ICT in the Face of Education

Introduction

Over the years, technology has developed to be an integral part of the modern world we live

in. It has taken over most aspects of our daily life and routine and has been normalised in our

modern culture. In order to stay relevant and up-to-date, the use of technology in the education

field is very important. Since its debut in the first decade of the twentieth century, technology

has been used to aid in improving the effectiveness of the teaching and learning process.

Utilising different equipment such as the computer, projector, speaker and recently, application

software in the classrooms throughout the years has hoped to create a better learning

environment for students. However, the use of these technology would require ample

understanding and planning for it to be optimised. It has also changed the function of teachers

and students in the classroom as the presence of technology could change the dynamics of the

whole teaching and learning environment.

Definition of ICT in Education

A term that can be found in the Collins COBUILD Advanced Learner’s Dictionary with regards

to ICT is the term information technology which is defined as the theory and practice of using

computers to store and analyse information. Since these activities have been increasingly

involving collaboration and communication of information, the term IT has then evolved to

become ICT: Information and Communication Technology.

In the Collins COBUILD Advanced Learner’s Dictionary, the word information is defined as

facts and figures that are stored and used by a computer program. It also refers to any

communication or representation of knowledge in any medium. The word communication is

defined as the systems and processes that are used to communicate or broadcast information,

especially by means of electricity or radio waves by the Collins COBUILD Advanced

Learner’s Dictionary. At the same time, the word technology is defined by the Collins

COBUILD Advanced Learner’s Dictionary as the methods, systems, and devices which are the

result of scientific knowledge being used for practical purposes. By looking at the raw

definition of each word within the acronym ICT, ICT could be briefly defined as the method,

systems and devices derived from scientific knowledge which are used to communicate or store

any facts or figure to be used for a practical purpose.

Blurton (1999) defined ICT as a diverse set of technological tools and resources used to

communicate, and to create, disseminate, store, and manage information. It includes computers,

the Internet, and electronic delivery systems such as radios, televisions, and others (Jo, 2013).

Therefore, it can be said that ICT is the kind of technology that supports activities involving

information which includes gathering, processing, storing and presenting data. All of which

have been said to give an impact to the field of education. However, an understanding of the

concept of ICT in education would still require much attention and explanation. In the

education field, ICT is considered as a powerful tool for educational change and reform (Jo,

2013). The use of ICT in education is also known as instructional technology.

The definition of technology, as discussed earlier, is the methods, systems, and devices as a

result of scientific knowledge used for a practical purpose. As such, at the mention of

technology, description involving machines or any products created by modern science will

arise. This is true, to a certain extent, as the definition of technology mentioned may only cover

an aspect of technology. Feibleman (1961) defined technology as an attempt to satisfy a

practical need without the use of science. Technology is then again defined as the systematic

application of scientific knowledge and other organised knowledge to practical tasks

(Galbraith, 1967). It is not just a tool but an art or science of how to use them for a purpose

(Evans and Nation, 2000). Thus, it can be said that technology applied in any discipline is the
knowledge derived from studies and exploration in a discipline that are then used to efficiently

perform tasks pertaining to that discipline.

It is not easy to define instruction as it has many meanings. The Collins COBUILD Advanced

Learner’s Dictionary defined it as the clear and detailed information on how to do something.

It has something to do with the act of teaching. It is an assortment of decisions and activities

made and carried out to achieve a desired outcome, particularly to learners (Fardanesh, 2007).

It is certainly a variety of complex process that require in-depth study and handled as a goal-

oriented process. The aim of instruction is to create an environment that is optimum for the

learning process to occur.

Based on the separate definitions of instruction and technology, the term instructional

technology can be defined as the use of knowledge derived from studies pertaining to the

education field in order to assist in the instructional process, creating an environment that is

suitable for learning to occur. It is a field with many layers in which five domains have been

identified as the contributors to the field. These domains include management, design,

utilisation, development and evaluation (Seeley and Richey, 1994, as cited in Reiser, 2012).

However, over the years, the term instructional technology has had a dynamic definition since

it has first been used in the 1920s. Early definition of instructional technology focused on

instructional media which refers to the physical means through which instruction is presented

to learners (Reiser, 2012). In the 1960s and 1970s, the term instructional technology has shifted

to be viewed instead as a process. This change is considered appropriate as the use of

technology in classrooms for instruction has changed over the years up until now.

