Information and Communication Technologies (Icts) In University - Essay Example

Information and Communication Technologies (Icts) In Information and communication technologies (ICTs) in university Introduction The emergence of technology has changed the overall educational discourse in universities across the world as preference in the instruction methods adopted changes. With technology, education has been globalized and institutions of higher learning across the world have been brought closer to current and future students. This significantly differs with the time when traditional approaches were the only known and available educational approaches for high learning centres across the globe (Virtič, Župerl & Krečič, 2013). A wide number of technologies have been developed to enhance the process of information and communication assisted technologies across the globe. These include the introduction of computers, mobile phones, the internet, use of wireless communication approaches among other gadgets. Traditional approaches that were initially used in education involved actual classes, actual lectures and the use of individually written notes as opposed to the softcopy notes currently available (Onwubiko, 2012). Information and communication technology has enhanced the educational discourse and learning process in the world in a number of ways that the traditional approaches did not. This paper takes the position that ICT enhances the learning process in universities and centres of higher learning in ways that were never achieved through the use of traditional approaches (Chu, Minasian & Xiaoke, 2012). Significance of ICT enabled university education The change in educational pedagogy due to the introduction of information technology enabled approaches has created significant impacts and enhanced learning in universities across the globe. With the use of technology, university students have today been granted a number of advantages that others did not have several years ago. The traditional educational environment was not well suited to address the emerging and dynamic educational needs of the students and this affected the level of academic growth and maturity (Sivakumaren, Geetha & Jeyaprakash, 2011). Graduates who were previously exposed to the traditional pedagogical educational instruction at university level have continued to face challenges with the information technology enabled work environment (Mouyabi, 2011). Incorporating Information and communication technology to the learning process of students at the university level also prepares them to face the dynamic and changing challenges of the future both a personal and professional level. With the use of computers, students become more knowledgeable and increase their research and information digging tools (Sharma & Singh, 2011). While traditional pedagogical methods educational approaches used printed books and publication for education purposes, the introduction of ICT has diversified sources of information for students. This has enhanced their knowledge levels and improved their professional skills, a fact that has made them more acceptable in the job market today. Information and communication technology has also eliminated the need for actual instruction by lecturers in colleges and universities across the world (Dzandu & Dadzie, 2012). While traditional approaches required the actual presence of a lecturer, the introduction of the use of technology based approaches has led to the introduction of other approaches. Tools such as e-learning, e-books and online journals have enabled students and lecturers to access information with ease. Instructors can also provide lecturers through the use of video links or tools such as Skype which was never available within the previously used traditional approach. Technology also plays a major role in enhancing student motivation, learning process and knowledge enhancement in a manner that was never witnessed through the use of traditional approaches (Krubu & Osawaru, 2011). ICT enabled pedagogical approaches in universities Learning in the 21st century for university student requires the adoption of a more pragmatic and diverse pedagogy as compared to scholars of the previous years. The use of the traditional approaches has created a rift between what is taught in schools and what graduates are required to possess in the workplace (Apulu & Latham, 2011). This has been the primary motivation for universities across the globe to switch from the traditional approach to ICT enabled model. A wide number of approaches are available within ICT enabled academic pedagogy in university education that lacked in the traditional approach. Various publications have highlighted the benefits of the various approaches available in improving the educational progress in university education across the globe (Cegarra-Navarro & Rodríguez, 2012). With ICT, students have been provided with a platform in which they can question, investigate and interrogate the approaches and materials provided to them by the lecturers. This forms the basis of university education that is structured to improve the research and publication process by academic scholars (Fichten, Asuncion, Wolforth, Barile, Budd Martiniello & Amsel, 2012). This is different from the traditional approach in which students were forced to learn as they practiced and develop real life situations to simulate the concepts learned. Traditional approaches were time consuming and more engaging and this affected the ability of students to learn all the study materials provided. ICT enabled pedagogy in university education has thus provided a method that is abstract but provides adequate information to students (Geetha, Mamatha & Farhana, 2013). As university education increasingly become more research and practice based, collaborative teaching and learning approach is becoming more preferable. In this kind of setup, students and instructors engage constructively in the learning and teaching process to enable university students acquire skills needed by the work environment. With ICT, a collaborative, interactive and more engaging environment is created in which lecturers and students share varying levels of information regarding the study subject (Rajan & Kumar, 2014). Though the traditional university learning approaches and environment was preferred and still needed for the development of proper skills among university graduates, the introduction of information technology has enabled simulation to replace the traditional approaches (Ly & Habibah, 2013). As a result, collaboration and interaction among students and the instructor is enhanced through information technology tools such as social media sites, video conferencing tools among others. This has enhanced the development of communication and networking skills among university graduates, features that are critical in the modern day work environment (Hilgers, Flachsbart & Elrod, 2012). Creativity and innovation is at the centre of the 21st century as mainstream jobs and employment become elusive due to the conflicts created by the different generations. As compared to the previous years when the traditionalists, baby boomers and the generation worked cohesively, the entry of the digital natives has affected job availability (Sinha, Jain & Birani, 2013). This challenge has however been eliminated through the introduction of ICT enabled learning process that nurtures innovative and creativity in students. With ICT, students learn how to solve different problems based on the materials and information available to them, a situation that lacked during the time when traditional learning approaches were preferred. Skills such as networking, interaction with established entrepreneurs among other set of people through the use of information technology has improved the ability of graduates to shift from job seekers to creators (Wang, 2011). ICT learning platforms in universities Apart from the benefits of ICT in universities that have been discussed, this new approach has also led to the introduction of new approaches which were not available within the traditional discourse. In this section, a comparison of the learning tools introduced by the introduction of information and communication technology in the universities will be made (Awadhiya, Miglani & Gowthaman, 2014). This will demonstrate how traditional approaches reduced the learning process and facilities for students in different universities across the globe. E-learning is a learning approach that has recently gained prominence in universities across globe, a development that has enhanced learning and teaching (Baf, Paić & Zarevski, 2013). E-learning is a computer aided learning process that relies upon the presence of computers, internet connectivity and educational resources (Derkach, 2013). E-learning is enhanced through the development of networked or multimedia technologies that saves time, resources and enhances the skills of students. As compared to the traditional actual learning process, e-learning beats the demand of time, attendance and travel issues associated with the overreliance on actual university establishment. With e-learning approach in universities, the learning process is enhanced through the internet and dialogue and feedback is instant, an advantage that lacked in the traditional learning approach (Kaino, Mtetwa & Kasanda, 2014). According to a report published by the UNESCO, the adoption of e-learning as an ICT enabled approach has enabled students across the globe to interact and relate with course gurus and professionals, a process that has enhanced their skills, exposure and attitude towards the workplace. E-learning creates room for the development of simulated scenarios which are critical in the development of skills, abilities and attitudes towards the actual work environment (Baf, Paić & Zarevski, 2013). This approach has successfully challenged the concept that traditional and face to face based learning process is more superior and reliable especially within the university. Apart from the adoption of e-learning, distance learning has also arisen as a result of the introduction of information and communication technology in universities (Özmen, 2013). In this nature of university learning, students and lecturers do not interact in the traditional lecture halls but through the internet and portals created by universities. Most students in this university environment access educational information from their homes, offices or even an open park (Wang, 2011). Communication in this situation is based on emails, electronic forums and exchanges and other instant messaging approaches. Also known as open learning, distance learning has saw the introduction of tools such as computer based training and other systems and communication channels which enhances the process of exchanging information, submitting assignments and posting results to students portals. The adoption of ICT in universities has also led to the creation of digital resources which are heavily used by students, lecturers and university based researchers (Godamanna & Jayamaha, 2013). For example, digital libraries with international publications such as EBSCOHOST have been created to provide students and lecturers with information from a large number of scholars. Such facilities have also enhanced the process of networking and professional collaboration among students, lecturers and university scholars across the globe. With information from different parts of the world and from independent lecturers, students have increased their access to accurate and reliable information on various subjects. For example, ICT has allowed the creation of peer journals where scholars interact to critique and appraise the work of other publishers as a way of establishing their credibility (Safar & Alkhezzi, 2013). Information and communication technology has not just benefited students and lecturers in universities but also other stakeholders such as the government and non-academic employees in schools. University employees have continued to enjoy the benefits of ICT due to the introduction of cost effective professional development tools. As such, most university employees have found an alternative education option to improve their competence levels while continuing their professional commitments. This has been made possible through the development of tools such as e and distance learning which has eliminated the need for a physical classroom (Lu, Lin, Lo & Wu, 2013). This has been associated with the increased level of employee productivity as their skills have been enhanced by the creation of more learning opportunities. The cost of training time has been aptly shared and the time lost due to the need for part time employee students to attend classes has been eliminated (Olele, 2013). The government, a major stakeholder in university education has also benefited immensely due to the introduction of ICT enabled approaches to replace the traditional methods. The capacity and cost effectiveness has been significantly changed and this has reduced the total amount of grant that governments are required to submit to public institutions. A target group within the population whose access to conventional learning was limited has been enhanced due to the introduction of ICT in universities. As a result, different parts of the country today have trained expertise to fill various job creations by the government, a situation that lacked during the conventional university education time (Fichten, Asuncion, Wolforth, Barile, Budd, Martiniello & Amsel, 2012). Conclusion Education, just like an economic market, is a dynamic process that is affected by various aspects of the environment and the changes within a country. 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