ICT Effect on Teaching - Term Paper Example

ICT Effect on Teaching, Learning and Attainment Introduction The contemporary world has made it essential for every individual to have knowledge of ICT in order to compete favourable in various undertakings whether social or economical. Almost all aspects of human existence have welcomed the application of ICT by incorporating varied components of the devices and applications involved. ICT usage has among other sectors and industries found importance in educational sectors with learning and teaching being conducted using various technological aspects. There have numerous surveys on conducted to investigate how ICT has been adopted into the educational sector with most of them reporting that schools have increasingly invested in the development of capacity to incorporate various ICT tools and software into learning, teaching attainment, and educational management processes. These surveys have reported a stable raise usage of ICT tools especially in the number of computers. Many schools especially in the developed countries have reported an achievement of the baseline targets set for computer/pupil ratio. However, these studies do not provide a clear picture of the degree in variations of access to regular and reliable technology within and across schools. Studies have indicated that in schools using ICT has been most operational in promoting learning experience; teachers have incorporated a variety of technologies that includes interactive whiteboards, computers, and internet. It has also been found that teachers with greater access to a variety of hardware and software for ICT application have been found to have a potential to develop innovative approaches to learning and teaching. Therefore, this essay critically examines the effects of ICT on teaching, learning and attainment of classroom outcomes based on the role that technology plays in education. Theoretical Models Information Communication Technology (ICT) is an umbrella name that covers a range of applications and devices used for collection, analyzing, storage, retrieval, processing and transmission of information for instance radio, computer hardware and software, television, satellite systems, video conferencing software, and cell phones. These applications and devices have played a big role in how various sectors perform their functions due to their ability to improve communication, assessment of objects while reducing the time taken to achieve desired results. The modern ICT usage has been a driving force in the creation of a global village, which refers to the current situation where people communicate with each others across the world in real time. Consequently, issues to do with ICT are in most cases studied in the background of how modern communication technologies affect society (Deibert, 2010). The importance of ICT usage in the contemporary world lies less in the technology itself than in its potential to facilitate higher levels of access to information and communication in areas that record low usage of the different technological applications and devices. As a consequence of the focus on access to technology, different countries have put in place special organizations and programs whose chief mandate is the promotion of access to ICT among the population (Vrasidas & Glass, 2005). This basis for concern by relevant authorities that if not less technologically innovative areas are supported with necessary infrastructure to catch up, the continued technological advances experienced in the industrializedcountries will only serve to worsen the existing situation where the economic gap between those with ability to use technological and who do not has been rising (Vrasidas & Glass, 2005). A part from national efforts, the United Nations has in place measures to promote the use of technology through such programmes as the ICTs for Development (ICT4D) initiative that seek to bridge the digital divide among different areas. In this case, digital divide refers to the ongoing global trend where the world population can be broken down into a two groups representing those who do and who do not have access and ability to use modern information technology (Warschauer, 2004). In the education sector, various aspects of ICT have been incorporated into the school curriculum to help in teaching, learning and attainment of set objects. Radio and television are the two most used aspects of ICT in the educational sector given the fact that they are among the first technological devices to be discovered (Kennewell, 2004). Television and radio usage in schools is made effective through direct substitution of the teacher for the duration when a programme is being broadcasted.Having a school broadcast programming, which complements teaching and learning resources that the school cannot have access to in addition to having a range of educational programming broadcasted from community, national and international stations where general and informal education is offered. The Interactive Radio Instruction (IRI) is one of the most effective aspects of direct teaching that has been used in education with great success levels. The IRI model for teaching involves having a predetermined twenty to thirty minute direct teaching and learning exercises that are presented to students in a classroom every day. Lessons developed based