The computer revolution: friend or foe to FE college staff (original) (raw)
Related papers
Information and Communication Technology and its Brunt on Learning Objectives
This paper displays a concise synopsis of steps required in appropriation of Information and correspondence innovation in instructive associations and its effect on both the instructors and understudies. The components impacting instructors to deject and acknowledge ICT are likewise talked about. The contextual investigations for the usage of ICT and reviews after the execution on the results as far as achieving instructive objectives are likewise highlighted.
IT in higher education: why is it so hard and why there is still hope after all?
British Journal of Educational Technology, 2000
In thinking about the "information revolution", it is disconcerting to note that in the one area which deals most intensively with information and knowledge-Higher Education-computers as yet haven't managed to make a significant impact. We think that the reasons for this state of affairs are not primarily technological, nor are they purely educational. Rather they are rooted in a complex web of psychological, sociological and cultural factors that influence the structure of higher education and its evolution, as well as the conception of teaching by the faculty. In particular, we at Project IT 3 (Information Technologies in Technion Teaching) have identified several points, which in our experience are largely responsible for the difficulties of integrating information technologies in higher education. These points are representative of the sort of objections that keep coming up in discussions and presentations with faculty members. Thus, they are presented here as Question and Answers to a skeptical faculty member. The answers of course can only be given here in a very abbreviated form, which doesn't do full justice to the complexity of the issues involved. For a fuller document see http://edu.technion.ac.il/ittt/Doc&Pres/ittt\_paper.htm Q. Why IT? IT doesn't really help teaching and may even harm it. A. There is plenty of discussion of this issue, and we cannot really do it any justice in the space provided. Cf. e.g., The TLT Group discussions and forums at http://www.tltgroup.org/. Q. Let's be practical: How can IT help me in teaching Linear Algebra, Astrophysics or design courses in engineering? A. We can only give a few headlines here, each of which could be expanded to a whole article. Computers are being used, for example in teaching mathematics and physics, to build interactive learning environments, which create an experiential, intuitive basis for the more formal learning that follows. They are being used for learning through simulations and investigations and for working on projects collaboratively. And of course there are the many possibilities that the Internet and asynchronous communication have opened.
Studies in Higher Education, 2005
This article reports on issues relevant for teachers and instructional designers anticipating using information and communication technologies (ICTs) in higher education, particularly those wishing to adopt a flexible learning approach aimed at improving the quality of the student experience. The data that are reported on span more than five years, and have been gathered from a range of large quantitative postal surveys and smaller qualitative surveys, with total respondents numbering around 80,000. The large-scale surveys cover annual course reviews, computer access, students' use of media, access to media technologies and ICT access and use. The smaller qualitative studies include students' use of CD-ROMs and online tuition. This article describes the students' backgrounds and how this can affect their studies. It discusses students' access to media technologies and what their perceptions of media are in the context of independent learning. The conclusion is that, although ICTs can enable new forms of teaching and learning to take place, they cannot ensure that effective and appropriate learning outcomes are achieved. It is not technologies, but educational purposes and pedagogy, that must provide the lead, with students understanding not only how to work with ICTs, but why it is of benefit for them to do so. Knowing about students' use of media as well as their attitudes and experiences can help teachers and instructional designers develop better courses.
Information technology and instruction
New Directions for Institutional Research, 1982
Information technology has considerable potential for affecting instructional methods in higher education, but its successful application depends on an understanding of underlying learning principles.
Computers & Education, 1999
The present study adopts an illuminative approach to evaluate students' initial attitudes towards the use of information and communication technology (ICT). Ninety-nine undergraduate science students participated in this study and their learning styles were classi®ed according to Honey and Mumford (1986) (Honey, P., Mumford, A., 1986. The Manual of Learning styles. Peter Honey, 10 Linden Avenue, Maidenhead) learning style questionnaire. Student learning styles were classi®ed as activist, re¯ector, theorist, or pragmatist. No signi®cant dierence in learning styles was observed between genders and between student cohorts. Six dimensions to student attitudes toward ICT were identi®ed as follows; comfort',`interactivity',`self-satisfaction',`value new technology',`experience' and`context'. Students exhibited low scores in the attitude dimensions of`value new technology',`interactivity' and`context' indicating that they were uncomfortable with computers, were unhappy about the lack of personal contact and would prefer to learn in a more traditional mode. A signi®cant, though weak, negative correlation between the`theorist' and the`interactivity' and`context' attitude dimensions was also observed. In addition, based on the results of this study it appears that ®rst year students exhibit a more positive perception of ICT supported learning than second and third year students. Though the use of ICT in higher education is becoming more widespread based on the results of this study student use of the technology may be limited by a negative attitude toward a style of teaching which is not consistent with their past learning experiences.
