich environment and motivation for teaching
learning process which seems to have a profound impact on the process of learning
in education by offering new possibilities for learners and teachers. These
possibilities can have an impact on student performance and achievement.
Similarly wider availability of best practices and best course material in
education, which can be shared by means of ICT, can foster better teaching and
improved academic achievement of students. The overall literature suggests that
successful ICT integration in education.
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