Towards an Effective ICT-based University Learning

2011 ◽  
pp. 316-332
Author(s):  
Manuel Ahedo
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Explicit Knowledge ◽  
Social Space ◽  
Learning And Teaching ◽  
Tacit Dimension ◽  
Information And Communication ◽  
On Line ◽  
Potential Improvement ◽  
The One

The principles and practices of university learning are being subject to critical reconsideration from new approaches to adult teaching and a growing use of information and communication technologies (ICTs). ICTs in adult learning have an ambivalent effect. On the one hand, they offer potential improvement in on-line communicative activities and the transmission of codified or explicit knowledge. On the other hand, they can reduce socially- and interactive-mediated tacit teaching and learning. Thus, the crucial criterion for effective and complementary use of ICTs in adult andragogy is whether they enable time and interactive social space for the tacit dimension of teaching and learning. This chapter analyzes these issues by comparing how two young universities in Spain have dealt with these effects of ICTs in relation to the tacit and interaction challenging dimensions of learning and teaching.

Comparing the Principles of Adult Learning with Traditional Pedagogical Teaching in Relation to the Use of Technology

2010 ◽  
pp. 238-254 ◽  
Author(s):  
Manuel Ahedo
Keyword(s):  
Adult Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Explicit Knowledge ◽  
Social Space ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Tacit Dimension ◽  
Potential Improvement ◽  
The One

The traditional principles of adult learning are being subject to critical reconsideration from new adult teaching approaches and a growing use of information and communication technologies (ICTs). ICTs in adult learning have an ambivalent effect. On the one hand, they offer potential improvement in online communicative activities and the transmission of codified or explicit knowledge. On the other hand, they can reduce socially and interactive-mediated tacit teaching and learning. Thus, the crucial criterion for effective and complementary use of ICTs in adult andragogy is whether they enable time and social space for the tacit dimension of teaching and learning. This article analyzes these issues by comparing how two young universities in Spain have dealt with these effects of ICTs in relation to the tacit dimension of learning and teaching.

Comparing the Principles of Adult Learning with Traditional Pedagogical Teaching in Relation to the Use of Technology

2009 ◽  
Vol 4 (4) ◽  
pp. 66-81 ◽  
Author(s):  
Manuel Ahedo
Keyword(s):  
Adult Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Explicit Knowledge ◽  
Social Space ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Tacit Dimension ◽  
Potential Improvement ◽  
The One

The traditional principles of adult learning are being subject to critical reconsideration from new adult teaching approaches and a growing use of information and communication technologies (ICTs). ICTs in adult learning have an ambivalent effect. On the one hand, they offer potential improvement in online communicative activities and the transmission of codified or explicit knowledge. On the other hand, they can reduce socially and interactive-mediated tacit teaching and learning. Thus, the crucial criterion for effective and complementary use of ICTs in adult andragogy is whether they enable time and social space for the tacit dimension of teaching and learning. This article analyzes these issues by comparing how two young universities in Spain have dealt with these effects of ICTs in relation to the tacit dimension of learning and teaching.

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.

scholarly journals Reflections of Researchers Involved in the Evaluation of Pedagogical Technological Innovations in a University Setting

2005 ◽  
Vol 35 (1) ◽  
pp. 61-84
Author(s):  
Cindy Ives ◽  
Katherine McWhaw ◽  
Christina De Simone
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pilot Project ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Information And Communication ◽  
The One ◽  
University Setting ◽  
Ongoing Evaluation

It is widely assumed that developments in information and communication technologies are fundamentally transforming and improving higher education. As a part of an ongoing evaluation of technology-supported pedagogy in one university, our three-year research project was designed, on the one hand, to determine if and how selected technologies were beneficial for learning and, on the other hand, to offer professional development for faculty members. In this paper, we reflect on our participation in a pedagogy and technology (referred to as PedTech) pilot project, describe some of the relationships that developed between ourselves as researchers and evaluators and our faculty collaborators, and share what we have learned from this experience. We suggest that a scholarship of teaching approach to evaluating innovations in teaching and learning is one way to support institution-wide adoption.

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.