on this model are tailored according to particular objectives for specific levels of disciplines such as science, maths, health and languages in a national curriculum the intention being improving classroom teaching especially by having regular and structured instructions that help teachers in schools that lack qualified staff or adequate resources (Visser, Visser & Amirault, 2012; Di Gropello, 2006). School broadcasting which in most cases is available in form of print materials, cassettes and CD-ROMS are avenues for enhancing how traditional classroom instructions are transmitted to students. This use of ICT does not replace the teacher but acts as a complementary resource to make the student better grasp the contents of a given curriculum. School broadcasting is more flexible compared to direct broadcasting since the teacher has the ultimate say over how to integrate available broadcast materials into classroom teaching and learning experiences (Pannu & Tomar, 2010). Another aspect of incorporating ICT in teaching, learning and attainment is usingteleconferencing, which involves having two people who are in two, or more different geographical areas engage with each other through an interactive electronic communication facility. Important aspects in this model of learning include audio-conferencing, video-conferencing, Web-dependent conferencing and audio-graphic conferencing. Audio-conferencing, which is about live communication thorough voice messages, conducted over a telephone network. Video-conferencing involves communication that exploits technology that sends voice, graphics and moving images in real time though satellite link or television network. Audio graphic conferencing is about the use of low-bandwidth text and motionless images that includes diagrams and pictures in addition to transmitting voice messages (Keegan, 2013). The computer is the most important aspect of ICT integration into the education system due to its ability to support the other ICT devices and applications. Computer software has the ability to combine various texts, pictures, sound, and motion that are essential components, which help teachers help students grasp various concepts in classroom. Computers and the internet are a big source of material for educational purposes, which makes it a useful tool when teachers have the necessary skills to help them find information online. This knowledge on how to access educational content can also be transferred to students to help them learn from the huge resources available in the World Wide Web. Another important application provided by the computer and internet is the emailing option, which has made education much easier. Education has been easier in situations where the teachers and student cannot have regular one on one meetings thorough introduction of distance learning. Teachers have now been able to send different projects to students who finish the assignments using word processing and emails back to the teacher. Through such provisions, a teacher and student can interact when the two are in different locations of the world (Siaciwena, Siabi-Mensah, Mwangi, Mattee, Bbuye, & Sibalwa, 2000). Literature Review It is generally agreed that for learning to take place, the gap between what the student can accomplish without assistance and what that student cannot achieve with assistance must be bridged. When a student is able to complete a given task with assistance, the ultimate goal should be that the student’s attribute will be transformed making them capable of achieving the goal with less assistance in future (Kennewell, 2001). There are a number of features such as the teacher, fellow learners, tools, cultural factors and other resources that assisted students. Kennewell (2005) asserts that ICT is a flexible tool whose contribution not easy to classify in nature or function. However, the author points to a number of features of ICT as tool teachers can exploit to make student learning an enjoyable experience. Such features according to Kennewell (2005) include capacity, speed, provisionality, automaticity, range and interactivity which make learning special. The impact of ICT on teaching, learning and attainment in the educational sector can be assessed both at the level of individual student, school or national level by determining changes in key areas of performance on students’ standardised tests. Additionally, there are a number of non-test areas such as the perception of students, teachers and parents on performance and progress when ICT is introduced to the students. This will rely on the attitudes of those involved given that it is the stakeholders’ beliefs that play a big role in determine reception of new technology into the educational sectors. When parent, teacher or student has a negative attitude towards certain aspects of the ICT introduced, outcome levels might be compromised leading to a reduction of impact of the new technology in education (Condie and Munro, 2007). Studies have shown existence of a positive correlation between use of ICT and learning and attainment levels of studentsin different levels of education in addition to different disciplines available in a particular curriculum. However based on these studies, it not clear how attainment can defined or measured with some researchers perceiving attainment only being the performance recorded on