Académique Documents
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Contents
Course overview
Unit overview
Learning outcomes
Introduction ............................................................................................................. 4
Learning outcomes .................................................................................................. 4
The Digital Revolution ............................................................................................ 5
The nature of ICT .................................................................................................... 8
ICTs and everyday life .......................................................................................... 10
The Internet and the World Wide Web ................................................................. 14
The World Wide Web .................................................................................. 17
The implication or impact of the technologies on humanity ................................. 19
Measuring impact......................................................................................... 20
Impact of ICT in Malaysia ........................................................................... 21
Concerns ...................................................................................................... 25
What's next for ICT? .................................................................................... 28
Summary ............................................................................................................... 29
Self-test 1.1 ............................................................................................................ 30
1.2 Technologies in education
31
Introduction ........................................................................................................... 31
Learning outcomes ................................................................................................ 31
Educational context ............................................................................................... 33
Technology for education the potential .............................................................. 44
Technology for education the parameters .......................................................... 50
Summary ............................................................................................................... 55
Self-test 1.2 ............................................................................................................ 56
1.3 Implications for learning with technologies
57
Introduction ........................................................................................................... 57
Learning outcomes ................................................................................................ 57
Computers, learning theory and cognitive development ....................................... 58
Behaviourism ............................................................................................... 59
Cognitivism .................................................................................................. 60
Constructivism ............................................................................................. 64
Individualised learning .......................................................................................... 65
Instances for using individualised instruction.............................................. 68
Caveats and computers .......................................................................................... 70
78
Introduction ........................................................................................................... 78
Learning outcomes ................................................................................................ 78
Educational technology and ICT ........................................................................... 79
Educational technology as a systems approach to education ................................ 84
Systems approach to educational problem solving ............................................... 87
Applying systems approach to ICT application-framework and strategy ............. 90
Summary ............................................................................................................... 94
Self-test 1.4 ............................................................................................................ 95
Summary of Unit
97
References
98
ii
Course Overview
EED 502/05 ICT in Education is a five credit course and will be
presented over a semester. This course is part of a suite of 5 basic
education courses that make up the Masters in Education
programme at the Wawasan Open University. This course
introduces you to a variety of information and communication
technologies (ICT) with special reference to their value to and
application in education at the pre tertiary level.
The course introduces teachers to the technologies and their
application in the classroom as well as in curriculum planning
using the educational theories around the use of these technologies
in different contexts.
A part of the course will also draw attention to policies around the
technologies, strategies to introduce the technologies into the
school environment and the opportunities they present for research
and development in education.
Attention will also be drawn to the different types of hardware and
software particularly technologies that promote free social
networking through mobiles and the Internet. The impact of the
emerging social media in the educational ecosystem will be
presented.
Unit Overview
This unit draws your attention to the important role that
Information and Communication Technology (ICT) plays in our
daily lives and describes the emergence of this revolution in the
latter part of the 20th century. This unit will also give you the
background knowledge to follow the rest of the Course EED502/05
ICT in Education.
There are no pre-requisites to this course though students should
have a basic working knowledge on the use of computers, to access
e-mails, the Internet as well as familiarity with the various search
engines to explore the World Wide Web.
Learning Outcomes
By the end of this unit, you should be able to:
1. Trace the evolution of the information and communication
technologies and describe their role and impact on human
societies.
2. Demonstrate the knowledge, skills and understanding of the
different concepts related to the use of ICT to enhance the
learning environment.
3. Analyse the characteristics and scope of ICT as tools for
teaching.
4. Analyse the characteristics and scope of ICT as tools for
learning.
5. Use ICT to effectively support the delivery of lessons in
different disciplines.
Learning outcomes
By the end of this section, you should be able to:
1. Describe the meaning of the most commonly-used terms in
discussing ICT.
2. Describe the impact of ICT in your daily lives.
This section is made up of five parts. They are tabulated below:
Title
Resources
The digital
revolution
Video:
Nobel Prize: Communication & Computer
Technologies P2
http://www.youtube.com/watch?v=O0KaExWhc
Us
The nature of
ICT
Article:
National Strategic ICT Road Map Malaysia
http://www.nitc.my/index.cfm?&menuid=16
ICT and
everyday life
Video:
http://www.youtube.com/watch?v=d9v1PVg5X
ww&feature=related
The Internet
and the
World Wide
Web
Video:
Tracking the Internet into the 21st Century
http://www.youtube.com/watch?v=fpNWQiVpjv
Y
Tim Berners-Lee's keynote speech at 'Web at 20'
event Digital Revolution
http://www.youtube.com/watch?v=FIioH6Yt0Y
M
The
implication
or impact of
the
technologies
on humanity
Video:
The Public Good: Impact of Information
Technology on Society
http://www.youtube.com/watch?v=ybpFSMtLDI
8
Impact of Information Technology on Society
http://www.amacad.org/binaries/video/streamPla
yer.aspx?i=11
Essay:
Images of the digital divide (Power Point
Presentation)
In both cases, the higher the value, the more powerful the CPU. For
example, a 32-bit microprocessor that runs at 50MHz is more
powerful than a 16-bit microprocessor that runs at 25MHz. In
addition to bandwidth and clock speed, microprocessors are
classified as being either RISC (reduced instruction set computer)
or CISC (complex instruction set computer).
