scholarly journals Adaptation for a Changing Environment: Developing learning and teaching with information and communication technologies

2006 ◽  
Vol 7 (2) ◽  
Author(s):  
Adrian Kirkwood ◽  
Linda Price
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Environmental Changes ◽  
Continuing Professional Development ◽  
Communication Technologies ◽  
Changing Environment ◽  
Learning And Teaching ◽  
Information And Communication

This article examines the relationship between the use of information and communication technologies (ICT) and learning and teaching, particularly in distance education contexts. We argue that environmental changes (societal, educational and technological) make it necessary for Higher Education in general, and distance education in particular, to adapt those systems and practices that are not appropriate for the changing environment. However, the need to adapt is often perceived by academic and support staff to be primarily technology-led and with a requirement for them to develop their technical skills in using ICT. We provide a critique of continuing professional development (CPD) in respect of using ICT for teaching and learning that does not address these wider environmental changes. In particular, we oppose CPD that concentrates on the individual teacher and their use of ICT. Instead, we contend that professional development should focus upon the scholarship of teaching and learning and a concern for understanding the characteristics and needs of learners. Further, CPD should reflect the organisational context within which ICT is managed and produced and so it must involve institutional managers as well as individual academics and associated staff members.

scholarly journals Teaching and Learning Foreign Languages with ICT

2016 ◽  
Vol 21 (1) ◽  
pp. 21-27
Author(s):  
Alina Negoescu ◽  
Simona Boştină-Bratu
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Foreign Languages ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Learning And Teaching ◽  
Language Class ◽  
Information And Communication

Abstract The use of information and communication technologies (ICT) in teaching and learning foreign languages has risen sharply among the educational community. Teachers access and implement innovations without always realizing their full implications for them and their students. However, this is not necessarily a negative thing, because if no one used innovations, little progresses would be made and there would be nothing to evaluate. The article presents certain features of ICT that can be used to good advantage in a rich learning environment, and the use of video as an ICT tool in the foreign language class. The paper also discusses the role of the teacher in implementing technologies and we argue that it is the teacher, not the technology who determines the quality of the learning and teaching. There are people who are afraid that the teacher’s role would be compromised if we integrate information communication technologies in education; however we militate for a ‘techno-humanistic’ system, in which teachers, learners and technology would form a lasting meaningful alliance.

scholarly journals TBL, Self-assessment, and Use of ICT: A Methodological Option to Benefit the English Learning Process in a Colombian University

2019 ◽  
Vol 10 (6) ◽  
pp. 1162
Author(s):  
María Constanza Rodríguez ◽  
Lady Johanna Ramírez ◽  
Javier Mauricio Camargo
Keyword(s):  
Formative Assessment ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
English Learning ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
English Classes ◽  
Information And Communication

For more than 10 years, English teaching and learning approaches at Politecnico Grancolombiano were based on traditional methodologies with noticeable prevalence of deductive learning and summative assessment. In 2017, we surveyed students and teachers to analyze this panorama, and more than 500 responses shed light on the lack of motivation most of them had in their English learning and teaching processes. As a result, through a qualitative research project, we implemented the task-based teaching and learning approach in our English classes, featuring formative assessment, the use of information and communication technologies, and encouraging self-reflection moments for students to raise awareness of their learning process. The objective of this project was to identify the real benefits of these methodological changes in our programs, and to ensure triangulation, we used different data collection instruments such as journals, artifacts and surveys. It was found that task-based lessons offer students innovative, creative and real opportunities to learn English in and out of class. As well, students’ motivation and awareness of their learning process increased due to formative assessment routines. As for teachers, it can be concluded that these methodological innovations helped them plan more dynamic lessons and evidence students’ progress. Regarding Information and Communication Technologies (ICT), it was evident that it played an important role in teachers’ and students’ engagement. However, it revealed that it was necessary to strengthen technological skills and to guarantee the conditions to implement it.

Distance Education and ICT-Supported Learning in Lesotho

2010 ◽  
pp. 181-195
Author(s):  
Angelina Khoro
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Education Programme ◽  
Mediated Learning ◽  
Policy Makers ◽  
Human Resource Capacity ◽  
Computer Mediated ◽  
Information And Communication

Information and Communication Technologies (ICT) are regarded as a major contributor to the transforming of distance learning. The researcher assumed that education practitioners in developing countries like Lesotho, have limited, or no access at all to ICT for supporting instruction, since they still rely heavily on print and tutor/learner meetings as their distance mode of course delivery. The study assessed the feasibility of introducing ICT-mediated education for tutors and learners on a Distance Education Programme in Lesotho. The paper specifically focused on issues relating to the place of ICT in teaching and learning at a distance, ICT policy initiatives and challenges of infrastructure, human resource capacity, and cost as they affect provision of, and access to computer-mediated learning. Interventions critical to alleviating the situation are also discussed. Policy-makers and distance education practitioners require this type of feedback to be able to effect meaningful improvements in ODL programmes.

