Comparison of ICT and Education - Essay Example

Comparing Articles on ICT and Education Two relevant articles will be critically examined in this paper. One is an article by Skyler et al. (2005) focuses on alternative strategies for distance education, specifically in teacher education. The other is an exploratory study by McCarthy (2009) of the effectiveness of e-learning using Bloom’s Taxonomy as a theoretical compass. In comparing these two articles, I look at the objectives of the studies, the methodologies implemented and how this corresponds to the objectives, the findings and finally, the conclusions and implications that can be drawn from the studies. The interest on information and communications technology (ICT) swept the latter part of the twentieth century when technological advances grew at a massive rate. It is not therefore, surprising that institutions like education have rushed towards technologies with open arms, and sometimes unprepared for it (Murphy, Walker and Webb, 2001). It is only until recently that challenges related to implementing ICT in education have caught the attention of researchers and academics. Studies, albeit seemingly retrospective in nature, remain promising in how it may be able to successfully make use of ICT in education. Is ICT in education effective, and if so, what makes it effective? These are the two primary questions that Skyler et al (2005) and McCarthy (2009) endeavoured to answer in their research studies. The former team of researchers sought to find out if there are significant differences in student responses on a special education class that was delivered in three ways: traditional classroom, online classroom, and class-in-a-box using multimedia CD-ROMs (Skyler et al, 2005). McCarthy (2009), on the other hand, evaluated the use of WebCT in e-learning using Bloom’s taxonomy. Bloom’s taxonomy is often used for evaluation of students’ learning in traditional classrooms, and McCarthy (2009) applied this concept in e-learning. Generally, both articles examine the usefulness and effectiveness of ICT in education, but this is achieved through differences in the focus of the studies, which consequently direct the type of methodology used and the data collected. It would be good to note that Skyler’s (2005) study in 2005 was used, among others, as springboard for the McCarthy’s study in 2009. The 2005 study by Skyler et al. used pre-test, post-test and survey questionnaires to gather to examine if there were significant changes in the achievements and satisfaction of students taught in the three different settings mentioned above. In the fall of 2003, 46 students participated in on-campus learning in a special education course. In the Spring of 2004, 46 students participated in an online distance course. Twenty-five of them were randomly selected for online teaching, while the rest of the group (21 participants) participated in class-in-a-box set-up. Data from pre-test and post-test were statistically analyses through Analysis of Co-Variance (ANCOVA), while data from surveys underwent the Analysis of Variance (ANOVA). Similarly, McCarthy’s (2009) study was qualitative and followed an experimental design. The study examined the interaction of three variables. McCarthy (2009) was working on the hypothesis that a positive relationship exists between individual factors, instructional factors and e-learning. The sampling population are management information system students in a university in the south-eastern region of the United States. A regression analysis was conducted to determine the direction and strength of relationship among three variables: individual factors, instructional strategies, and learning through WebCT. At this point, it would be insightful to explore the similarities and points of departure methodologically between the two studies. Both have adopted an experimental design using qualitative methodology that allowed for statistical treatment of data. The one difference though is that while Skyler et al’s (2005) independent variables were the media of instruction, McCarthy (2009) looked at individual factors such as age, gender, learning style, etc. alongside instructional factors. McCarthy (2009) therefore, expanded Skyler et al’s (2005) focus in pedagogy by looking at factors outside of the educational institution. McCarthy (2009) was specifically looking at e-learning and how the identified factors affect it. What then are the results, and how can the results of the two studies correspond or interact? Skyler et al. (2005) looked at two levels to measure effectiveness of the media of instruction: achievement and satisfaction rates of students. In terms of knowledge gained, all three types of instruction were equally effective for student learning. As for satisfaction rates, there was no significant difference between the three settings, and generally, students were satisfied with all three types of instructions. This further supports studies in the past indicating that there is no significant difference between traditional to ICT-based instruction in education. In presenting these results, the researchers point out two limitations of the study. First, is the limited number of participants (n=76). Second is that the students in the distance education program were required to attend the first and last sessions on campus (for pre- and post-tests), as opposed to true education classes where students are not required to go to class for testing. If traditional instruction yields similar results to online or ICT instruction, is there then any significance in shifting from one medium of instruction to another? This is one area that was partially addressed by the results in McCarthy’s (2009) study. Results from Mcarthy’s experiment indicate non-significant relationship in individual factors, instructional factors and learning by WebCT. It shows that individual and instructional factors do not have an effect in e-learning. Additionally, the study demonstrates that Bloom’s taxonomy is a valid tool for measuring the effect of e-learning, particularly in this study, the use of WebCT. As ICT is increasingly becoming a rule, rather than an exception in educational institutions, it becomes crucial to determine the effectiveness of the method for learners. The study provides empirical data suggesting the utility of the Bloom’s taxonomy. As it is widely used by traditional classroom instruction, it makes it a very potential tool when applied to ICT pedagogical strategies. Limitations is sampling methodology and sampling size were also raised by the researchers. The two studies have shown that from a learner’s perspective, there is no significant difference between using traditional methods of teaching and employing ICT-based instructional practices. For those critical against technology-based teaching and the perils of e-learning, these two studies demonstrate that learning does not suffer due to technology. What the studies manifest on the other hand, is that there are a lot of potentials for education that embraces this new form of technology. It opens doors for global education, and the networks that teachers and students can create. Shifting paradigms and changing pedagogies are not novel to education. If anything, education is one of the most flexible institutions that have made rapid changes and innovations historically. Certainly, the zeitgeist calls for education to again make the best of what technology can offer. As expressed by Loveless, et al. (2001), ‘there needs to be a recognition of the role of beliefs about the place and purpose of ICT in education, as well as an understanding of the ways in which subject knowledge of ICT capability can be developed’ (p. 69, emphasis on original). Further studies on effectiveness of multi-media approaches in instruction were highlighted by McCarthy (2009). Recognizing the differences in accessibility of ICT in different geographic locations would entail innovating different strategies. Online access may not be as readily available across countries; however, multi-media teaching remains beneficial, and maybe applied with limited resources. Along the lines of making studies at the international level, Skyler et al (2005) makes recommendation for further studies comparing traditional classroom setting and e-learning in different countries. Against the backdrop of rapid technological advances, education as a tool for empowerment must continuously seek ways to exploit the benefits of ICT. References Murphy, D., Walker, R. & Webb, G. (2001). Online learning and teaching with technology: Case studies, Experience and Practice. London, UK: Kogan Page Limited. Loveless, A., DeVoogd, G.L. & Bohlin, R.M. (2001). ‘Something old, something new ... Is pedagogy affected by ICT?’ In A. Loveless and V. Elllis (eds.) ICT, Pedagogy and the Curriculum: Subject to Change. London: RoutledgeFalmer, pp. 63-83. Leila, A.H., Sandra, P., McCarthy, R.V. (2009). ‘An Evaluation of E-Learning on the Basis of Blooms Taxonomy: An Exploratory Study’, Journal of Education for Business, 84(6), pp. 374-380. Sklar, A., Higgins, K., Boone, R., Jones, P., et al. (2005). ‘Distance Education: An Exploration of Alternative Methods and Types of Instructional Media in Teacher Education’. Journal of Special Education Technology, 20(3), pp. 25-33. Read More