ICT alone does not produce learning, but can be used to enhance learning. Literature generally describes three major categories of instructional use for computer-based technologies, and these are; learning from computers, learning about computers and learning with computers.
In the expanded capacity, learning from, and with, ICTs could provide a very useful conceptual framework when integrating ICT into teaching and learning. These two focal points lend themselves to two dimensions of learning theories, namely, behaviourist and constructivist, as discussed earlier. Learning from ICT such as computers inclines towards the behaviourist frame, whilst learning with ICT is underpinned by the constructivist paradigm (Tay, et al., 2012).
2.6.3.1 Learning from ICTs
In this process, technology is used to convey information or skills to students without their active involvement. A reflection of the traditional classroom practice is where the users are relatively passive, the content and interaction between the user and the software are predetermined, and there is a limited repertoire of acceptable responses, and the acquisition of facts occurs through repeated practice and rote
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memory, or learning from the technology (Ross et al., 2010; Jonassen, 2010). Practical use of ICT in this mode includes computer assisted instruction, integrated learning systems, computer-based tutoring systems and computer assisted instruction (CAI). Research on CAI found numerous methodological problems, though many studies have demonstrated positive effects of using CAI. However, Becker (1992) established that the differences between CAI users and non-users are too small to have educational significance. In this case the computer is considered as a tutor, and thus instructs.
This approach is associated with the traditional view of teaching and learning underpinned by the behaviourist theory. The traditional view is that people learn from technology, which is challenged by Jonassen, et al. (2010). They claim that people learn from thinking, and thinking mediates learning, therefore learning is a product of thinking. The understanding here is that technology is instructed to perform the act as instructed by a more knowledgeable other who in essence does the thinking. 2.6.3.2 Learning about ICTs
Another use of technology in schools, that exemplifies traditional learning environments, includes learning about the technology itself (Jonassen & Reeves, 1996). In this approach, the computer is studied as a course where students learn specific skills related to using the computer, such as keyboard skills, ethical uses of computers, or a particular programming language, but these skills are not tied to other content. Here the computer is not used as a teaching and learning tool (Ross et al., 2010).
2.6.3.3 Learning with ICTs
Learning with technology drives much of the current thinking about the use of technology to support learning (Jonassen & Reeves, 1996). According to this perspective, technology is an integral part of the classroom learning environment, and is used as a tool by both teachers and students to facilitate knowledge construction.
Ordinary application software such as word-processing, spreadsheets, graphics, presentations, and database software, problem-solving software, simulations, electronic mail, and the Internet, are technology tools that fit into this category.
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Because of the interactive nature of technology and the power of its information- processing capabilities, Jonassen (1996) proposes that when students learn with technology, it becomes a "mindtool". He defines mindtools as "computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner, in order to engage and facilitate critical thinking and higher-order learning" (Jonassen & Reeves, 1996: 9).
Learning with ICT facilitates learning of higher-order thinking (Jonassen et al., 2010) which is more than the simple recall of facts or information retrieval. It is a function between cognitive strategies, meta-cognition and non-strategic (domain specific) knowledge during novel problem solving (Young, 1997). The pedagogical orientation in this domain is dialogic. This indicates that the role of the teacher and technology is indirect, since they do not necessarily lead to thinking, and as such they are only tools and intellectual partners to support learning by affording assistance to students for thinking. This is how knowledge is constructed.
The discussion above examines how technology can be used to support the creation of classroom environments, based on the instructional implications of the learning theories and the integration of technology in teaching and learning. This discussion is based on the premise that it is learning with, not from or about, technology that makes computer-based technologies important tools in a contemporary learning environment, for the development of 21st century skills.
2.7 SUMMARY
Much research has been conducted on the use of ICT in education, guided by the potential and benefits of technology, and how it can transform education to contribute to globalization and the current digital economy. Teachers have been recognised as the agents of change and, if well-equipped technologically, can affect the expected reforms in education. Whatever their ICT competency, technology skill development and acquisition of the necessary technical knowledge depends largely on the type of training they obtained from their initial teacher education. Though little impact data has emerged from these projects, it is understood that teacher trainers hold the key to these developments. Lecturers’ effective and efficient integration of
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ICTs with a transformed pedagogical approach in curriculum delivery will have an impact on these required skills in student teachers, and in turn improve subject matter delivery in schools.
Literature contends that when used appropriately, ICTs enable new ways of teaching and learning, rather than simply allowing teachers and students to do away with, or blend, emerging pedagogy with traditional pedagogy to improve on what they do in the classroom. These new ways of teaching and learning underpinned by constructivist theories of learning drive the process away from teacher-centred pedagogy to a learner-centred approach.
This chapter explored research conducted on the pedagogical integration of ICTs in education, its benefits, and barriers that limit its implementation, and it was identified that the problems lie mostly with school teachers and infrastructure. However, the gap identified is the implementation of ICTs in ITE which could develop and skill student teachers to integrate ICTs in teaching and learning. The chapter concluded by reviewing the sceptics’ views on the integration of ICTs on curriculum delivery.
It is clear from research that the use of ICTs in education is a contemporary issue and therefore must be tackled within a contemporary context. ITE institutions must take up the challenge to train teachers to be sufficiently competent to use ICTs effectively in their classrooms.
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CHAPTER 3