The Impact of ICT on Learning: Can ICT Improve Learning - Report Example

RuningHead: THE IMPACT OF ICT ON LEARNING The impact of ICT on learning Name Course Institution Date The impact of ICT on learning. Can ICT improve learning? Introduction Information and communication technology (ICT) is a term used to describe a set of technological resources and tools that are used to create, communicate, disseminate, manage, and store information. These technological resources and tools include computers, the internet, telephony and broadcasting technologies such as television and radio among many others (OECD, 2001). Over time, a lot of interest has been generated on how computers and the internet can be harnessed so as to enhance the effectiveness and efficiency of education at various levels. In most developed countries the governments have heavily invested in ICT for use by students and teachers in schools. These investments have been channeled through initiatives that aim at equipping schools with ICT resources and equipments. Nevertheless, the purposes of such investments and initiatives have not been made explicit. Higgins (2001), notes that some of the reasons why ICT resources and equipments have been introduced in schools is so as to modernize schools and equip students with skills that they can apply in the job market in future. Other reasons include reducing the workload of teachers and minimizing bureaucracy by disseminating and exchanging information in an electronic form. However, the ultimate goal of incorporating ICT in school should be so as to enhance the effectiveness of teaching and improve the learning processes of students (Higgins, 2001). This paper will discuss the impact of ICT on learning and ways in which ICT improves learning. Foremost, this paper will examine the incorporation of ICT in learning and the ways in which ICT has been incorporated in education systems over the years. Secondly, this paper will examine the impact of ICT on learning and teachings. Thirdly, this paper will provide evidence on the effectiveness of ICT on learning based on a review of relevant literatures. Moreover, this paper will examine some of the strategic issues and challenges facing the incorporation of ICT in learning. Lastly, this paper will offer recommendation on what should be done so as to realise the full effectiveness of ICT in learning. The incorporation of ICT in learning Over the years, many countries have introduced policies and initiatives that are aimed at promoting and expanding the use of ICT in schools. The adopted policies revolve around the incorporation of ICT in the curriculum and school’s pedagogy. Most of the introduced initiatives aim at equipping schools with ICT hardware such as computers, internet connections and local networks (Conlon & Simpson, 2003). In many tertiary institutions of higher education, long distance courses are offered, these courses leverage on the internet so as to enhance the quality and accessibility of these programmes. Higher education institutions employ a combination of internet platforms, print, live and recorded broadcasts so as to deliver courses to students in different localities. Some institutions use internet and satellite technologies to provide opportunities of distance learning to students from different countries (Tinio, 2002). In some open universities course materials course materials are usually print based however online tutorials are increasingly becoming a convenient alternative for print-based tutorials or face to face tutorials particularly for students who are not willing to be present at learning centers due to work engagements. To date, various degree courses are offered online this enables individual who live far from learning centers to access education services. It also provides flexibility for individuals with work related or other engagements to study at their own convenience (Tinio, 2002). At the secondary level, web-based and internet-based initiatives have also been adopted. Some open-schools particularly in Canada offer a number of resources and courses to grade K-12 students and teachers that meet the standards of the British Columbia curriculum. In this case learning is often conducted through a mix of video and broadcast whereas some subjects are completely offered on-line (Tinio, 2002). ICT is potentially a powerful tool that can be employed to extend educational opportunities for both informal and formal settings. ICT extends educational opportunities to populations that are traditionally marginalized from education due to social and cultural reasons. Some of the marginalized groups that benefit from the incorporation of ICT in education systems include people with disabilities, the elderly as well as the ethnic minorities. One of the key advantages of incorporating ICT in education systems is its capacity to transcend space and time. Incorporating ICT in learning makes it possible for asynchronous to take place. For instance, online course materials can be retrieved at any time in the day. Furthermore, ICT resources like teleconferencing technologies enable learners to receive multiple instructions or information simultaneously (Tinio, 2002). Incorporation of ICT in learning enables access to remote learning resources. Both learners and teachers do not have to solely on printed materials or books in housed libraries in order to meet their educational needs. The World Wide Web and the internet enables learners to simultaneously access a wealth of information in any subject at any given time. This is mostly vital for schools that have outdated or limited library resources (Tinio, 2002). “Impact of ICT on learning and teaching” Following the introduction of ICT in classrooms many decades ago, there are still many unanswered questions concerning the impact of ICT in the short-term and long-term learning process of students and its impact on various learning tasks. It is essential for the impact of ICT to be properly weighed in order for this information to be used when it comes to; forming government policies on education, designing the curricula and directing teacher education programs. Although a number of studies have examined the impact of ICT on learning methodological issues have precluded these findings. It is therefore important to consider the impact of particular technologies to specific learning outcomes and not generalize the findings. A good example of how a specific ICT technology has improved learning and teaching in general it is