ict versus traditional approaches to teaching

Procedia - Social and Behavioral Sciences 47 ( 2012 ) 196 – 200

1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu doi: 10.1016/j.sbspro.2012.06.638

CY-ICER2012

ICT versus traditional approaches to teaching Blanka Frydrychova Klimova*

University of Hradec Kralove, Faculty of Informatics and Management, Rokitanskeho 62, Hradec Kralove, 500 03, Czech Republic

Abstract

At present hardly anybody can do without the use of information and communication technologies (ICT). They have undoubtedly penetrated in all spheres of human life. Therefore, the purpose of this article is to discuss to what extent and in what ways ICT have altered traditional teaching practices. This will be done by examining both positive and negative outcomes of ICT exploitation in teaching and learning. After that, their main benefits to effective learning environments will be listed and described. Finally, both teacher’s and student’s opinions and experience on teaching practices will be used to support the statements about the exploitation of ICT in a learning process.

Keywords: information and communication technologies, teaching, learning, changes;

1. Introduction

Over the past decade the use of computers and new technologies has become an important aspect of teaching and learning. They have enabled the teaching community to redefine some of the strategies and concepts of teaching and learning. This has been done in terms of enriching classroom activities, reorganising course structures, and providing learners with more autonomous as well as more learner-centred opportunities for learning. Furthermore, teachers have been also looking for an increase of the quality of their teaching with the help of new and modern information technologies. Therefore, the pivotal aim of this paper is to discuss how the utilisation of ICT can help students to achieve better learning results and performances. The following Table 1 demonstrates how ICT have generally changed traditional approaches to teaching and learning.

Table 1. The transformation of education (8.10.2011) Traditional Approach Consists of: Technology Allows More of: Teacher-centered learning Student-centered learning Mass instruction (one size fits all) Mass customization with instruction to fit

individual student needs One pace applies to all students Flexible pacing based on student abilities

Classroom and school building Distributed learning possible from anyplace Learning during school hours Learning at anytime

*Corresponding author. Tel.: +420-493332318 E-mail address:[email protected]

Available online at www.sciencedirect.com

197 Blanka Frydrychova Klimova / Procedia - Social and Behavioral Sciences 47 ( 2012 ) 196 – 200

Facts and recitation Critical thinking in real-world contexts Individual student performance Collaboration and dialogue among students

and between students and teachers Textbooks Up-to-date primary information resources Parent-teacher meeting each semester Parent-teacher communication available

daily

2. Pros and Cons of ICT exploitation in teaching and learning

As it has been showed in Table 1 above, thanks to the implementation of ICT in teaching and learning, significant changes have hit the whole educational system. Nevertheless, there exist not only advantages but also disadvantages, which can be discussed both from the point of teachers/ instructors/ guarantors/ tutors and students. All the following, more detailed issues of ICT exploitation in teaching and learning are based on research and own experience with on-line tuition in the Czech Republic (cf. Cech & Klimova 2003, Frydrychova Klimova 2011, Hubackova 2011, Semradova 2011 or Poulova 2005). Advantages might be as follows:

easy access to study materials, easier updating of study materials, further access to additional materials, individual pace, time and place of studying, almost immediate feedback, higher motivation and stimulation for students, modern way of teaching, teacher could be absent, more opportunities for communication (such as a use of discussion tools) and more consultations, support of teamwork, chance to submit assignments and their almost immediate evaluation, simple control of virtual environment and its stability, attractivity and dynamism of the on-line study material, support of distance learning.

On the other hand, some disadvantages might contradict with the above mentioned statements: a lack of personal contact, that is particularly true for language teaching, problems with technology, time-consuming and demanding for creation and preparation, higher price for students accessing on-line courses from outside, sometimes inconclusiveness of feedback, absence of emotions which need to be vented.

However, perhaps the most beneficial aspect for the effective learning environment as seen from Table 1 and the above mentioned issues is autonomous learning. Generally, autonomous learning entails the need to make the teaching more effective and to learners need to be able to have some choice in what, where, when and how to study. At the same time, they should feel responsible for their own learning and for the learning of those with whom they interact. Learner autonomy involves learners being aware of their own ways of learning, so as to utilize their strengths and work on their weaknesses (van Lier, 1996). Intrinsic and social motivation plays a central role in learner autonomy. The teacher usually becomes a partner in such a learning process. A form of democratization takes place with students taking on more rights and responsibilities for their own learning. However, autonomous learning does not only mean that learners work alone. In fact, they learn even more if they collaborate with their peers, independently of their teacher. Furthermore, autonomous learning tries to make learners responsible for their learning achievements and consequently, for their own assessment of their work.


