It is clearly revealed in chapter 4 that lecturers identified productivity ICT tools available to them and showed that they had some knowledge of their use. However, they concentrated on the use of computers. Similarly, the students were capable of identifying productivity tools and resources and engaged them in their learning process and appeared to be aware of more ICT tools and resources than the lecturers. Data analysis also confirmed that, without the aid of the lecturers, the students do not adequately develop the key contemporary learning skills of communication and collaboration, creativity and innovation, research and information fluency, critical thinking and problem-solving and the authority of digital citizenship. The productivity tools that were identified in the data for teaching and learning include; learning management systems such as Blackboard, computer technologies, including the internet, word processing software and presentation resources, social media and mobile devices such as the smartphones, tablets and the iPods, and lastly the Wi-Fi facility.
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5.1.2.1 Learning Management System
The identified learning management system that is available to both students and lecturers is the Blackboard. The Blackboard system is an issue of contention amongst lecturers, with contrasting views on its use in teaching and learning. Some lecturers believe it establishes a knowledge construction environment for students’ self-discovery and problem-solving. This could be achieved if used at a second level, but not at the present level of its use. Others perceive it as a medium that would encourage lecturers and students to absent themselves from classes, since all that was required would be pasted on the system. This demonstrates insufficient knowledge and understanding of the effectiveness of the productivity tool, and also shows the influence of their epistemological and ontological underpinnings.
On the other hand, some students are taken up by it, and claim it provides a flexible learning environment, while others do not. As mentioned in chapter 4, some students have little knowledge and education on the facility and, as a matter of fact, do not understand how the system operates. Can it be true that they were trained on how to engage with the service and were informed of its potential benefits? This issue needs attention.
The Blackboard system is meant to be used creatively in teaching and learning, and, if used effectively, students and lecturers may derive these potential benefits: increased availability, quick feedback, improved communication, tracking, and skill building (Bradford, Porciello, Balkon, & Backus 2007). However, the data that emerged showed that it is being used as a transmission tool. In this case, teaching resources, such as the course outline, course calendar, lecture notes, additional module resource materials, assignments, announcements and other communications, are pasted on the Blackboard for easy access. Thus, the Blackboard has been reduced to a ‘cut’ and ‘paste’ device and is not being used to construct knowledge, or to develop conceptual understanding. This is a limited use of the facility by the students and lecturers, and because of their pedagogical orientation based on their epistemology and ontology, they do not maximise the full potential of the system for teaching and learning. One cannot rule out the role of inadequate training as a contributing factor to the limited use of the facility, as evident in the data analysis.
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It was surprising to find that ICT (the Blackboard) is primarily used to support existing teaching structures and traditional ways of curriculum delivery, and those ICT- supported systems which are largely supplementary to classroom teaching.
5.1.2.2 Computer and computer-aided technologies
This concerns computer and computer supported resources that are available to the respondents. These include presentation tools (data projector) and software, internet, discussion forum and chat room, tutorial software and the electronic mail system. It emerged clearly from the data that the respondents encountered two categories of computer and computer supported resources and tools.
First was a range of what the researcher describes as computer tools, notably word- processing, spreadsheets, dictionaries, encyclopaedias, tutorial software, social networks and the internet for the purpose of surfing and abstracting information. The study found that, of the many computer tools mentioned above, the respondents were familiar only with word processing software which they use to prepare teaching and learning materials, and the internet for surfing and abstracting information. Evidence of learning from computers dominates the use of the computer tools by the lecturers.
The second type that surfaced in data analysed in chapter 4, is the presentation software, such as power point and the data projector, which is a computer aided tool which happens to be very popular amongst the respondents. Again, the use of these tools is only for the transmission of knowledge, which does not challenge students’ innovativeness or creativity.
The internet as a platform provides the opportunity for both studying and accessing information, or for teaching and learning in any place at any time. However, these tools, in many cases, are only used as repositories of educational examples, resources, links or files. Another predominant use is for social media activities. It is important to understand that interacting with these tools in a passive way does not necessarily translate into using them to develop creative and innovative skills for easy learning; neither does it mean it automatically builds conceptual understanding.
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5.1.2.3 Mobile learning devices
Mobile learning devices are tools that empower students to embark on different pathways to build knowledge (Menkhoff & Bengtsson, cited in Singh, 2012). Mobile devices happen to be the latest learning tool (Biju, 2010). However, data shows that these devices are not permitted at lectures, which could be due to a lack of understanding of their use, and also the large generation gap that causes a technology divide between lecturers and students. Though some challenges were enumerated in the data, the benefits, if properly used, outweigh those drawbacks. The study found that the lecturers were reluctant to use mobile networks for collaboration with colleagues on academic issues. The students use this resource also, primarily for social engagement, thereby negating its academic use. This suggests that the respondents are not familiar with the applications available within the technologies, and their focus is on information delivery instead of improving teaching and learning and thereby advancing constructive learning, as opposed to transmission delivery. This is consistent with Heirdsfield Walker, Tambyah and Beutel’s, (2011) findings pertaining to the use of some of the new technologies. According to the students, the convenient and strategic inclusion of new learning tools, such as smartphones and computers, creates a flexible environment which enables them (students) to switch between different interfaces and applications. This contributes immensely towards changing the teaching and learning landscape. However, it is unfortunate that most lecturers only allow limited use of mobile device during lectures.
Meanwhile, in the informal learning arena, the collaborative behaviour, networking concepts and approaches of students has played a transformative role in their learning process.
5.1.2.4 The Wi-Fi facility
The Wi-Fi facility was introduced as another resource to match the dynamism in the present digital technological space. This is meant to be used for improving learning and teaching. The lecturers indicated awareness of the availability of the resource, but did not elaborate on how they use it in teaching and learning. The student participants, on the other hand, claim to make use of the resource to facilitate
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learning. Furthermore, they (students) appreciate the availability of the resource and how it makes assessing the internet, and thus surfing for information, relatively easy (cf. chapter 4).
5.1.2.5 Conclusion
The findings and discussions thus far in this section reveal that the ICT resources and tools that are available to teacher trainers and student teachers are not adequately used to develop knowledge, as well as conceptual understanding, neither are they used for innovative teaching and creative learning. One must understand that education is gradually moving from a print-dependent age to a postmodern era influenced by electronic media. Hence, teaching methods and approaches have to change to accommodate the new generation of students.