Information Communication Technology in the Amara Berri Basque School - Case Study Example

?Topic: Information Communication Technology in Education Introduction Technology has revitalised many aspects of life in 21st century. And, there isno denial that it is the role of the Information Communication Technologies (ICT) that in schools and other educational facilities have greatly upgraded the process of learning and teaching. Many authors have identified certain conditions necessary to be achieved- sufficient access to technology, stimulating education system, adequately trained teachers, and motivating community and family (Norris et al., 2002; Roschelle et al., 2000).In this regard, the implementation of ICT in the Amara Berri Basque School in Spain has considerably observed an increase in its aggregate achievements of its educational objectives. Yet, there are certain areas such as highlighting the exact and real enhancement in the learning and teaching aspects of education are to be achieved along with the implications of adopting ICT at the school level. Additionally, although Corre et al. (2010) have highlighted some achievements of the school, yet they have failed to highlight the mark of difference that could be a point achieving the educational objectives of the School after the implementation of the ICT. In the subsequent parts of this critical assessment of ICT in the Amara Berri Basque School, after mentioning the school objectives, the rationale for implementing ICT is accounted for. Subsequent to that, the critical analysis of ICT design along with the critical evaluation of ICT in the School is highlighted. Before summing up, some recommendations are also provided. Organizational background The Amara Berri Basque School is located in the Basque region of Spain. The School is committed to provide its services in the field of education. It serves from the level of Primary to Secondary stage of education in Spain. Besides, this school is not only limited to providing education through the use of the basic means of teaching and coaching; but also has incorporated many of its efforts in the area of pedagogical innovation. Rational for using ICT in the Amara Berri Basque School Technology is revolutionizing the every aspect of human activity particularly in the field of education. The integration of technology in education affects directly to the activity of teaching in the classrooms; and at the same time, it also facilitates how schools are administrated and how they are enabled to communicate with the wider community. With the use of latest information communication technologies in the shape of computers, digital blackboards, digital learning, counselling, digital content and Internet connectivity, the fundamental educational objectives are going to be achieved. Besides, with the implementation of such technologies, the entire role of teacher is renewed with the touch of artificial and mechanized professional retooling (Corre et al., 2010). Thereby, the teacher begins to perform the role of creator and transmitter, supporting in retaining and achieving the educational objectives technologically. Critical analysis of ICT design and implementation in Amara Berri Basque School Amara Berri School utilizes many innovative features in providing education. For example, educating students with the innovative techniques such as group, situated, authentic and cooperative learning has been identified as a main technological factor that is being implemented by the school along with a traditional schooling model. Communication media may support two types of physical work group arrangements- virtually and physically (DeSanctis & Gallupe, 1987). Additionally, the recent academic research suggests to view the concept of virtuality vs. co-location as a continuum rather than an objective state (Kirkman, Telsuk & Gibson, 2004). In this regard, Amarra Berri Basque school does not demarcate between the traditional way of learning with the latest means of communication technology such as group or situated or authentic learning. Although the school is famous in its Basque Community and has received much appreciation over its application of the latest means of communication technology, yet simultaneously maintaining the both styles of teaching in the school may not be well received by the students as some students may find the traditional way facilitating them to learn more than the one supported by the communication technology. In group style of learning, some students are shy and are unable to talk in front of other students, under such condition, these students may not be benefitting from the implementation of the ICT. Critical evaluation of current use of ICT Earlier, research proposed that electronic communication would be stripped of the contexts of social cues and would incline to be task-focused rather than relational (DeSanctis & Monge, 1998). Additionally, DeSanctis & Poole (1994) argue that the spirit of the technology reflects the processes of domination in group behaviour and as influence activities taking place through the use of technology may privilege some users over others. In addition to the above mentioned design of the ICT, the school has not only provided computers in the classrooms, but also established a Media Department, which has been defined as a fundamental element of Amara Berri’s pedagogic system. In the media department, its television studio (Amara Berri Television) and radio studio the ABI (Amara Berriko Irratia/Amara Berri) along with the school newspaper ABE (Amara Berri Egunkaria) is published. In addition to that, some spaces for student web site, the video editing room and storage area, are provided to coordinate tasks for collecting the newspaper or the web page, have become an integral part of the establishment of ICT in the Amara Berri Basque school. Opening up a media department seems to be less relevant and seems to be a source of additional burden over the students obtaining education at the primary and secondary level. First, the school serves at the very basic level of education where the students are only required to be taught less and more concentration is focused on their learning, retention and aggregate performance. At this stage of learning, the students do not have much stomach to retain a large chunk of education dosage and they expect a minimum educational intake would be sufficient. Although there is no denial in the implementation of media department, but its implementation at the school level brings more challenges for students of that stage. Additionally, many authors on the topic would not disagree with the claim that with the passage of time, students are over-burdened with the educational requirements along with increase in the syllabus and courses in depth and width. Additionally, in some countries, students are required to learn more than one language in order to fulfil the course or subject requirements. Under such conditions, providing them with such facilities such as media department would not help them in learning their topics and courses in due time. Furthermore, the possibility of unauthorised access of adult web sites cannot be ruled out as they are given full access. Under such condition, instead of positively utilizing the means of technology for the education purposes, the students may act or behave irresponsibly and improperly while talking to teachers or even with their parents. This may introduce an element of moral corruption in the personality of students at a very immature state of life. Conclusion The Information Communication Technology (ICT) offers remarkable benefits in the field of education. And, in the end, it is the user who determines and gives meaning to technology (Poole & DeSanctis, 1994). And, Amara Berri Basque School in Spain has considerably invested in the ICT for the purpose of upgrading their education delivery system along with ensuring the achievement of educational objectives. The school adopts a comprehensive strategy in this regard. In which, the school not only focuses on the learning process, benefiting the students, but also enables teachers to teach students with the utilization of ICT means provided along with the implementation of such technology –intensive measures such, the establishment of media department, ensuring the presence of technology driven environment in the school. For example, the provision of digital blackboards and along with computers in the classrooms are those features, which help teachers to ensure the attainment of expectations made by the school management from the teachers. For students, the school implement innovative features such as, group, situated, cooperative and authentic learning. And, in order to achieve the aggregate educational objectives of the school, the school management provides the technology driven environment such as the establishment of media department and so on. However, the school adopts both traditional means and technology intensive methods, which do not help some students who learn considerably well in the traditional means of learning. Thereby, this affects their learning capability and does not help them in achieving the desired level of academic performance. In addition, in the case of group learning, some students are introvert and less participative in such way of learning. As a result, this would also create more problems of such students in receiving education in a manner appropriate to them. In addition, the school has established a media department facilitating the provision for television and radio studios along with the newspaper content. The presence of the media department only increases the burden of learning over the students studying at the primary and secondary stage. Instead of facilitating them with the minimum additional technological means, the school makes them hard to learn and retain as required. Recommendations 1. The focus must be on learning of students. 2. The limited use of media department looks appropriate. 3. The media department access must be monitored. 4. The students comfortable with traditional means of learning must be approached along with a feasible learning strategy. References Corre, J.M., Losad, D. & Karrer, I., 2010. 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