The Digital Revolution is different from the technologies that were
used earlier in our telephonic and broadcasting technologies. Those
were analogue technologies, both mechanical and electronic. At the
heart of the digital revolution is the mass production and
widespread use of digital logic circuits and derivatives of it. These
logic circuits helped in the digitisation of information (whether
text, graphics, audio, video, or data).
The invention permitted almost immediately the conversion of
previously stored data into analogues. By doing so it became
possible to reproduce multiple copies/generations of that data
identical to the original data without loss of information. It also
permitted moving the information between various media formats,
http://www.youtube.com/watch?v=O0KaExWhcUs (Accessed 14
February 2012)
Can you make a two-column table of all the things that you do as
an individual and as part of a community on your personal
computer?
Activity 1.1
Individual
Community
Community
Word processing
Spreadsheets
Desktop publishing
Social networks
Graphics
Telephony
However ICT has far exceeded the lists that you and Ihave
constructed. In the year 2000 Thomas F. Frost, the then chairman
of the International Standards Organisation (ISO) presented a
picture of how ICT plays a role in the daily lives of individuals. I
would like you to read his presentation The Everyday Life of a
Household in Cyberspace.2
Malaysians, like citizens of many middle income countries, have
taken to using ICTs in many different ways. We shall explore in the
next section how ICTs have intruded into our lives. Our
government has both encouraged Malaysians to be ICT friendly
and have mapped out a national strategy called the National
Strategic ICT Road Map. Your next activity requires you to read
the National Strategic Road Map to appreciate how important it is
for educators such as you and I to be part of this strategy. If you are
running short of time I would suggest for you to read at least the
executive summary of the strategy.
My answers
1.
2.
2. ICT in education
3.
4.
5.
5. Entertainment
You can see from both our lists that within a period of about 20
years ICTs have begun to play a critical role in the development of
our nation and her citizens. Those who make it their business to
study these trends estimate that there are some 23 million mobile
subscribers in our country; our ownership of computers is now
reaching almost 15 million units and some 2 million blogs are in
circulation.
10
11
with its Kindle and Apple with its iPad are gradually changing
how people buy books. Similarly, new types of business have
been created, such as online auctions like eBay.
3. Entertainment
The world of entertainment is constantly evolving with the
advent of new technologies. Digital broadcasting has changed
the way we experience television, with more interactive
programming and participation. Digital cameras, printers and
scanners have enabled more people to experiment with image
production. Computer gaming has been an important influence
in the development of graphical interfaces. Technology has
been at the forefront of changes in the production and
distribution of music, as well as in the ways in which people
can access and listen to music.
4. Public services
Since 2001 when the Malaysian government embarked on its
massive transformation programme driven by ICT, many of the
nations public services at federal, state and local council levels
have become available through online or ICT dependent
facilities. Malaysians today can renew their driving licenses
online, file their income tax papers online and verify their EPF
balance online or at an electronic kiosk. Many of the
government departments make available application forms for
one or another purpose online. A lot of these online services are
available through a unique personal identification identity card
called MyKad. The card is a compulsory identity document for
all Malaysian citizens above 12 and must be carried by the
person all the time.
Though a personal identity card regime has been in the country
since colonial times, the digital version was introduced by the
National Registration Department of Malaysia in 2001. A
replacement version of the card in the form of a High Quality
Identity Card with a 64kb EEPROM [Electronically Erasable
Programmable Read-Only Memory] chip was subsequently
introduced. These cards have a data retention capacity of up to
20 years and serves to provide a number of functions besides
confirming identity of the individual through a photo and
fingerprint [biometric] markers.
Currently the card facilitates the renewal of driving license and
serves as a travel document [though not for international
travel]. The cards potential uses include serving as an
electronic wallet [stored cash value], Touch n Go for toll
roads, digital certificate as well as an ATM card. This card may
be ahead of its time even in Malaysia as many of the potential
benefits are yet to be realised. Figure 1.1 illustrates eight
12
http://www.youtube.com/watch?v=d9v1PVg5Xww&feature=relate
d (Accessed 14 February 2012)
6. The Internet
13
Your reflection on the value of ICTs in the school you teach. Share
your comments with your coursemates. Discuss how different your
experience is from those of others.
Activity 1.2
Quiz 1.1
Go to the following site using Google and try the quiz. It will give
you your score. If you have scored below 7, try the quiz again.
http://www.chem.ox.ac.uk/it_lectures/tests/examples/internettest.ht
14
15
1.
2.
3.
The beginning of the Internet goes back to the early 1960s when
the world was still in turmoil with two superpowers competing for
world dominance. The US Department of Defence wanted an
electronic system/network that would protect government
communication systems in the event of a military strike. This
network was referred to as ARPANet [after the Advanced Research
Project Agency that developed it]. The network employed a set of
standard protocols to create an effective way for these people to
communicate and share data with each other.
ARPAnet's popularity continued to spread among researchers and
in the 1980's the National Science Foundation, whose NSFNet,
linked several high speed computers, took charge of what had come
to be known as the Internet.
