Transcript Why Teach with ICTs? - FIT

Why Teach with ICTs?
By Patricia B. Arinto
Assistant Professor
U.P. Open University
What are ICTs?
Information and communication technologies
(ICTs) are “technological tools and resources
that are used to communicate, and to create,
disseminate, store, and manage information.”
C. Blurton
They “include hardware, software and
netware, as well as institutional, financial,
cultural and application-related parameters
that determine how ICT[s] will be shaped and
developed by society at large.”
The Research Council of Norway
Types of ICTs:
• Radio
• Television
• Telephony (landlines and cellular/mobile
phones)
• Computers
• Internet
The Knowledge Society
• Exponential increase in information
• Shrinking half-life of information
• The need to transform information into
knowledge
• Knowledge-dependence
• Knowledge as the key to social and
economic progress
5 Areas where ICTs can
contribute to education:
1.
2.
3.
4.
5.
Expanding access
Promoting efficiency
Improving the quality of learning
Enhancing the quality of teaching
Improving management systems
Haddad and Draxler, 2002
Expanding access to
education with ICTs
• Broadcast technologies have been used
to reach geographically dispersed
populations (e.g., Telesecundaria, radio
and TV universities, Strong Republic
Schools program)
• Distance education and open learning:
providing education to marginalized
sectors (e.g., women, persons with
disabilities) and non-traditional learners
(adults)
Expanding access to education
Promoting efficiency with ICTs
• Supplementing conventional delivery
mechanisms to make educational
provision more cost-effective
• Increasing learning time without
extending classroom time through selfstudy modules, educational TV and
radio programs, interactive software
Improving educational
management with ICTs
• Facilitating collection and analysis
of data
• Improving flow of information
and communication
• Facilitating decentralization
and devolution
Improving learning with ICTs
• Motivating students/Engaging students in the
learning process
– Through multisensory stimulation
– By providing authentic information
Improving learning with ICTs
• Facilitating acquisition of basic skills
through drill-and-practice
– Educational TV shows such as Sesame
Street, Batibot, Math-Tinik
– Computer-assisted instruction
• Fostering inquiry and exploration
– Virtual tours
– Simulations
Improving learning with ICTs
• Developing skills that are necessary for the
21st century workplace:
– technological literacy
– information literacy
– communication skills
– problem solving skills
– the ability to handle dynamic situations
– the ability to work collaboratively with
others
ICTs and improving the quality
of teaching
• Teacher training at a distance (e.g., UP
NISMED’s Iskul on the Air, UPOU’s
teacher training programs)
• Teacher support (e.g., teaching
resources online, teacher networks)
• Teacher empowerment – to be creative,
to innovate
On ICTs and teachers
“Educational technology is not, and
never will be, transformative on its
own…computers cannot replace
teachers—teachers are the key to
whether technology is used
appropriately and effectively.”
Carlson and Gadio, 2002, p. 119
Myths about ICTs in education
• Macro myth: Merely providing ICTs to
schools transforms the learning process
• Micro myth: Providing technologies
means acquiring computers and
securing a connection to the Internet
Haddad and Draxler, 2002, p. 4
Parameters for ICT integration
(Or important considerations in ICT
integration):
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•
•
•
•
•
Educational policy
Approach (to education)
Infrastructure
Contentware
Committed and trained personnel
Integration
“How you use technology in education
is more important than if you use it at
all.”
Thornburg, “Technology in K-12 Education:
Envisioning the Future”, 1999
‘To “tech” or not to “tech” education is
not the question. The real question is
how to harvest the power of technology
to meet the challenges of the 21st
century and make education relevant,
responsive, and effective for [every]one,
anywhere, anytime.’
Haddad and Draxler, 2002, p. 16