standardised tests while others see attainment in a broader sense such as a desired improvements in student understanding in particular discipline. It is also important to note that when exploring the impact of ICT on attainment, studies that applied standardised tests are given more weight due to the importance of student performance in this area. Student, teacher and parent perception only supplement or details the results obtained from these studies (Condie and Munro, 2007). In their study Cox, Abbott, Webb, Blakeley, Beauchamp and Rhodes (2003) reports evidence that ICT had a positive impact on student attainment many standardized test done based on the National Curriculum. Subjects such as core disciplines in the school curriculum such as English, mathematics and science that have higher investment in terms of ICT tools and subject specific methods recorded even higher outcomes. Cox, Abbott, Webb, Blakeley, Beauchamp and Rhodes (2003) found that the impact of ICT was higher especially when used to teach languages, especially when introduced during early years of educational development. However, teacher’s pedagogies played an essential role in student attainment where feature of teaching and learning such as section of technology to be used, ways of deploying the technology in addition to the how best the teacher planned for the lesson being essential. The results on how ICT affected educational attainment that Cox, Abbott, Webb, Blakeley, Beauchamp and Rhodes (2003) reported were also collaborated by Passey, Rogers, Machell, McHugh and Allaway (2004) study. Passey, Rogers, Machell, McHugh and Allaway (2004) asserts that, where teachers entrenched a number of ICT tools in their classroom teaching and learning activities, the GCSE results of students obtained illustrated a positive impact on pupil attainment. These results are also true of studies conducted by (HMIE, 2005). ICT use in classroom had a motivational effect on students when introduced teaching and learning therefore increasing educational outcome and attainment. Based on Pittard, Bannister and Dunn (2003) study ICT has the ability to motivate students and therefore improve attainment especially those have high application of ICT in their discipline. As teachers continue to incorporate various ICT tools to better the learning experience of their students, various studies have proven that this initiative has a positive impact on learning and performance levels of students. Essential components of ICT that contributes to positive outcomes according to these studies are the incorporation of technologies that allow for visual experience through animations, simulations and motion images (HMIE, 2005; Passey, Rogers, Machell, McHugh and Allaway, 2004; Livingston and Condie, 2003). Teachers how incorporated computer technologies that applied 3D concepts recorded even higher outcomes (Ofsted, 2005). Generally, results on impact of ICT on attainment levels in student learning continue to be contradictory. Those that have found a positive impact of ICT on teaching, learning and attainment have majorly those that concentrated on case study research with almost all basing results on teacher, student and parent perceptions. One such study that reported contradictory results is the EPPI report (Torgerson and Zhu,2004) that reviewed literatureabout how effective ICT was being applied to boost literacy learning of pupils of ages five to sixteen. Torgerson and Zhu (2004) did not find conclusive evidence to substantively determine that there was a positive effect of ICT on student learning. However, all teachers sampled for the EPPI study perceived ICT as having a positive impact on pupil interest and attitudes towards schoolwork. Students who were introduced to various ICT tools were proud of their work in addition to taking lesser time to finish their assignments. One area that the Torgerson and Zhu, (2004) found conclusive results to determine that ICT played a positive role in student learning was when impact of ICT on students with special needs were studied. ICT improved the learning experiences of students with special needs by making it possible for them to overcome obstacle to meaningful learning. Essential areas that recorded improvement had to do with confidence, self esteem, and classroom participation in addition to making presentation of work attractive. Therefore, students with special needs can achieve greater outcomes when teachers introduce various ICT tools such as use of word processing for those whose have a problem in presentation due to poor handwriting. Research done by Passey, Rogers, Machell, McHugh and Allaway (2004), indicate that nearly all the primary teachers who took part in their study saw ICT as an important component that had positive impact on students’ interest in learning. Further, the researchers note students had an improved attitude towards their school work as they were more engaged in learning activities. This improved concentration on the content making it possible for both the teacher and student to remain focused on task for a longer period of time compared to when the ICT program was removed. This implies that students were now learning more through an improved participation rate as the learning experience became more interesting. Teachers can also incorporate use of ICT in the discussion groups that students have in order