In 1991, the U.S. High Performance Computing Act established the
NREN (National Research and Education Network). NREN's goal
was to develop and maintain high-speed networks for research and
education, and to investigate commercial uses for the Internet.
From this start, a tool that set out to serve the government and
research community has found a role in economic, social,
individual, national and global development through innovations
such as the World Wide Web and the associated technologies like
Yahoo, Google, You Tube, Twitter, My Space, Facebook and many
others.
Vinton Cerf, the graduate student at UC Berkley and his associate
Robert Kahn, who were the main actors in repurposing ARPANet
into the Internet are still active the former is at Google, employed
as an Internet evangelist and the latter is a Founder CEO of the
Corporation for National Research Initiative, a not-for-profit
agency that supports research on the US National Information
Infrastructure also sometimes known as the Information Super
Highway.
Multimedia 1.3
16
17
Multimedia 1.4
18
19
Measuring Impact
Bridges.org is an international organisation with a mission to
promote the effective use of ICT in the developing world for
meaningful purposes, such as better healthcare, education and selfsustaining economic development. They have done a series of
studies especially on issues around the digital divide and one
especially delved into some detail on factors that either enable or
inhibit the adoption of ICTs for personal and community
development. These factors and the questions they raised include:
1. Physical access: Is technology available and physically
accessible?
2. Appropriate technology: What is the appropriate
technology according to local conditions and how
people need and want to put technology to use?
3. Affordability: Is technology access affordable for
people to use?
4. Capacity: Do people understand how to use technology
and its potential uses?
5. Relevant content: Is there locally relevant content,
especially in terms of language?
6. Integration: Does the technology further burden
people's lives or does it integrate into daily routines?
7. Socio-cultural factors: Are people limited in their use
of technology based on gender, race, or other sociocultural factors?
8. Trust: Do people have confidence in and understand
the implications of the technology they use, for instance
in terms of privacy, security, or cyber-crime?
9. Legal and regulatory framework: How do laws and
regulations affect technology use and what changes are
needed to create an environment that fosters its use?
10. Local economic environment: Is there a local
economy that can and will sustain technology use?
11. Macro-economic environment: Is national economic
policy conducive to widespread technology use, for
example, in terms of transparency, deregulation,
investment, and labour issues?
12. Political will: Is there political will in government to do
what is needed to enable the integration of technology
throughout society?
20
Reading 1.1
21
22
Activity 1.3
Extracted from http://www.globalimpactstudy.org/researchdesign/researchproblem/ (Accessed 22 June 2011 and adapted for this course).
23
24
Concerns
The previous four sections of this module expressed both explicitly
and implicitly the benefits derived and the potential benefits to be
derived from the digital revolution. This is especially so in terms of
the accessibility of information. One segment of society that has
been the biggest beneficiary of all is the education sector.
Expanded powers of communication and information sharing,
increased capabilities for existing technologies, and the advent of
new technology brought with it many potential opportunities for
exploitation in improving the quality of teaching and the richness
of learning. From the viewpoint of civil societies, greater
interconnectedness, easier communication, and the exposure of
information that in the past was more easily suppressed by
authoritarian regimes, is no longer the case though there are
mechanisms available to the state that could still suppress easy
access. The economic impact of the digital revolution has been
large. Without the World Wide Web (WWW), for example,
globalisation and outsourcing would not be nearly as viable as they
are today. The digital revolution radically changed the way
individuals and companies interact. Small regional companies were
suddenly given access to much larger markets. Concepts such as
on-demand services and manufacturing, and rapidly dropping
technology costs made possible new innovations in all aspects of
industry and everyday life
But like any other innovation, the ICT revolution has caused
considerable concerns as well. These concerns cut across many
aspects of civil liberties, social norms and behaviours, privacy and
piracy issues as well as theft of data and material. In this section let
us consider some of these issues which as practising teachers you
need to be familiar with.
Broadly we can segregate the misuse of computers and
communication technologies into the following categories:
1. Hacking: where an unauthorised person uses a network,
Internet or modem connection to gain access to past
security passwords or other security to see data stored on
another computer. Hackers sometimes use software hacking
tools and often target, for example, particular sites on the
Internet.
2. Data misuse and unauthorised transfer or copying: The
digital revolution, especially regarding privacy, copyright,
censorship and information sharing, remains a controversial
topic. As the digital revolution progresses, it remains
unclear to what extent society has been impacted and will
be altered in the future. In the meantime the illegal
transfer of data is easily carried out with speed using online
computers and large storage devices such as hard disks,
25
26
Activity 1.4
27
Activity 1.5
For your next activity I would like you to watch a video The
Public Good- Impact of Information Technology on Society. After
the video, discuss and summarise [no more than in four sentences]
under the following headings :
1. The Internet and shared information.
28
Summary
In Unit 1.1 we considered a number of aspects of the ICT
revolution that has shaped our society today. We traced the
evolution of the technologies, we considered the impact it had on
our everyday lives, and we heard experts discussed the future
directions of these technologies and we also watched a discussion
on the impact of the technologies on humanity.