evident with the use of Interactive Whiteboards (IWB). This technology and other related resources enable users to prepare and construct materials in advance before a class. By using IWB’s, one can manipulate items on display instantaneously. The use of IWB’s has become widespread particularly in schools in Wales and England (Kennewell et al, 2008). Several studies portray statistical evidence that ICT can improve learning. The largest impact study in the United Kingdom shows an improvement in student’s performance particularly in subjects such as science, English, technology and design when ICT is incorporated in learning. Specific ICT uses in the UK like the Interactive Whiteboards (IWB) had positive impact on the performance of students in science tests, mathematics and literacy. It was established in this study that IWB’s helped to improve the performance of students who performed poorly in writing and English in general(Balanskat et al , 2007).A review of research literature further indicates that teachers use IWB’s due to their versatility and flexibility. Teachers use IWB’s to plan and save lessons, to portray multimedia presentations and teach IT related subjects. One of the most important impacts that IWB’s have made on teaching and learning is that this technology promotes student-teacher interactivity and participation. Student’s participation and interactivity during learning can enhance their comprehension thus promoting positive learning outcomes (Kennewell et al, 2008). Another impact study conducted in the United Kingdom examined the impact of ICT from an economic perspective. This study conformed that investing in ICT resources brings about positive impacts on academic performance in primary schools. An analysis of the OECD PISA results on an international level show that longer use of computers by learners can be connected to better performance particularly in mathematics. The access of broadband in classroom is considered as an important condition that can help students benefit from new technologies during learning. Generally, evidence from research studies show that academic attainments can be improved by embedding ICT into learning and teaching. According to Balanskat et al (2007), schools that have a higher level of maturity in e-learning exhibit a more quick increased improvement in academic performance as compared to schools with lower level of e-learning maturity. A good number of opinion-based studies such as the Nordic study conducted in 2006 that examine the impact of ICT towards the performance of students portray a positive picture that most teachers belief that the performance of students is improved in subject areas such as writing, reading and calculations due to ICT interventions(Balanskat et al,2007). In his book, “The impact of ICT on literacy education”, Andrews ( 2004), shows that there are wider benefits of ICT on learning. Some of these benefits include the enhancement of; critical thinking, cognitive processing, team work, independent learning, concentration and motivation. When students are motivated they are bound to develop a positive attitude towards learning, this will in turn lead them to pay attention and participate in learning activities. ICT is also known to enhance student-centered learning approach. Consequently, learners with special needs can get special assistance through technological interventions that address their learning needs (Andrews, 2004). It is worth noting that the impacts of ICT or benefits of ICT in learning cannot be solely attributed to the incorporation of ICT in the classrooms rather much of these benefits come as a result of the employed pedagogical approach. The positive contribution of ICT towards learning largely depends on how teachers use ICT when teaching and how ICT is employed in the course of the learning process. Some studies suggest that impacting on the practices of teachers has over the years proven to be a challenging task. Whereas the role of teachers is paramount when it comes to determining the impact of ICT on learning outcomes, the supposed effects of teaching methodologies are considered to be moderate. The progress that has been made over the years, when it comes to enhancing teachers’ positive attitude towards the use of ICT, was based on realizing the value of embedding the use of ICT in classroom. To date, teachers are increasingly employing ICT to prepare their lessons and disseminate information. A recent, Euro barometer benchmarking survey established that over 90% of teachers in Europe use ICT to aid their teaching (Balanskat et al, 2007).Loveless (2002), stresses on the use of ICT resources with pedagogical approaches so as to improve learning. She points out that a good number of teachers are yet to adopt new pedagogical practices. A good number of teachers are still not confident about using ICT resources to support their teaching approaches (Loveless, 2002). Watson (2001) observes that despite the fact that national policies on technology have been enacted and the government has invested highly on technology, the use of technology in school’s pedagogy is still insufficient. Watson accentuates that, understanding the problems associated with the use of ICT in learning requires one to consider some of the fundamental educational issues such as the perception of learners and teachers on the role of ICT in education(Watson ,2001). Research studies show that the incorporation of ICT in learning can help teachers teach more effectively and help students learn. However, there is no substantial evidence that shows that ICT brings about a difference in learning just by being used. Studies suggest that despite the fact that ICT can improve teaching and learning there are several issues that should be put into account if ICT is going to create a positive difference in learning (Higgins, 2001). In a study conducted by the British Technology Association, no relationship was established between the accessibility of ICT resources in schools and excellent performance in mathematics or reading in Stage 1. The study established that in Stage 2 there was significant but weak association between student attainment and ICT resources. These findings indicate that curriculum resourcing in ICT was approximately 99.5% independent of student performance in Stage 2. (BECTA, 2002). Similarly, the findings of a longitudinal study in USA established a small link between the incorporation of ICT in the school curriculum and the improvement of student’s academic scores (Weaver, 2000). A study conducted by Conlon & Simpson (2003) aimed at examining the impact of information technology initiatives in Scottish schools. Conlon and Simpson evaluated the extent in which the outcomes in Scottish schools are similar to those that have been reported by Larry Cuban in his research study revolving around schools in Silicon Valley, California. This comparative study was based on three main premises namely the accessibility of computers, the ways in which computers are used and the teaching and learning outcomes. The preliminary findings of this study indicated that in Scotland, 72% of students had access to computers in their homes and two thirds of the total sum of these home computers were connected to the internet. 