Computer Literacy: Sine Qua Non for Digital Age of Language Learning & Teaching

2017 ◽  
Vol 7 (9) ◽  
pp. 716 ◽  
Author(s):  
Dara Tafazoli ◽  
Mª Elena Gómez Parra ◽  
Cristina A. Huertas Abril
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Daily Lives ◽  
Learning And Teaching ◽  
Electronic Literacy ◽  
Information And Communication ◽  
The One

With the widespread and development of Information and Communication Technology (ICT) in our daily lives, technology provides numerous opportunities and challenges for language teachers and learners. The popularity of learning a foreign language and integrating technology for educational purposes showed the demand for computer or electronic literacy for both language teachers and learners. The literate teacher and learner is the one who can use different technologies as educational devices in their teaching and learning processes. This paper reviews the related literature on new literacies, as well as the relationships between computer/electronic literacy and language learning and teaching.

scholarly journals Web-based lecture technologies: Highlighting the changing nature of teaching and learning

2010 ◽  
Vol 26 (6) ◽  
Author(s):  
Greg Preston ◽  
Rob Phillips ◽  
Maree Gosper ◽  
Margot McNeill ◽  
Karen Woo ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Web Based ◽  
Learning And Teaching ◽  
Emerging Issues ◽  
Information And Communication ◽  
External Time ◽  
The Impact ◽  
Nature Of Teaching

<span>There is now widespread recognition of the changing nature of students in higher education: they are demographically diverse, have extensive external time demands, and expect greater flexibility and support during their programs. As a consequence of this and other changes to the higher education sector, many universities worldwide have introduced a range of information and communication technologies to provide students with flexible options for study. Included in these options are web-based lecture technologies (WBLT), designed to digitally record lectures for delivery over the web. This paper reports on recent Australian research into the impact of WBLT on learning and teaching which indicates that, while many academics recognise the changing nature and needs of their students and have introduced WBLT as a consequence, many have not reconceptualised their curriculum and its delivery to meet these changing circumstances. The central premise in this paper is that the introduction of WBLT has been disruptive in nature and has provided a lens with which to view several emerging issues: the blurring of study patterns between internal and external enrolment modes; the role of lectures in technology rich environments; and the changing nature of teaching when technologies are introduced into the curriculum.</span>

scholarly journals A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills

2017 ◽  
Vol 7 (5) ◽  
pp. 95 ◽  
Author(s):  
Abbas Pourhosein Gilakjani
Keyword(s):  
Technology Integration ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Rapid Development ◽  
Learning And Teaching ◽  
Integration Of Technology ◽  
Information And Communication ◽  
English Language Skills

Technologies have dramatically changed the way people gather information, carry out research, and communicate with others worldwide. Technology has removed the distance obstacles and has made it possible for higher education to effectively teach anyone. Technology integration is being increasingly used in instruction to improve teaching and learning. This rapid development of technology integration has presented a better pattern to find the new teaching models. Consequently, it has a key role in learning and teaching language skills. The integration of technology to create a context to teach and learn English skills has a lot of advantages. The fundamental aim of this paper is to review the issues related to technology integration in the learning and teaching of language skills. In this paper, the researcher defines the term technology integration, expresses the reason of integrating technology, explains the role of technologies in promoting learning, elaborates teachers’ roles and learners’ roles, reviews previous studies on the benefits of technology in the learning and teaching of language skills, indicates the situation of Information and Communication Technologies (ICTs) in Iran, and finally mentions the recommendations for the successful integration of technology. The review of literature revealed that the integration of technology into the classrooms considerably improves the learning and teaching of English language skills.

scholarly journals Evaluating learning and teaching technologies in further education

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Ann Jones ◽  
Jane Barnard ◽  
Judith Calder ◽  
Eileen Scanlon ◽  
Julie Thompson
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Compulsory Education ◽  
Communication Technologies ◽  
Further Education ◽  
Learning Technologies ◽  
Learning And Teaching ◽  
Information And Communication ◽  
The Government ◽  
New Britain

There is currently an unprecedented interest in the use of technologies for supporting teaching and learning. In post-compulsory education, the current Government's commitment to increasing access to Lifelong Learning is expressed through a number of initiatives that also affect the further education (FE) sector. For example, in The Learning Age: A Renaissance for a New Britain (Stationery Office, 1998) the government outlines its proposal to expand the scale, scope and nature of both further and higher education. The Learning Age follows a number of such government papers that emphasize the importance of Information and Communication Technologies (ICTs) or Information and Learning Technologies (ILTs) in FE and HE.DOI:10.1080/0968776000080307 

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