You were also presented with information on how these
technologies have entered into the everyday lives of Malaysians,
actively encouraged by our governments. While our planning on
ICT development is good, its implementation may have some
shortfalls. Not all Malaysians are able to enjoy the benefits of the
revolution. Education is expected to play a major role in
encouraging the Malaysian society to be bigger users of the
technology.
29
Self-test 1.1
1. The digital revolution has provided advantages to the haves
rather than the have-nots. List five reasons if you agree to the
statement or alternatively list five reasons if you do not agree.
a. ____________________________________
b. _____________________________________
c. _____________________________________
d. ______________________________________
e. ______________________________________
2. What is the contribution of the following two persons to the
digital revolution?
a. Vinton Cerf
b. Tim Berners-Lee
3. The introduction of technologies into a culture is only as good as
the readiness of the culture to use it to advantage. What is
required for a community to be ready to use the technologies?
a. ____________________________________
b. ____________________________________
c. ____________________________________
d. ____________________________________
__________________________________
30
Learning outcomes
By the end of this section, you should be able to:
1. Explain the various challenges in using technology of the
educational context and their implications for educational
development.
2. Explain the various potentials of using ICT in education.
3. Identify and describe the various parameters for effective use of
technology in educational situations.
This section is made up of three parts. They are tabulated below:
Title
Educational
Context
Resources
Text:
http://www.ictinedtoolkit.org/usere/library/tech_for_
ed_book.pdf
Wadi D. Haddad and Alexandra Draxler (2002)
Technologies for Education: Potential, Parameters
and Prospects.
Chapter 1: Dynamics of Technology in Education
Sections: Challenges and Pressures (pp.4-6) and
31
Technologies
for Education
The
Potential
Text:
http://www.ictinedtoolkit.org/usere/library/tech_for_
ed_book.pdf
Wadi D. Haddad and Alexandra Draxler (2002)
Technologies for Education: Potential, Parameters
and Prospects.
Chapter 1: Dynamics of Technology in Education
Sections: The Potential (pp. 8-12)
Multimedia:
A Brief History of Educational Technology:
http://www.dontwasteyourtime.co.uk/technology/vid
eo-a-brief-history-of-tech-in-education-edtech/
Technologies
for Education
The
Parameters
Text:
http://www.ictinedtoolkit.org/usere/library/tech_for_
ed_book.pdf
Wadi D. Haddad and Alexandra Draxler (2002)
Technologies for Education: Potential, Parameters
and Prospects.
Chapter 1: Dynamics of Technology in Education
Section: The Parameters (pp. 12-16)
32
Educational Context
Education as a sub-system of society has to draw a fine line
between two functions.
33
The section on Challenges and Pressures that you read in the above
material explain some of these tensions within the educational
sector.
34
35
36
1. What are the four major challenges that the world community
faces today? Describe each challenge briefly:
a.
b.
c.
d.
2. Education has the responsibility of preserving and
communicating traditional knowledge along with facilitating
creativity in changing existing norms to deal with new
challenges. Do you agree to this statement? Give reasons for
your answer.
Suggested answers:
a. The exponential function: Knowledge is being
generated very quickly and is growing exponentially
and due to this, everyday living itself is becoming
technologically more complex.
b. The virtuous domain: There is growing consciousness
universally about several virtues such as democracy,
citizen empowerment, freedom of communication,
gender equity etc. This has led to the focus on several
development goals other than economic growth such as
universal primary education, gender equity etc.
c. The moving target: The recognition among decision
makers and beneficiaries about education being crucial
for economic development, human welfare, social
advancement and environmental protection. This has led
to the target to increase substantially the education for
children and youth in every developing country.
d. The evasive future: Everything in the society is
changing faster than the life cycle of education
programmes. These include sectoral needs, job
definitions and skill requirements. This has led to a
situation in which it is very difficult or almost
impossible to define future needs very clearly.
37
Reflection 1.1
Read Chapter 1-Dynamics of Technology in Education, SectionImplications for Education (Pages: 6-8).of the following book
Reading 1.4
38
ii.
ii.
d. Education anytime
39
ii.
iii.
iv.
v.
40
41
Reflection 1.2
42
2. Yes, agree
Life-long learning is required for every individual and the
educational provision should call for that.
We discussed six far-reaching implications which caused
formidable challenges for educational planners, strategists and
practitioners.
On one hand, there is great uncertainty about the labour market, an
explosion of new knowledge and new demands on education in
both traditional and unchartered territories.
On the other is the need to provide holistic education including the
entire spectrum of education services to everyone, anywhere,
anytime with a focus on learning acquisition and teacher
empowermentall under conditions of an ever-expanding base of
education clientele and limited physical and human resources.
The following section of this sub-unit will consider the potential of
technology for dealing with these pressures on education.
43
http://www.ictinedtoolkit.org/usere/library/tech_for_ed_book.pdf
44
http://www.dontwasteyourtime.co.uk/technology/video-a-briefhistory-of-tech-in-education-edtech/
1. What are the types of technology that you saw in the video?
2. What are the areas in which these technologies can support the
school processes?
3. Indicate two major uses on the internet for classroom teachinglearning.
a.
b.
