Affordances and Constrains of ICT

Introduction
The world in which we live has evolved dramatically and become complex more over the last
century bringing changes in all spectrum of everyday life. This evolution has brought with it
Information and Communication Technology (ICT), which speaks to any communication device
or application, including : radio, television, cellular phones, computer and network hardware and
software, satellite systems etcetera, as well as the various services and applications associated
with them, has revolutionised the way we communicate and interact with each other.
ICT brings with it many affordances as well as constraints. Salomon (1993), defines an
affordance as the perceived and actual properties of something, essentially being those
properties that determine how the element could be possibly used in a specific situation.
Hammond (2010) posits that an affordance is an emergent property of an object the many
possibilities of ICT is there in the object it just have to be perceived by the user or instructor.
Along with affordance comes constraints, they complement each other. ICT undoubtedly has
become an integral part of the educational system as it enables teachers and students to
communicate in real-time and provides access to information. The constructivist learning theory
supports the use of ICT. This theory is a process that enables learners to build on their
knowledge and experience. This learning theory is an active approach which allows students to
get hands on knowledge and experience working on their own with guidance from the teacher. In
this process the teacher is no longer the facilitator but is there to merely assist the student.
(EDTK2030 Information and Communication Technologies in Education - UNIT 2)

Hammond (2010) also contends that constraints and affordances complement each other they are
not opposites. For the purpose of this assignment, I will examine the affordances and constraints
of email as an ICT tool for learning. (Hammond, 2010)

One affordance of email is that it provides a forum via the internet for social interaction and
communication. Teachers and students are able to interact outside of a normal classroom setting,
giving teachers a new medium to give class assignments, field questions from students and
enhance traditional teaching tools. Emails can accommodate different media files, enabling the
teacher to reach and appeal to students learning abilities in a variety of ways beyond a textbook.
It also gives students the opportunities to interact among themselves so that they can discuss
work assignments or access information together. These activities help students not only learn
how to use the computer to send email, but it gives them the chance to develop social skills
through interaction. (Vygotsky theory)

Email usage can limit the optimal development of face to face social skills. An online presence
allows communication persons without persons ever having to meet. The result of this is
sometimes a person who has well-honed online social skills but when placed in a real life setting,
is an introvert who lacks basic social graces and communication abilities. So while email
facilitates social interaction beyond traditional means, it can also inhibit the development of
traditional social skills. A lack of such skills can have negative implications on learning,
behaviour and the ability to interact with others. It is therefore in the teachers best interest to
help students overcome this challenge.

This can be overcome through teaching students accepted ways of face to face social interaction,
emphasising that social interaction should not be limited to online associations. The teacher can
reinforce these principles in the classroom through public speaking exercises; teaching and
practical demonstrations on the use of social etiquette; and setting-up real-life scenarios where
students can practice these skills.

References:
EDTK2030 Information and Communication Technologies in Education - UNIT 2. Retrieved
from:
http://2015.tle.courses.open.uwi.edu/pluginfile.php/8229/mod_resource/content/2/EDTK
2030_Unit%202_Learning%20Theories%20that%20guide%20ICT.pdf

Hammond, Michael 2010; Education and Information Technologies. Retrieved from

http://search.proquest.com.library.open.uwi.edu/docview/577605677?accountid=42537