chapter i criteria for

Chapter I: Criteria for the Implementation of Learning Technologies

This chapter introduces criteria for the successful implementation of ICT-

enabled tasks. It argues that the integration of ICT is best supported by a pedagogy

that facilitates experiential learning and a development of academic competencies.

The British Educational Communications and Technology Agency (BECTA)

reports that it will take time for empirical evidence of the benefits of ICT integration

to emerge (Cox, Abbot, Webb, Blakeley, Beauchamp & Rhodes, 2003). But they

arrived to the conclusion is that computer assisted learning is no more effective than

other types of intervention (Parr, 2003). Why is this? Because despite the attempts of

implementation of technology in schools and universities, there lacks direction about

ICT’s integration into course curricula and pedagogical practices. It has also been

suggested that a reason for failure to adopt and adapt technology in mainstream

education is due to the inadequate training of new instructors (Mouza, 2002.) However,

it should be recognized that adding ICT to the learning situation may indeed solve

some problems (e.g. universal access to information; development of computer skills)

but will bring new, additional problems (e.g. how to evaluate information; development

of digital literacy skills). Another problem is that teachers are also unprepared for any

changes that may be brought about by technology adoption at schools.

So after all of this information we reach to the point of asking ourselves the

following question: How can educational institutes move forward then in light of

inconclusive research findings, cautious report comments and lack of pedagogically

focused guidelines for educators? Facer (2007) recommends transforming schools into

knowledge building communities:

In curriculum — knowledge creation, collaboration, community navigation.

In pedagogy — how we teach, who teaches, techniques. Authentic activities —

immersion and reflection.

In institutions — knowledge building communities, networked to the wider world

— children, education professionals working alongside others from (virtual/

physical) community.

As it has been already stated above, the literature on ICT integration and its

impact on learning do not provide a clear picture. Consequently, researchers must

respond to the lack of a solid rationale and supporting guidelines for ICT integration

(Selwyn, 1997), and ask what the conditions are for technology to be integrated

successfully in an informed manner, and how practitioners can best apply ICT-enabled

tasks in the classroom to make a difference.

The literature highlights some key factors for informed ICT usage and these can

Student: Gabriela VelozoInstitution: Universidad Tecnológica Nacional- INSPT

be further categorized into four characteristics: activities, integration, collaboration and

shared spaces (Selwyn, 1997). These characteristics are summarized bellow:

Activities:

1. Be flexible enough to address different learning styles. (Jordan & Follman,

1993; Sandholtz et al, 1997).

2. Focus on the quality of teaching and types of learning. (Knipe & Lee, 2002).

3. Creating opportunities for interaction. (BECTA, 2003).

Integration:

1. Use technology to create constructivist environments which supported higher

level thinking skills (Hesselbring, Barron & Risko, 2000).

2. Training in the integration of technology into the curriculum (Parr, 2003).

3. If ICT is used in learning then it should be done with the intention of adding

value to good tasks. (Towndrow & Vallance, 2004)

Collaboration:

1. Collaboration among students (Sivin-Kachala & Bialo, 1996).

2. Use cooperative learning models (Sandholtz et al, 1997).

3. Increase communication between students and instructors (Jordan & Follman,

1993; Sandholtz et al, 1997).

Shared Space:

1. The activities, learning context and shared space should aim to meet the five

qualities within a knowledge construction, constructivist learning environment:

(1) instructors supporting instructors; (2) dialogues; (3) reflections; (4) observing

best practice; (5) taking risks. (Jonassen, Peck & Wilson, 1999).

2. Relate the skills to real-life situations (Jordan & Follman, 1993; Sandholtz et al,

1997).

Another important point to be made is that tasks which use technology should:

Encourage discussion, consultation and sharing.

Focus upon process and product of task and learning objectives.

Integrate multiple-media.

Allow access to a wide range of information.

Facilitate and/or negotiate students’ periodic outcomes.

Provide a channel for feedback and assessment.

Be flexible in when and where learning occurs.

CONCLUSION


As there is not much empirical evidence of up to what extend ICT can

promote learning, we, as educators, still have to try and test hypothesis on how

technology can be best used and exploited for educational purposes.

After years of studying the different types of approaches to learning, I

completely agree with the idea that the focus of using technology should be on

teaching students to construct their own leaning, by experiencing with

technology without the fear of making mistakes and on focusing on activities

that promote communication.

“The future of Technology in ELT”


The pace of technology change has been slow. However, there are signs that

the pace is beginning to accelerate with the advent of more user-friendly tools and

software, and greater opportunities for more formalized training.

Stephen Bax in his article “CALL – Past, Present and Future” suggests that technology

needs to become invisible to both the teacher and the learner, in order to be fully

integrated into the learning process. It needs to become as natural a part of the

classroom as more traditional, longer-established “tools” like the coursebook or

dictionary.

What about the future? The numbers of computers, hand-held devices and

technologies in general will continue to grow. We can also expect technology to

become smaller, faster and cheaper.

One thing that is certain is that while the teaching profession may not be

changing as quickly as we might have expected, technology is still moving on to an

astounding place, and the software and hardware we use are gradually converging into

devices which are more user-friendly.

How far such developments will impact on the teaching and learning of the

languages is unclear. We only know that change is inevitable.

“Works cited”


Dudeney, Gavin and Hockly, Nicky (2008). How to teach English with

technology.

Sharma, Pete and Barney, Barret (2007). Blended learning, Using

technology in and beyond the language classroom.


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