Thus, students are determined to take on responsibilities, exploit their cognitive skills, seek for knowledge and information independently, and be willing to co-operate and communicate with others and show empathy to other people. This can be achieved by being trained to use metacognitive, cognitive, communicative and social strategies. 3. Exploitation of ICT at the Faculty of Informatics and Management of the University of Hradec Kralove, Czech Republic The Faculty of Informatics and Management (FIM) at the University of Hradec Kralove (UHK) has been intensely involved in the application of ICT in the form of eLearning since 1997, as the teachers see this as a way of improving the quality of their teaching. They also find out that eLearning enormously contributes towards increasing the effectiveness and efficiency of the educational process. Moreover, it enhances learner autonomy. The e-courses are created in a virtual learning environment (Learning Management System) called Blackboard Learn (Fig. 1).

Figure 1. Blackboard Learn (8.10.2011) At present, more than 170 e-courses are offered, with more than 45 of these being foreign language courses. Some of them, such as Teaching Written Business English, can be taught completelyon-line. However, most of them are blended as there are usually a few tutorials. At tutorials (face-to-face teaching) students usually discuss the problems they come across when doing different types of tasks or writing assignments. Moreover, sometimes there are regular classes and e-courses are used as reference courses (i.e. students can once again read the information


obtained in class and do some additional exercises to practise their knowledge)for further self-study or revision of the lecture. This is, for example, true for teaching Culture of Great Britain or History of the USA. A comparatively high number of on-line courses indicate that both teachers and students use these courses. Moreover, their use has been supported by several surveys carried out by some of the teachers at FIM UHK. For example, in the winter semester of 2010/11 the teachers of FIM were given an on-line questionnaire on the exploitation of the eLearning support ( & ). The survey revealed that 84% respondents applied eLearning in their classes and only 16% do not. See Fig. 1 below.

84%

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I use an e-learning support in my teaching

yes

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Figure 2. Use of eLearning

Also students exploit e-courses quite often. As Fig. 2 shows, 60% of students enter the e-courses three times a week, almost one third (30%) use them daily and only 6% work in e-courses monthly (Poulova 2008).

Figure 3. Student requency of the exploitation of e-courses 4. Conclusion In conclusion, one can say that technology can improve the learning environment and enhance the learning process if students are perceived as unique individuals with their specific needs, interests and different learning styles. Then technology can open the door for self-paced, individualized instruction and student-centred learning. It might create opportunitiesto access worldwide information resources and develop knowledge within new contexts. And such

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References

Blackboard Learn. Retrieved October 8, 2011, from https://bboard.uhk.cz/. Cech, P.,& Klimova, B. (2003). e a souteze e- learning 2003. -26.

. Blended learning in the teaching of foreign languages. In I. Semradova et al., Reflections on the exploitation of a virtual study environment. Hradec Kralove: MILOS VOGNAR. Publishing House, 63-75.

,& .Theory versus field experience. In press. Hubackova, S. (2011).ICT in the teaching of the German language and the creation of the on-line courses at the Faculty of Informatics and Management of the University of Hradec Kralove. In I. Semradova et al., Reflections on the exploitation of a virtual study environment. Hradec Kralove: MILOS VOGNAR. Publishing House, 90-105. Michigan's State Technology Plan 1998.Michigan Department of Education. Retrieved October 8, 2011 from http://www.michigan.gov/documents/Ed_Tech_40666_7.pdf . Poulova,P. (2005). Strategies of implementing eLearning and blended learning at the educational institution. Souvenir International Conference

on e-Learning. India: Namakkal, 26-31. Poulova, P. (2008). Assessment of eLearning contribution to education of students and academics at the University of Hradec Kralove. In 6th International conference on emerging e-learning technologies and applications. Kosice : Elfa, 63-70. Semradova, I. (2011). Reflections on the exploitation of a virtual study environment. In I. Semradova et al., Reflections on the exploitation of a virtual study environment. Hradec Kralove: MILOS VOGNAR.Publishing House, 7-25. Van Lier, L. (1996) Interaction in the language curriculum: awareness, autonomy&autenticity. London: Longman.

ict versus traditional approaches to teaching

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