Using Public Relations Process in Setting up Websites

2013 ◽  
pp. 204-218 ◽  
Author(s):  
Berrin Özkanal
Keyword(s):  
Distance Education ◽  
Public Relations ◽  
Information And Communication Technologies ◽  
Support Services ◽  
Teaching And Learning ◽  
Student Support Services ◽  
Communication Technologies ◽  
Educational Institutions ◽  
The Public ◽  
Information And Communication

Information and communication technologies play a key role in public relations applications in creating an effective communication between institutions and target audiences and student support services of distance education institutions. The necessity of making use of new communication technologies by educational institutions is because they obtain and spread information. While distance education provides students an opportunity of independent and individual study, it also should make teaching and learning process easier and more interesting for students. The aim of this study is to propose a model for open and distance education universities in using public relations process in setting up websites. It can be put forward if the public relations process is applied in public relations applications carried out on the Web.

Virtual Networking as an Essence of the Future Learners

2011 ◽  
pp. 1972-1976 ◽  
Author(s):  
Hakikur Rahman
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Support Systems ◽  
Student Support ◽  
Communication Technologies ◽  
Face To Face ◽  
Information And Communication ◽  
Compact Disks ◽  
E Mail

Distance education may be defined as a set of practices to plan and implement educational activities where there is a separation between teaching and learning. This separation may result from distance, time, or other barriers. Distance education offers a way to overcome this separation, chiefly through its learning materials, the use of information and communication technologies (ICTs) to provide tutoring, linking learners to the system and each other, and the use of feedback and student support systems. The technologies used in distance education systems include mail, face-to-face sessions, radio, television, audio and video, compact disks, e-mail and other computer connections, and teleconferencing systems (Murphy, Paud, Anzalone, Bosch & Moulton, 2002, p. 3).

Distance Education and ICT-Supported Learning in Lesotho

2012 ◽  
pp. 568-587
Author(s):  
Angelina Khoro
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Education Programme ◽  
Mediated Learning ◽  
Policy Makers ◽  
Human Resource Capacity ◽  
Computer Mediated ◽  
Information And Communication

Information and Communication Technologies (ICT) are regarded as a major contributor to the transforming of distance learning. The researcher assumed that education practitioners in developing countries like Lesotho, have limited, or no access at all to ICT for supporting instruction, since they still rely heavily on print and tutor/learner meetings as their distance mode of course delivery. The study assessed the feasibility of introducing ICT-mediated education for tutors and learners on a Distance Education Programme in Lesotho. The paper specifically focused on issues relating to the place of ICT in teaching and learning at a distance, ICT policy initiatives and challenges of infrastructure, human resource capacity, and cost as they affect provision of, and access to computer-mediated learning. Interventions critical to alleviating the situation are also discussed. Policy-makers and distance education practitioners require this type of feedback to be able to effect meaningful improvements in ODL programmes.

scholarly journals REFLEXÕES SOBRE OS MULTILETRAMENTOS E AS TICS: CONTRIBUIÇÕES PARA A EDUCAÇÃO A DISTÂNCIA

Revista X ◽  
2013 ◽  
Vol 2 ◽  
Author(s):  
Edna Marta Oliveira Da Silva ◽  
Adriana Cristina Sambugaro De Mattos Brahim
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Processes ◽  
Contemporary World ◽  
Theoretical Assumptions ◽  
Language Communication ◽  
Information And Communication ◽  
The Impact

Resumo: O objetivo deste trabalho é apresentar algumas reflexões sobre as contribuições do conceito de multiletramentos e do uso das tecnologias de informação e comunicação (TICs) na modalidade de Educação a Distância (EAD). Para a apresentação dessas reflexões pretende-se considerar os pressupostos teóricos advindos das teorias de letramento, mais especificamente dos multiletramentos. A associação de imagens, áudio e vídeo, com ou sem textos escritos, especialmente com as TICs, passam a exigir novas formas de letramento dos  seus usuários, uma vez que a construção de significados  ocorre por meio de modos variados (multimodais). Em outras palavras, as TICs conduzem as reflexões sobre letramento, ampliando o conceito para os multiletramentos, considerados fundamentais para os processos de ensino e de aprendizagem na contemporaneidade em todos os níveis, justamente por considerar o impacto advindo da utilização dos recursos tecnológicos que têm desencadeado novos olhares para o espaço da educação a distância. PALAVRAS-CHAVE: educação a distância; multiletramentos; TICs; linguagem; comunicação. Abstract: This paper aims to present some reflections on the contributions of the multiliteracy concept and the use of information and communication technologies ( ICTs) in the distance education modality. For the presentation of these reflections, it is intended to consider the theoretical assumptions originated from literacy theories, more specifically from multiliteracies. The association of images, audio and video, with or without  written texts , especially with the ICTs,  new ways of literacy of  their  users are required, once the construction of meanings begins to happen by means of varied modes (multimodalities). In other words, the ICTs lead to reflections on literacy, expanding the concept to the multiliteracies regarded as fundamental to the teaching and learning processes in the contemporary world at all levels, precisely by considering the impact resulting from the use of technological resources that has triggered new visions for the distance education area. KEY WORDS: distance learning; multiliteracies; ICTs; language;communication.