Progression of instructional technology through time

Early use of technology in education found its beginning through the use of visual materials

such as films, pictures, and lantern slides in the classroom (Reiser, 2012). This involved the
use of various types of visual materials like films, picture, and lantern slides. It is known as the

visual instruction movement in which education is enriched through the ‘seeing experience’

whereby all types of visual aids are utilised to assist instruction. The growth of television in

the 1950s brought about more interest in instructional technology. This continues to grow until

the late 1970s. From the period of 1977 to the mid-1990s, technology around the world has

since improved and these developments pose an impact to the use of technology in the

classroom. It is greatly influenced by the developments of microcomputer, interactive video,

CD-ROM, and the internet – all of which provide a platform for different instructional

strategies to be implemented.

A lot of attention has since been placed upon the integration of computers in education. Mainly,

studies have been done to look for better and more effective ways to incorporate computers in

the classroom. It is believed that using computer in the classroom helps teachers to promote a

constructive class environment (Bakar, 2007). One of the main challenges in incorporating

computer-based activities in the classroom is the lack of understanding of the teachers to the

use of technology. This is notable because lack of understanding to the use of technology in

the classroom may not only be ineffective, at the same time may impede teaching and learning

session (Bakar, 2007).

A study on computer-based learning environment conducted by Bakar (2007) found that

computers are mostly used as a complement to various activity in the classroom. Briefly

summarised, the use of computers could be categorised into three different domains. The first

is when computers are used as a tool in which they are used to accomplish a task such as

writing, data storage, and data analysis. The second is when computers are used as exploratory

devices whereby, they are used to encourage exploration and discovery. This happens when

students are given research tasks in the classroom. Next, computers being used as tutorial aids
whereby it is used to aid in teaching by providing information, demonstration and practice

opportunity.

In the study on the use of laptops in the classroom by Mouza (2008) also found that they are

used as a tool to emphasize project-based learning and construction of knowledge rather than

doing recitation or drill and practice. Students worked in group to gather and analyse data using

the technology provided. Internet is then used to look up information for their projects in

groups. Laptops are also used to promote problem solving and knowledge construction within

a meaningful context.

The use of technology in classroom has certainly changed the dynamics of traditional

classroom environment. When computer-based activity is used in the classrooms, there exists

the need for modification of educational goals (Bakar, 2007). Since technology can be used as

tools to aid in teaching and learning session, it has the capacity to change educational goals of

a teacher. Furthermore, implementation of technology in the classroom has also changed the

function of teachers, students and classrooms. Although the use of ICT in education has been

called out and considered important, it is also good to note that having computer facilities may

not guarantee that students will the full benefits and opportunities of learning (Bakar, 2007).

Thus, in order to fully optimise instructional technology, the key players involved in education,

mainly teachers and students have to understand the changing function and roles that they play

in an ICT implemented classroom.

Function of teachers, students and classrooms in the context of ICT in Education

Teachers, in a traditional classroom setting, take an active role in the teaching and learning

process in which they are the provider of information. In a teacher-centred classroom setting,

the students play a more passive role where they are directed to listen while the teacher talks

(Cuban, 1993, as cited in Njoku, 2015). As the person who is in charge of the lesson objectives,
the teacher controls what the students would learn, delivering subject contents with little to no

participation from the learners. However, effective implementation of ICT in education would

require a modification to educational goals set by teachers (Bakar, 2007).

This leads to the change in the role of teacher as an information provider to take a more passive

role as a coach (Rockman, 2000, as cited in Mouza, 2008). With the integration of ICT in the

classrooms, it is crucial for teachers to understand the role of technology in the classroom thus

planning instructions for activities that can be supported by technologies (Bakar, 2007). In

implementing computer-based activity in the classroom, teachers become one of the resources

to manipulate to ensure the effectiveness and success of the step taken. For example, in order

for a teacher to be able to administer problem solving projects to a class, the teacher has to first

know the availability of said information and the techniques required in order to implement the

use of ICT in the project given. Teachers have the responsibility to better their trade to

understanding use of computers in classrooms.