4. Can computer be useful for school management? How?
2. Technology or technologies?
Policy makers and practitioners tend to refer to ICTs as one
monolithic entity, in which case they question the potential of
technologyin the singular. Such inquiry is unanswerable
because technologies are very different in their potential and
use. The potential of different technologies depends on what we
use them for. There are at least five hierarchical levels at
which technologies may be used: presentation, demonstration,
drill and practice, interaction, and collaboration (see Table 1.1).
If technology is to be used for representation and demonstration
only, investment in computers and connectivity may not be
justifiable. On the other hand, the potential for interactive and
collaborative learning can best be achieved by networked
computers and connectivity to the World Wide Web.
Use
Text
Audio
Video
Computer Internet
Presentation
Demonstration X
Drill and
practice
Interactive
Collaborative
45
2. Promoting
46
Example
The potential of ICTs to reach large
audiences was tapped initially in the late
1800s, when correspondence courses
became an alternative means to provide
education for individuals who could not
attend regular schools due to
geographical, social, or cultural barriers.
Experiments with radio broadcast started
in the early 1900s, and, in 1924, the
British Broadcast Corporation (BBC)
began to air educational programmes.
Since then, radio has been instrumental in
reaching scattered and rural populations.
ICTs promote efficiency of delivery of
educational services by supplementing
Efficiency
3. Improving
Quality
4. Preparing for
Life-long
Learning
5. Enhancing
Training for the
Workplace
6. Improving
Management
47
1.
2.
3.
4.
5.
6.
Suggested answers:
Potential
48
Additional references
1. Promoting
efficiency
2. Improving
quality
3. Preparing for
life-long
learning
4. Enhancing
training for
the workplace
An e-learning course being provided to inservice managers who are not able to attend
campus based courses.
5. Expanding
educational
opportunities
6. Improving
management
49
http://www.ictinedtoolkit.org/usere/library/tech_for_ed_book.p
df
50
Parameter 2: Approach
Classrooms are constrained environments, and conventional
instructional materials are static. If technology-enhanced education
programmes are taped classrooms, digital texts, and PowerPoint
transparencies, then we are missing out on the tremendous potential
of technologies that can animate, simulate, capture reality, add
movement to static concepts, and extend our touch to the whole
universe. Movies and TV programmes are not replicas of packaged
theatres; they tell the same story in a more dramatic and
multifaceted manner. With imagination and appropriate tools, we
can make learning more effective.
Technology can be used in education in two different ways: one as
an add-on to make the current model of education more efficient,
51
52
Parameter 7: Integration
The success of ICTs in education depends on how they are
introduced into the system. Here are some strategic options:
1. ICTs may be used as an additional layer of educational
input, which leaves the current system intact but adds
hardware and software for enrichment. The problem here is
that both students and teachers may not take the additional
53
54
Reflection 1.3
Additional references
Summary
Clearly, the recent rapid technological development has played a
critical role in the delivery and practice of education in general. In
this connection, we have studied the various challenges in using
educational technology and the implications associated with the use
of these educational technologies. Subsequently, we discussed the
various potentials of employing ICT in education with focus on,
among some, improving quality of education and as preparation to
life-long learning. Finally, we identified and described the various
parameters for effective use of technology in educational
institutions in which we attempted to make a distinction between
potential and effectiveness of educational technology.
55
Self-test 1.2
The seven parameters which are required for the full potential of
ICTs to be realised in supporting education are given in Column A.
Statements pertaining to the Parameters are given in Column B.
COLUMN-A
COLUMN-B
Parameter
Statements related to
Parameters
1. Educational
Policy
a. Acquisition of
hardware and software
2. Approach
b. Availability of
committed and skilled
teachers
3. Infrastructure
c. A new philosophy of
education to be
implemented
4. Contentware
d. Considering available
funding for the project
5. Trained
Personnel
e. Nature of introducing
technology to the
system
6. Financial
Resources
7. Integration
g. Innovative teaching
methodology adopted
Suggested answers:
1. c; 2. g; 3. a; 4. f; 5. b; 6. d; 7. e.
_____________________________________
56
Put the
appropriate
number
Learning outcomes
By the end of this section, you should be able to:
1. Describe how the application of computer technologies is based
on our understanding of learning theories.
2. Describe the three major learning theories and the way in which
they are influencing our teaching practices.
The lesson will look at five aspects, how and where computing
technologies impact on learning, its design and delivery. We have
taken this particular approach based on Chapter 13 of the book
Education for an Information Age by Poole et al, which reflects on
57
these issues in four discrete sections. These are listed in the table
below. We have added a fifth section using a Malaysian case
study.
Title
Resources
Computers,
Learning
Theory and
Cognitive
Development
Text:
Poole Chapter 13 pp. 330-333
http://mason.gmu.edu/~wwarrick/Portfolio/Prod
ucts/constructivism.html
Multimedia:
http://www.youtube.com/watch?v=Vq9XIrNGgo
Q&feature=related (9m54s)
Individualise
d Learning
Text:
Caveats and
Computers
Text:
Ten Pillars
for success
Text:
Malaysian
Case Study
An Analysis
Text:
http://www.ijcir.org/volume2number2/article3.pdf
58
Behaviourism
The theory on behaviourism owes its origins to behaviourists like
Ivan Pavlov, John Watson and Skinner. It describes a
developmental theory that measures observable behaviours
produced by a learners response to stimuli. Such responses to
stimuli can be reinforced with positive or negative feedback to
condition desired behaviours. Some of you may be familiar with
the studies by Pavlov and the salivating dog. Punishment is
sometimes used in eliminating or reducing incorrect actions,
followed by clarifying desired actions. Educational effects of
behaviourism are key in developing basic skills and foundations of
understanding in all subject areas and in classroom management.