Tips Towards Tackling Distance Education Modules

2016 ◽  
pp. 328-342
Author(s):  
Lúcia Pombo ◽  
António Moreira
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Course Design ◽  
Methodological Approach ◽  
Communication Technologies ◽  
Teaching Methodologies ◽  
Innovative Teaching ◽  
Information And Communication

Current information and communication technologies, including the internet and its services (web 2.0, email, conferences at a distance, etc.) have opened new perspectives in the field of education, by promoting communication and interaction between all participants at a distance. It is not the technology itself that will define the quality of teaching and learning in distance education, but the methodological approach that supports it. This paper aims to propose a methodological framework to implement in distance education modules supported by online pedagogy elements linked to innovative teaching methodologies. Its goal is to bring some contributions to those who are in charge of course design, providing a useful framework to improve active and technology enhanced collaborative learning in similar environments.

scholarly journals UNIVERSIDAD DEL SIGLO XXI Y EDUCACIÓN ABIERTA Y A DISTANCIA: Condiciones mínimas para su incorporación en una Institución Educativa Agrícola. UNIVERSITY OF THE THENTY ONE CENTURY AND OPEN AND DISTANCE EDUCATION: Minimum conditions for inclusion in an Ag

2011 ◽  
Vol 2 (2) ◽  
pp. 17-43
Author(s):  
Liberio Victorino-Ramírez
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Information Society ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Virtual Education ◽  
Learning And Teaching ◽  
Information And Communication ◽  
Educación Virtual ◽  
Classroom Education

El presente artículo es una síntesis de un estudio más amplio pensado para varios programas educativos de la Universidad Autónoma Chapingo (UACh), específicamente aquellos que se han planteado desde la preocupación de los avances científicos tecnológicos, especialmente las tecnologías de la información y comunicación (TIC), para transitar de una educación presencial a la modalidad de educación  abierta y a distancia, virtual o semipresencial. La incorporación en una Universidad del siglo XXI de  la educación superior a distancia (ESaD) de manera institucional, permitiría a la referida universidad ponerse a la vanguardia de las nuevas modalidades  del aprendizaje y la enseñanza en la formación de los profesionales e investigadores que en ella se cultivan, así como la obtención de mejores condiciones para ubicarse como una institución alternativa ante los retos que nos plantea el siglo XXI.Palabras clave: educación virtual, educación abierta y a distancia, tecnologías de información y comunicación, sociedad de la información y sociedad del conocimiento.AbstractThis article is a summary of a larger study designed for various educational programs of the Universidad Autónoma de Chapingo (UACh), specifically those that have arisen from the concern of scientific technology, especially information technology (ICT), to move from a classroom education to the mode of open and distance education, virtual or blended learning.  The incorporation in a XXI century University of Distance Higher Education (ESADE) in an institutional, college would be referred to the forefront of new modes of learning and teaching in the training of professionals and researchers in her grown as well as obtaining better position to place themselves as an alternative institution to the challenges posed by the XXI century.Keywords: virtual education, open and distance education, information and communication technologies, information society and knowledge society.

scholarly journals The Changing Nature of Distance Education in New Zealand 1992-93: Some Strategic Considerations

1993 ◽  
Author(s):  
Ken Stevens ◽  
Ormond Tate
Keyword(s):  
Distance Education ◽  
New Zealand ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Open Learning ◽  
Recent Developments ◽  
Information And Communication ◽  
New Zealanders

Throughout 1992-1993 New Zealand educationalists have become increasingly aware of the significance of developments in information and communication technologies for teaching and learning as well as the changing nature of distance education. Increasingly, distance education methods, materials and technologies have moved into the mainstream of New Zealand education, opening new possibilities for inter-school cooperation both within this country and overseas. Recent developments in distance education open new possibilities for enhancing the provision of education and for linking schools and industry. Above all, changes in distance education over the last two years have made open learning a possibility for New Zealanders.

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