The change in the function of teacher in an ICT implemented classroom has students taking a

more active role in the teaching and learning session. Students experience a shift from being

passive to becoming independent and autonomous learners (Bakar, 2007). This is an

environment where students have the autonomy to choose topics based on their own interest

that may lead to intrinsic motivation for taking part in their own learning. The effective

implementation of ICT in the classroom will have students to act as an active participant in

planning and evaluating what they learn (Njoku, 2015). For example, instead of having a class

in which note-taking technique is used during instruction, students instead are given topics and

are required to plan and organise notes to be shared and presented to the whole class while the

teacher acts as a facilitator guiding the students to the type of information that could be included

in the given topic. The use of ICT, namely the Internet, is to access the plethora of information

available online while teachers help students as they decide which information may be useful
for their given topic. As teachers deliver projects that require the use of ICT as the main tool

for execution, students are driven to participate in their own learning to create something based

on their own interests. Thus, students, in this case, become the centre of instructional method

instead of the teacher (Njoku, 2015).

In implementing ICT in education, classrooms should change from a teacher-centred classroom

to a student-centred classroom. This change would ensure optimum use of ICT in a classroom.

Implementation of ICT in a traditional teacher-centred classroom may limit the use of ICT to

instructional purposes or data information/transmission. Changing the function of the

classroom into student-centred instead of teacher centred allows for ICT to be used beyond

instructional purposes and data information/transmission. In a student-centred classroom, ICT

could be used as exploratory devices, tutorial aids, and even as a means of communication (i.e.

emails, computer conferences, computer-collaborative learning system).

Role of ICT as a driving force for teaching and learning effectively in and out of classroom

With recent development of technology and the abundance of internet access in today’s world,

ICT has become a driving force that changes the face of current education. Not only did ICT

change the dynamics of teaching and learning in the classroom (Mouza, 2008), it also

diminished the boundaries of teaching and learning, erasing the walls that surrounds the

classroom and thus taking teaching and learning to a stage beyond classroom instruction. With

the different categories of computer usage, ICT could effectively be used to drive change in

and out of classroom.

When ICT is used inside a classroom, it is mainly used as a means of tutorial aids. It becomes

a tool of presentation for teaching and provide visual aid and real-life demonstration for

learning opportunity. At the same time, the use of ICT in the classroom allows more

exploratory learning to be done as students use their autonomy to look up for information on
the internet. Here, students gain control over what is learned (Oliver, 2002) while teachers are

able to use it as an aid for presentation in class, making teaching more effective with the

presence of visual content.

As internet develops and become more and more accessible to everyone, the capability to have

direct forms of communication and access to sharable resources become increasingly available

and thus able to support better learning environment (Oliver, 2002). The use of ICT as a means

of communication through email, conferences, and collaborative learning systems have them

modified the when and where learning takes place (Oliver, 2002). With the existence of

internet, the possibility for education to be accessed outside of a classroom is open. Students

are able to do remote learning, going on online university and access courses and program from

anywhere. At the same time, teachers could do off campus delivery and provide teaching out

of the boundaries of a classroom.

Conclusion

With the changing of times and the development of technologies in today’s world, it is quite

important for the education field to keep up with the modern currents. The development of ICT

in fact has changed the face of education. Teachers are able to use ICT not just as an aid in the

modern classroom, but also as a tool for effective instruction. Students in turn are able to take

charge of their own learning and plan and evaluate the kind of knowledge they would like to

obtain through the use of ICT.

ICT has changed classroom settings from being teacher-centred to student-centred, blurring the

walls of a classroom and extend teaching and learning above and beyond the boundaries of a

class. It has made education accessible to many; with the growth of online learning community

like Futurelearn, Khan Academy, and The Great Courses Plus, anyone can take control of when

and where they would have a teaching and learning session. In the current day, more
technologies have been invented and exploited, platforms like podcasts and audiobooks allows

for teaching and learning to occur anywhere. Although admittedly there might be some setback

in terms of the use of ICT in education, it may not be entirely acceptable. Blurton (1999) states

that ICT is neutral, human choices will determine how ICT will be used and whether the

revolution in information and communications technologies will benefit all humanity which is

a quote that held true until now. Thus, to harness the true benefits of ICT in education, anyone

that is involved in education should invest in the understanding of ICT and current technology.

Only then it would ensure the ongoing improvement of the implementation of ICT in education.
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