Information Technology in Education
2001
Latest advances in the Information Technology (IT) opened up a new era, "The Digital Age", in which every business had to adapt promptly to these advances or lose the competition. Education systems, lying in the heart of all businesses, must also be upgraded so as to supply the personnel demanded by the industry. Here, we discuss the influence of Information Technology (IT) and Instructional Technology on the current education system and the adaptation procedures to the future.
Use of ICT by Students: A Survey of Faculty of Education at IUB
unllib.unl.edu
ICT is often perceived as a catalyst for change, change in teaching styles, change in learning approaches and in access to information (Watson, 2005). It refers to technologies that provide access to information through telecommunications. Use of ICT has changed ...
Learning with IT: Towards a research agenda ‐questions and issues
ALT-J, 2000
Learning with information technology (IT) is at the top of the research agenda for further and higher education. It is also at the centre of many post-16 investments and policy initiatives. The widespread use in recent years of the term 'information and learning technology' (ILT) in further education (FE) colleges illustrates the particular focus in that sector. This paper analyses why this conjunction of learning and technology is seen as so important and describes how it has been articulated in practice. It outlines the scope of related research and how this matches the political and social imperatives, the professional development concerns of staff in the sector, and the ever-changing technological context. In its summary of the pertinent research questions, the paper shows how research priorities can be and are being matched by concrete developmental practice.
Challenges of Using Computer-Based Educational Technologies in Higher Education
Modeling Control and Information Technologies, 2021
The level of higher education faces great needs and challenges in the use of computer technology. The technology-based learning process has several important priorities. In particular, the learning process is flexible and comfortable; It is much more exciting and creative; The learning material is comprehensive and teaching/ learning process is of high quality. However, the process, along with the priorities is fraught with many problems and challenges. In this paper, we aim to conduct research and determine what hinders the introduction of computer-based educational technologies and to work out the recommendations for the educators to enhance the quantitative and qualitative quality of the use of computer-based educational technologies. The survey was conducted using online survey, Interview, Focus group and Experiment methods. The following conclusions were made by analyzing the results: students preference is in favor of computer-based educational technologies; Not all the staff...
Information Technology (IT) for teaching and learning
International Journal of Psychology and Counselling, 2015
The present research discusses the challenges to learning and its methodological principles posed by the new technologies. It will be argued that the integration of new media into learning is a necessary step ensuring the acquisition of the kind of teaching and learning needed for living and working in the knowledge society. In response to a growing dependency on IT technology, learning how to use the IT has become part of many public educational curricula. However, not all people receive their IT training in public schools. In recent years there has been increasing emphasis on IT training, often through community education programs or in-service training. In recent years, attitude towards Information Technology has been the subject of many studies, within different theoretical frameworks and methods. Information Technology (IT) is one for the issues that divides the world. The digital divide raises the imperative to set educational priorities for the use of IT in schools and to understand its efficacy in teaching and learning. It is essential to establish best practice worldwide so that scarce resources are used effectively. While the IT benefits include increased productivity, professional presentation of students' work, and an enriched learning environment, the implementation of IT does not constitute a panacea for all educational woes, and, if poorly instituted, can add to a school's problems and introduce a spate of new woes. New information and communication technologies and their role in learning processes are the topic of this paper, but constructivism as the appropriate paradigm for learning and teaching in the coming millennium will also be discussed. In addition, the paper proposes a typology and an evaluation of technology-enhanced materials for language learning.