Dominant Perspectives on ICT & Higher Education (original) (raw)

Teaching with technology and higher education: a brave new world?

PRACTICE, 2019

This paper explores the application of technology to pedagogy in higher education. The data are gathered from 21 academics who apply technology to their teaching with University students in England. The research is based on a qualitative inductive methodology. The findings reveal that a complex range of personal, social and professional factors influence pedagogy with technology in higher education. The paper makes an original contribution to knowledge by outlining some of the challenges that exist in using technology to teach in higher education. The research participants do not think that applying technology to teaching is necessarily representative of best pedagogical practice. Caution and thought are recommended if pedagogy with technology in higher education is to be developed effectively. The research reveals that transformative pedagogy is possible when technology is applied to teaching in higher education; however, this necessitates considering the needs of the students alongside reflecting on the personal, social and professional backgrounds of those who are teaching in higher education. This innovative approach to professional development with technology is developed in the paper.

Global Perspectives on Higher Education & the Role of ICT

2005

University of the Western Cape on the 8 th of September. It discusses the global-but locally applicable perspectives of ICT for teaching and learning at tertiary level. It outlines predominant concepts, useful and misleading assumptions, as well as the underlying theoretical perspectives behind various levels of thinking about ICT in higher education. The lecturer offered a balanced theoretical background and a frame of reference for discussions of the day. The main point of the lecturer is that since technology is socially-embedded and context-based, that practitioners should be weary of perspectives that claim to offer "one size fits-all solutions" to every challenge. Instead of being driven by a technological hype, that we should be mindful of our genuine needs and related constraints in any given institutional context if an initiative is to be meaningful.

Using ICT in Tertiary Education - Do We Dare To Compare?

2000

Information and Communication Technologies (ICT) are major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come, including having dramatic effects on the way tertiary education institutions carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application

Technology in the United Kingdom's Higher Education Context

2008

Frequently, university-wide strategic decisions about technology are made without fully understanding the implications for resources, administration, teaching programmes, teaching practices and learning approaches, often resulting in technology-led course designs. Yet evidence shows that it is not the technology per se that changes learning and teaching but the pedagogical advantage we make of its use. In parallel, professional development programmes have largely focused on how to use the technology, resulting in replication or supplement of existing teaching practices, as opposed to transforming learning. In particular, the lack of specific context and reflection in professional development programmes can lead to a poor understanding of how and why students use technology effectively in learning. This requires a rethink of how we support initiatives that use technology in learning and teaching. Professional development programmes need to focus not only on the individual teacher, but also on support staff, departmental, and senior managers, so that appropriate policies, supporting structures and resources are in place for effective technology use. This chapter critiques these issues in the context of higher education in the United Kingdom and examines the political drivers that have pushed for the use of information communication technology (ICT) in learning and teaching. It considers this in the context of the United Kingdom Open University and how this institution has addressed some of the issues highlighted. Finally, a framework for professional development to support ICT in learning and teaching is presented aimed at holistically improving the student learning experience. This framework incorporates not only individual staff but also faculty and institutional management.

The role of ICT in higher education for the 21st century: ICT as a change agent for education

2002

Abstract: Information and communication technologies (ICT) have become commonplace entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance. Within education, ICT has begun to have a presence but the impact has not been as extensive as in other fields.

ICT in Higher Education: Review of Literature from the Period 2004-201 1

2012

Information and Communication Technology (ICT) is a vehicle to enhance the quality of the education. As the world is moving rapidly into digital media and information, the role of ICT in education is becoming more important in the 21st century. ICT helps to share availability of best practices and best course material in education. ICT based education causes changes in the educational objectives in the conception of the teaching and learning process. ICT allows the academic Institutions to reach disadvantaged groups and new international educational markets. Within the past decade, the new ICT tools have fundamentally produced significant transformations in industry, agriculture, medicine, business, engineering and other fields. The new teaching methodologies involve the use of audiovisual, computer and telematic tools on the part of lecturers.

Role of ICT in Higher Education

isara solutions, 2022

Education is a social and an intellectual activity and quality education has always been an aim associated with well qualified teachers holding professional degrees. ICT has become an integral part of today's teaching learning process and especially during Covid times. With the use of an effective technology, a teacher can motivate students, make classes more interactive and interesting and can renew teacher enthusiasm as they are able to learn new skills and techniques. The role of ICT in higher education is becoming more and more important and it will continue to grow and develop in coming times. The use of ICT in education not only improves the process of classroom teaching learning but it will also provide the facility of e-learning. The adoption of ICTs in education has a positive impact on teaching, learning and research activities. Its use will not only enhance the learning environment but also prepare coming generation for future lives and careers .This paper highlight the various impacts of ICT on higher education, how an institution can access the need for ICT in an institution and explores various potential future developments.

Integrating ICT into Higher Education

International Journal of Web-Based Learning and Teaching Technologies, 2008

For the past two decades, information and communication technologies (ICT) have transformed the ways professors teach and students learn. This study aims to investigate the perceptions of onsite and online students and professors. It was conducted into ICT-supported or technology-rich environments at a Faculty of Administration of a large Canadian university. To conduct the study, a moderator-type theoretical research model was developed, out of which nine hypotheses were formulated. We used a multimethod approach to collect data, that is, a Web survey involving open- and closed-ended questions, as well as a structured interview. The sample was composed of 313 students who completed an electronic survey on a Web site and 16 professors teaching to these students who participated in a structured interview. The quantitative data analysis was performed using a structural equation modeling software, that is, Partial Least Squares (PLS); the qualitative data were analyzed following a them...