According to behaviourism, knowing is giving the correct response
when exposed to a particular stimulus. The behaviourist is not
concerned with how or why knowledge is obtained, but rather if the
correct response is given. There are some who would claim that
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What is learning?
Suggested answers:
What is learning?
Learning is defined
as a change in
behaviour or the
probability of a
certain behaviour
occurring under
certain
circumstances.
Learning takes
place when a
stimulus elicits as
specific response.
Students learn that a
specific response
should follow a
certain stimulus.
This response is
reinforced by the
consequence that
follows the
behaviour.
Cognitivism
Theories around cognitivism owe their origins to a number of
scholars. Leaders among them include Jean Piaget and Noam
Chomsky, Wikipedia describes the terms as, thinking, knowing,
remembering, judging and problem-solving abilities of humans.
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2011
61
62
3.
Suggested answers:
63
What is learning?
Learning is defined
as a change in the
knowledge that is
stored in our
memory.
Learning takes
place when
information is
received into the
mind and then
processed to make
sense of it.
Learning new
information is made
possible by
connecting it to
existing information
and then storing it
so it can be
retrieved later.
Constructivism
Constructivism refers to, the philosophical belief that people
construct their own understanding of reality.9 Piaget is often
known as the original constructivist though the roots of the theory
go way back to the early 1700s. The theory is based on
observations on how people learn. The thesis is that people learn
from observing how things are and happen, relate it to earlier
experience and or knowledge and draw inferences about those new
observations. This way, new knowledge is gained. In other words
people construct their own knowledge and understanding of the
world sometimes arising out of this new knowledge, people can
either add on to their previous knowledge or even discard it as
irrelevant. This process requires us to ask questions, explore, and
assess what we know.
Many teachers who work in a distance teaching environment
construct their learning materials based on constructivist theories
especially when they are working adult learners. The belief is that it
enriches the learning experience in many different ways. In the
classroom, the constructivists view of learning can point towards a
number of different teaching practices. In the most general sense, it
usually means encouraging students to use active techniques
(experiments, real-world problem solving) to create more
knowledge and then to reflect on and talk about what they are
doing and how their understanding is changing. The teacher makes
sure she understands the students' pre-existing conceptions, and
guides the activity to address them and then build on them.
Constructivist teachers encourage students to constantly assess how
the activity is helping them gain understanding. By questioning
themselves and their strategies, students in the constructivist
classroom ideally become expert learners. This gives them everbroadening tools to keep learning. With a well-planned classroom
environment, the students learn HOW TO LEARN.
Summarise your understanding of Cognitivism in the table below:
What is learning?
Activity 1.10
Suggested answers:
64
What is learning?
Learning is defined
as a change in the
meaning of events
that we construct
from our
experiences.
Learning takes
place when
individuals
construct
knowledge by
thinking about and
interpreting their
experiences. They
need to be able to
make and test
hypotheses and
look for
generalisations.
Reading 1.6
http://www.youtube.com/watch?v=Vq9XIrNGgoQ
1.
2.
Change in behaviour.
3.
You will find reading the two research articles, the first on
Constructivism: Pre-historical to Post modern by W. Warwick and
the second on Theories of Learning and Computer-Mediated
Instructional Technologies in Education Media International by
David Hung of some considerable value and interest.
David Huangs PDF
Individualised Learning
In David Hungs article that you [may have] read in the last
section, Dr. Hung describes how computer mediated technologies
65
66
2.
3.
4.
5.
make choices.
6.
Good teachers have always known the above. They also know the
value of treating their students as unique individuals. The ultimate
aim for these teachers is that learners experiencing individualised
instruction should and could achieve the same levels of
achievements as those experiencing mass instruction.
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Mass Instruction
Individualised Instruction
1.
1.
2.
2.
Suggested answers:
Mass Instruction
Individualised Instruction
1. Time constant
1. Time variable
2. Achievement variable
2. Achievement constant
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69
Activity 1.13
Reading 1.7
May I suggest you now read Chapter 13 of Dr. Pooles book pages
334 to 339 to consider the broader context of individualised
instruction before we move to the next section on what is required
to succeed in using technologies in the classroom.
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Activity 1.14
71
video in the next activity where a young teacher describes what she
sees as some disadvantages in pushing fast computers in
classrooms.
Watch the video of a young voice on disadvantages of computers in
the classroom.
Multimedia 1.5
http://www.youtube.com/watch?v=PPJQgFIUGuo(Accessed 13
February 2011)
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73
Activity 1.15
For this activity please read an article titled The 361 Model for
Transforming Teaching and Learning with Technology by D. A.