to make them work more collaboratively (Dawes, Mercer and Wegerif, 2000). Various studies have shown that ICT features such as computers can be used improve how students interact with each other when used to promote small group or whole class discussion. Based on this application of ICT in classroom, students thinking and understanding of various concepts across the curriculum can be enhanced. This claims is supported by studies conducted by McClain and Cobb, (2001) on learners mathematical thinking and Dawes, Mercer and Wegerif (2000) on learners individual thinking. Conclusion From the foregoing critical examination, ICT played continues to play a major role in the teaching, learning and attainment. Through various application of ICT such the computer hardware and software, radio, television, teleconferencing and interactive white boards, achievement of predetermined objectives becomes easier for both the teachers and students. Teachers who have been able to find effective use of ICT in classroom have recorded improved learning outcomes as the students grasp the various learning objectives better. However, ICT should not replace the teacher in a classroom but should be perceived as an additional resource that can be incorporated into the other resource by finding suitable areas of application. Not every aspect of ICT integration in the classroom has a positive outcome therefore teachers must only use the resources when appropriate. From the literature review on impact of ICT use on teaching, learning and attainment, result has shown existence of some inconsistencies. However, these studies have also indicated that in some learning contexts, with the students and subjects remaining constant, attainment has been enhanced by introducing ICT in teaching and learning. Additionally, these results do not provide enough body of evidence to support a firm conclusion in terms of explanatory or contributory factors. Among the studies examined, there is a consistent pattern that support the finding that the where the greatest impact in teaching learning and attainment has been observed, there has also been a consistent application of ICT which had been entrenched or incorporated within everyday classroom teacher instruction and experience of students. Further, convincing results have also been reported in studies that have investigated impact of ICT on intermediate outcomes such as motivation and behaviour of students concerned. Incorporation of ICT in teaching and learning has been shown to have greater impact on student experience through sustaining of higher levels of concentration on class work activities. Students have been found to exhibit more on-task behaviour and greater persistence in addition to deeper understanding of content when ICT was introduced in the experiences. This is especially true when such technological tools had audio visual capabilities with 3D technology recording higher outcomes. When teachers find appropriate basis for deploying ICT tools such as computers, student collaborative activities are enhanced making group work more rewarding in terms of student’s ability to grasp contents discussed. Additionally, student inquiry and problem-based learning in addition to independent study can be made possible by incorporating ICT in teaching and learning. Students find learning experiences more interesting and as a result are willing to ask and put personal efforts in their bid to learn more. Because of these encouraging trends, teachers have to find appropriate ways of embedding the use of ICT into their teaching in order to improve their efficiency in teaching which also translates into higher levels of student comprehension of the necessary concepts. However, teachers must be careful to ensure they balance the use of ICT with other resources given that ICT is only one component in a matrix that includes teachers, fellow students, cultural experiences among other resources used in teaching and learning. References Condie, R., & Munro, B. (2007) The impact of ICT in schools: Landscape review. Coventry: Becta Research. Cox, M, Abbott, C, Webb, M, Blakeley, B, Beauchamp, T andRhodes, V (2003) ICT and Attainment: A Review of theResearch Literature, ICT in Schools Research and EvaluationSeries No. 17.Coventry/London: Becta/DfES. 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(2010) ICT4D information communication technology for development.IK International Publishing House. Passey, D., Rogers, C., Machell, J., McHugh, G. and Allaway, D. (2004) The motivational effect of ICT on pupils. London: DfES Publications. Pittard, V, Bannister, P and Dunn, J (2003) The big picture: TheImpact of ICT on Attainment, Motivation and Learning.London: DfES [Online], Available:http://www.dfes.gov.uk/research/data/uploadfiles/ThebigpICTure.pdf[28 January 2013]. Siaciwena, R., Siabi-Mensah, K., Mwangi, A. P., Mattee, A. Z., Bbuye, J., & Sibalwa, D. (2000) Case studies of non-formal education by distance and open learning. Vancouver: Commonwealth of Learning. Torgerson, C and Zhu, D (2004) A systematic review and metaanalysisof the effectiveness of ICT on literacy learning inEnglish 5–16. London: EPPI Centre, Institute of Education Ofsted (2005,) Embedding ICT in schools – a dual evaluationexercise.London: Ofsted. Visser, L., Visser, Y. L., & Amirault, R. J. (Eds.) 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