88% of Secondary teachers and 81% of primary teachers had access to computers in their homes, two thirds of their home computers were connected to the internet. 60% of secondary teachers indicated that they had one computer based in the classroom, 48% of teachers indicated that they also used the school ICT base, computer lab and other computer facilities. The corresponding estimates for primary teachers were 90% and 54% respectively (Conlon & Simpson, 2003). With regards to the acceptance of computers the study showed that in Scotland, there was a lack of resistance to IT used by teachers and students, 85% of teachers with computers in their homes claimed that they used their computers regularly for personal and professional purposes whereas 59% student with computers in their homes, claimed to use their computers at least three times in a week. 41% of teachers in Scotland primary schools claimed that they to used computers to generate reports for parents, 43% used computers to develop teaching resources whereas 26% used computers to download curricular materials for the internet. The corresponding figures for secondary teachers were 28%, 46% and 25% respectively. A similar study conducted in schools in Silicon Valley showed relatively similar results. Based on the finding of the above study, it is apparent Scotland and Silicon Valley have much in common with regards to the accessibility to computers, the ways in which computers are used and the teaching and learning outcomes. Findings on the outcomes of learning and teaching reveal that there was no substantial or clear evidence in both studies related to the use of ICT and effective teaching on the part of teachers and academic achievements of the part of students (Conlon & Simpson, 2003). Conclusion Over time, a lot of interest has been generated on how ICT can be harnessed so as to enhance the effectiveness and efficiency of education at various levels. Many countries have initiated policies and initiatives that are geared towards promoting and expanding the use of ICT in schools. The adopted policies revolve around the incorporation of ICT in the curriculum and school’s pedagogy. Most of the introduced initiatives aim at equipping schools with ICT hardware such as computers, internet connections and local networks (Conlon & Simpson, 2003). ICT is potentially a powerful tool that can be used to extend educational opportunities to populations that are traditionally marginalized from education due to social and cultural reasons. Moreover, the incorporation of ICT in learning enables access to remote learning resources. A number studies provide statistical evidence that ICT can improve learning. For instance, the largest impact study in the United Kingdom shows an improvement in student’s performance particularly in subjects such as science, English, technology and design when ICT is incorporated in learning. Furthermore, studies show that specific ICT uses like the Interactive Whiteboards (IWB) have positive impact on the performance of students in science tests, mathematics and literacy. On the other hand, some studies depict that there is no substantial evidence that shows that ICT brings about a difference in learning just by being used. These studies suggest that the sole use of ICT does not guarantee improvements in performance. Factors such as, the application and perception of learners and teachers towards the use of ICT, and the specific use of ICT resources come into play as far as improving learning is concerned. References Andrews, R., (2004). The impact of ICT on literacy education. New York: Routledge. Balanskat, A., Blamire, R., Kefalla, S. (2007). Special insights report: The ICT Impact Report. Retrieved on March 26, 2011 BECTA. (2000).”A preliminary report for the DFEE on the relationship between ICT and primary school standards”. Coventry: BECTA. BECTA. (2007). Harnessing technology review 2007: progress and impact of technology in education. Coventry: BECTA Conlon, T. & Simpson, M., (2003). Silicon Valley versus Silicon Glen: the impact of computers upon teaching and learning: a comparative study. British Journal of Educational Technology Vol 34, No 2, 137–150. Cox, M., & Marshall, G. (2007). “Effects of ICT: Do we know what we should know”? Education Information Technologies 12, 59–70. Higgins, S. (2001). Does ICT improve learning and teaching in schools? Retrieved on March 22, 2011 from< http://www.bera.ac.uk/files/reviews/ict-pur-mb-r-f-p-1aug03.pdf> Kennewell, S., Tanner, H., Jones, S., & Beauchamp, G. (2008). Analysing the use of interactive technology to implement interactive teaching. Journal of Computer Assisted Learning, 34, 61-73. Loveless, A., (2002). “ICT, pedagogy and the curriculum: subject to change”. New York: Routledge. McCormick, R., & Scrimshaw, P. (2001). Information and communication technology, knowledge and pedagogy. Education, Communication and Information, 1(1), 37-57 “Organization for Economic Co-operation and Development” (2010). Assessing the effects of ICT in education: indicators, criteria and benchmarks for international comparisons. Paris: OECD publishing. OECD. (2001). OECD science and technology and industry scoreboard 2001: Towards knowledge -based economy. Paris: OECD publishing. Tinio, V. (2002). ICT in education. Retrieved on March 24, 2011 from < http://www.apdip.net/publications/iespprimers/eprimer-edu.pdf> Watson, D., (2001).Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching. Education and Information Technologies 6:4, 251–266. Weaver, C. (2000). “An examination of the National Educational Longitudinal Study Database to probe the correlation between computer use in school and improvement in test scores”. Journal of science and technology 9.2, pp.121-133. Read More