Trinkle who describes the steps and strategies adopted by the
DePauw University in North America. Follow this by creating a
three-column table and list out on column 1 the ten critical factors
of Poole, in column 2 list out against each of the Pooles ten the
strategy adopted by DePauw and in the third column list what is
being done in your school.
Pooles 10 critical
factors
DePauws strategy
My schools
approach
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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75
Activity 1.16
Read the three research papers below of studies relating to the use
and application of computers in Malaysian Schools. Analyse their
findings and share your findings with your course mates through
WawasanLearn.
1. Hamzah, M I, Ismail, A and Embi, M A (2009) The Impact
of Technology Change in Malaysian Smart Schools on
Islamic Education Teachers and Students in International
Journal of Human and Social Sciences, 4:11.
2. Bee, T L and Chia, H S (2008) Exploring the Extent of ICT
Adoption among Secondary School Teachers in Malaysia
in International Journal of Computing and ICT Research,
vol. 2, vo. 2, 19-36.
3. NoriyatiAbd. Mukti (2000) Computer Technology in
Malaysia: Teachers Background, Characteristics, Attitude
and Concerns, in Electronic Journal of information
Systems in Developing Countries. Vol. 3, 8: 1-13
Summary
In Unit 1.3 we explored the various theories on learning which
underpins the use of technologies in teaching and learning.
Behaviourism, constructivism and cognitivism are the three much
referred to theories especially in relation to pedagogy. We also
considered how, by applying the theories and with the aid of
technologies teachers can structure instruction in response to
individual preferences of learners. This of course is demanding of
time and in Malaysian schools where classes are still big and
teachers timetables are heavy, structuring instruction to individual
learner preferences becomes a challenge. The Malaysian
Governments efforts in creating Smart Schools were examined
through three research papers and their findings summarised.
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Self-test 1.3
1. Briefly describe in five sentences how the introduction of
technology in our schools changes the ecology of the
classroom.
a. ____________________________________
b. _____________________________________
c. _____________________________________
d. _____________________________________
e. _____________________________________
2. Malaysias Smart Schools are excellent examples of our
governments seriousness in introducing technologies to
improve teaching and enhance learning. The success of
these interventions are somewhat mixed. Give five reasons
why the Smart Schools have not delivered to our
expectations.
a. ____________________________________
b. _____________________________________
c. _____________________________________
d. _____________________________________
e. _____________________________________
3. Based on your understanding of the theories on learning
how would you describe your role in using them to help
differently able children?
a. ____________________________________
b. _____________________________________
c. _____________________________________
d. _____________________________________
e. _____________________________________
_____________________________________
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Learning outcomes
By the end of this section, you should be able to:
1. Describe the concept of educational technology in the context of
ICT use in educational situations.
2. Explain the need to have a comprehensive definition of the term
educational technology integrating the concept of systems
theory.
3. Describe the term systems approach as a dynamic concept of
problem solving.
4. Explain the framework and approach for system based ICT
deployment in educational situations.
This section is made up of three parts. They are tabulated below:
Title
Resources
Educational
technology
and ICT
Multimedia:
http://www.youtube.com/watch?v=lTrqPj2Jk50
Educational
Text:
technology as
www.ifets.info/journals/8_3/10.pdf
a system
approach to
Sections on Educational Technology, A
education
Systemic View and Conclusion on pages 105108 in the article by Luppicini, R. (2005). A
Systems Definition of Educational Technology
in Society. Educational Technology & Society, 8
78
(3), 103-109
Systems
approach to
educational
problem
solving
Text:
http://www.col.org/PublicationDocuments/pub_
An_Overview_01_web.pdf
Section 3.2 of Topic 1: Introduction to Open and
Distance Learning (Pages: 10-12)
An Overview of Open and Distance LearningTraining Toolkit, The Commonwealth of
Learning and Asian Development Bank, 1999.
Applying
systems
approach to
ICT
application
framework
and strategy
Text:
http://inesm.education.unesco.org/files/TCOdeploying-framework.pdf
(Chapter 1 (pages 4-12) in book)
Deploying ICTs in Schools: A framework for
identifying and assessing technology options,
their benefits, feasibility and total cost of
ownership VERSION 4.0.6 June 2009.
(Chapter 1 (pages 4-12) in book)
(Chapter 1 (13-14) and Chapter 2 (15-27) in the
book)
79
www.youtube.com/watch?v=lTrqPj2Jk50(Accessed 13 February
2011)
You would have noticed that several definitions of ET are given in
the video. You would have also noted each of those definitions in
80
Reflection 1.3
your note-book.
Do you agree to all the definitions?
Which one would you consider as the most appropriate?
Consider each of the definitions given by different persons in the
video and reflect on the appropriateness of each.
Let us look at a couple of definitions of educational technology.
Robert M. Bernard, PhD, Professor, Concordia University who has
worked considerably in educational technology and also led the
team which produced the video, consolidates the concept of
educational technology as given below:
Educational Technology is the application of science such as
psychology, multimedia science and digital revolution to
educational problems. Our job is to know how to use this
technology effectively to produce results that are better than the
results we would produce if we did not have those tools.
The above definition of ET highlights three aspects:
1. Technology derived from application of different sciences.
2. Effective use of this technology.
3. Outcome better than without technology
(Circle
Suggested answers:
Yes. Information Technology is only used to describe the concepts
and techniques that relate to computer science. ICT (Information
and Communication Technology) would mean the use of these
concepts and techniques in the context of people and society.
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Reading 1.8
82
learning and the end user could also be involved in creation and
management.
4. Fourth, this part of the definition tells us what we work with:
technological processes and resources. Here is where the
common tools definition fits comfortably as resources. It is
almost as if the tools concept just barely makes it into the
definition at the very end. This definition emphasises that
educational should be of the main focus of what we do, and
technology as a secondary focus on technological processes
and resources.
This definition of educational technology indicates that
emphasis on facilitating learning and improving performance
via technological processes and resources, versus products or
tools, is vital to understanding the educational part of the
definition. Distinct from computer scientists or engineers, most
educators are not in the business of designing or inventing the
hardware, cables and connectors. The concern and pre-occupation
of educators constitute:
1. Selecting and evaluating technological processes and resources.
2. Creating environments to facilitate learning.
3. Designing learning experiences.
4. Assessing learners and evaluating the quality of performances.
The authors summarise the discussion on the focus of educators
highlighted in the definition of educational technology as quoted
below:
In short, educational technologists are interested in creating and
evaluating learning and performances that are more effective or
efficient because of the technological processes and resources.
Further, educators are interested in creating, adopting and
managing new, novel and innovative learning experiences that only
become possible because of technological processes and resources
(Januszewski and Molenda, 2008).
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84
Reflection 1.4
85
focus on
process of
devising,
to those
Suggested answer:
1. a. Defining an applied field like ET is more difficult
than defining any of the social science disciplines as
there are no single knowledge base for applied
discipline.
b. Defining ET as a process also creates dissonance
between the popular notion of technology as state-ofthe-art equipment and the older idea of technology as a
process.
2. Similar to the following:
Educational technology as a goal oriented problem
solving systems approach using tools, techniques,
theories and methods from multiple knowledge domains
for :
i.
Design, develop and evaluate human and
86
ii.
87
88
Reading 1.9
Output
1. Analysis involves a
detailed examination of all
facts of the problem
89
90
91
d. to-school connectivity.
e. in-school connectivity.
The platform with the above five choices must be supported by
a physical and power infrastructure. Figure 2 (P-8) of Chapter 1
provides the details of the platform
3. Educational content and applications
There are several types of content and application in the school
context. They can be broadly classified under four categories.
a. Basic software: Productivity software such as Word
processing, spreadsheets programmes, presentations
software, internet browsers and record applications such as
e-mail.
b. School administrative applications: School administrative
tools such as accounting and time tabling applications and
Educational Management Information Systems (EMIS).
c. Educational
applications:
including
multimedia
development tools, programming tools, simulation software
and virtual labs, and quizzes and assessment applications.
d. Electronic content:
multimedia content, etc.
including
e-books,
journals,
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93
Summary
Let us integrate different definitions, ideas and analyses discussed
in this sub-unit on the theme of educational technology (ET). We
may conclude that ET is broadly a systems approach to ICT based
education. This concept of ET is well reflected in the following
definition:
A systems definition of educational technology as goal oriented
problem-solving systems approach utilising tools, techniques,
theories, and methods from multiple knowledge domains, to:
1. Design, develop and evaluate human and mechanical resources
efficiently and effectively in order to facilitate and leverage all
aspects of learning, and
2. Guide change agency and transformation of educational
systems and practices in order to contribute to influencing
change in society.
While looking into the future of educational technology as a field
which involves application of emerging techniques and gadgets
provided by the ever growing ICT, it is important to integrate this
with the historical and theoretical developments in the field. A
systems definition of educational technology contributes
significantly in integrating historical and theoretical texts from
outside and inside the field with the new areas of development
provided by the application of ICT.
Applications of ET for creation of educational or learning systems
or resolve problems in educational contexts involve a framework
which has the following six components:
1. System-wide approach.
2. Deployment of ICT platform.
3. Educational content and applications.
4. User training and support
5. Maintenance and technical support.
6. Management monitoring and reporting.
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Self-test 1.4
What are the six components involved in the strategy for
selecting and deploying an ICT (technology) platform for an
educational context such as a school? Describe each component
in a sentence.
Step-1:
Description:
Step-2:
Description:
Step-3:
Description:
Step-4:
Description:
Step-5:
Description:
Suggested answers:
1. Systems wide approach.
Description: All elements of the system to be considered.
2. Deployment of ICT Platform.
Description: Acquisition and installation of hardware and
Software.
3. Educational content and applications.
Description: Subject matter related materials and application in
the school/educational context.
4. User training and support.
Description: Capacity building of all concerned staff technical
support to staff.
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96
Summary of Unit
Summary
97
References
Namibia publication
www.rocare.org/.../ch03-ICT-Education-Africa-TeachingReflecting
Barabara Gross
http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/diverse.
htm
Wahl, L. and J. Duffield. 2005. Using Flexible Technology to Meet the
Needs of Diverse Learners: What Teachers Can Do.
http://www.wested.org/online_pubs/kn-05-01.pdf (accessed
[DATE?])
98