Module 5 Evaluating ICT Resources

Lesson 1: Characteristics of ICT Resources in Teaching

“Smart technology” is the familiar terminology that is widely being used in every being’s life. Smartphones, tablets,
gadgets, smart televisions, etc., are the products of smart technology that have made human life smarter, easier and
accessible. Smart technology has not only enhanced the way of living but also became an integrated part of everyone’s life.
The Information and Communication technology to be precise has become a driving force behind economic growth and a
developmental tool as well.

ICT is an extended term for Information technology which is a technological source to make information available at
the right time, right place in the right form to the right user. Earlier, one had to wait for the newspapers to get the
information across the world. Now with the smarter technology, information can be accessed from anywhere using
smartphones and gadgets. All this is made possible with the help of Information and Communication Technology.
Information technology has been influencing our lives in the recent years in the fields of education, healthcare, and
business. Going an extra mile, Information and communication technology in schools has had a major impact.

Information and communication technology in schools can be used as a school communication tool to improve
student learning and better teaching techniques. With the advancement of technology in education, schools adopt school
communication software to transmit, store, share or exchange information. In this technological era, ICT in education has
compelled many schools to get accustomed to smart technology. This school communication software uses computers, the
internet, and multimedia as the medium of communication.

Computer-based learning: Computer-based learning is one of the modules of school communication tool that helps
students to enhance their learning skills through computer aided education. It imparts computer knowledge in students and
enables them to obtain large amounts of information from various websites. After two decades of introducing computers to
schools, education has been revolutionized ever since then. It reduces time spent on mechanical tasks such as rewriting,
producing graphs and increases the scope of searching. It not only helps in finding information but also in organizing
information making it easier to share with others.

Internet: Internet tools like Email, social networks, newsgroups and video transmission have connected the world like never
before. Students can now communicate using emails and social networking groups that provide knowledge based
information. Distance learning, online learning is also enabled through the internet. Students can learn online and also talk
to experts online. Notes, readings, tutorials, assignments can be received by students from anywhere. The Internet provides
major information in texts, audios, videos and graphics which can be accessed by the individual. Online learning allows
students to interact with each other and faculty to interact with students.

Classroom Learning: With the introduction of ICT in education, classroom learning is one attribute that makes learning
experiential and experimental to students. Students can listen to the instructor or teacher, receive visual cues through
PowerPoint images, handouts or whiteboard lists and participate actively. This helps in immediate interaction and students
have opportunities to ask questions and participate in live discussions. This school communication software module further
benefits in building and maintaining personal and professional relationships as classrooms offer greater personal contact
with other students and teachers.

Video conferencing: This is yet another medium of communication wherein students can communicate with other students
or instructors online. It enables students to become active participants in their own learning. Video Conferencing is a
powerful communication tool that has the potential to change the way we deliver information to students. It is just one of
the today’s integrative technologies that empower students to prepare for a better future.

Here are few characteristics that make ICT in education a prominent school communication tool.

✓ It offers the wide variety of services.

✓ It is reliable and provides interactive learning experiences.
✓ It is flexible and provides comfortable learning.
✓ It motivates students to learn.
✓ It facilitates communication and promotes creativity.
✓ It also provides access to the digital library where information can be retrieved and stored beyond textbooks.

The use of ICT in education adds value to teaching and learning, by enhancing the effectiveness of learning. It added a
dimension to learning that was not previously available. After the inception of ICT in schools, students found learning in a
technology-enhanced environment more stimulating and engaging than in a traditional classroom environment.

MyClassboard is yet another school communication tool that bridges the gap between teachers, parents, and students
by using its school messenger module. Parents and teachers can interact with each other using this module emphasizing on
transparency between the duo. Become a partner with us and build the communication between your teachers and parents
with effectiveness and ease.

Roles of Technology for Teaching

According to Stosic (2015), educational technology has three domains:

1. Technology as a tutor. Together with the teacher, technology can support the teacher to teach another person or
technology when programmed by the teacher can be a tutor on its own. The teacher will simply switch on or switch
off radio programs, television programs or play DVDs, or CDs that contain educational programs. There are on-line
tutorial educational programs, too.
2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can never replace a teacher. This is like
the handyman, which is just there to be reached. Like any other tool, it is being used to facilitate and lighten the work
of the teacher. It will be good if the teacher can also create or develop technology tools that are needed in the
classroom.
3. Technology as a learning tool. While the teacher utilizes technology as the tool for teaching, likewise it is an effective
tool for learning. As a learning tool, it makes learning easy and effective. It can produce learning outcomes that call
for technology-assisted teaching. As a learning tool, it is very interesting that even the elderly use these tools for
learning for life.
A. For Teachers and Teaching

1. Technology provides enormous support to the teacher as the facilitator of learning.

2. Technology has modernized the teaching-learning environment.
3. Technology improves teaching-learning process and ways of teaching.
4. Technology opens new fields in educational research.
5. Technology as to the competence of teachers and inculcates scientific outlook.
6. Technology supports teacher professional development.
B. For Learners and Learning

1. Support learners to learn how to learn on their own.

2. Technology enhances learners’ communication skills through social interactions.
3. Technology upgrades learners’ higher-order-thinking skills: critical thinking, problem solving and creativity.

Lesson 2: Assessment Tools for Selecting Relevant and Appropriate Digital and Non-Digital Resources

Description of the different sections and criteria

Product identification

This section identifies and presents a digital educational resource. In this part, we provide general information about
the product. We indicate the name or title of the product and we identify the name of the authors or those responsible for
the production. This section also identifies the target audience and specifies whether the objectives or targeted skills are
shown.

1. Academic quality aspect. The objective of this section is to evaluate the quality of information presented in the digital
learning resource. Indeed, the quality of information presented is an essential component of the experience the
learners will be living by checking the product. There are two essential criteria to define the concept of quality applied
to information:

1.1 Information reliability. Information reliability lies in credibility and accuracy. To evaluate this criterion, we
start questioning whether the information is reliable, accurate and error-free. Is this accuracy sustainable
over time? Is information security guaranteed? Is there any correspondence between the perceived reliability
and the actual reliability of information?
1.2 Information relevance. This criterion is related to the effectiveness of information. We wonder if the
information transmitted will trigger desirable behaviors for the learner Is the information workable
and usable?

These two elements (reliability and relevance) of academic quality are highly interdependent: the mechanisms
implemented to ensure information reliability will obviously affect its relevance if the perceived reliability is good.

2. Pedagogical quality aspect. The evaluation of pedagogical quality is of paramount importance. To

enhance learning and enable the learner to construct his/her knowledge, a digital learning resource
must refer to a differentiated pedagogy, active and learner-centered which promotes the development
of skills.
 The evaluation of the instructional design of the resource involves an examination of its goals, objectives, teaching
strategies, and assessment provisions. This section examines therefore the various facets of the educational dimension
brought by the digital learning resource.
The main criteria that will face each product during the evaluation are:

Pedagogical formulation

Pedagogical formulation represents a concern of comprehension by learners who use digital educational resources
for learning. This formulation is characterized by the quality of simplification of content, explanation of
acronyms, glossary provided, the presence of summaries or abstracts as well as the use of diagrams, figures and
illustrations.

Pedagogical construction

Pedagogical construction evaluates whether the structure of the digital learning resource promotes its use in a
pedagogical context through the presence of appropriate interactivity, logic of organization, ease of orientation (e.g.
summary, site plan), ease of browsing (back-forward, back to home page, scroll box) and readability of pages (internal
summary, back buttons).

Pedagogical strategies

This criterion evaluates the teaching strategies adopted. Developing an appropriate instructional
strategy lies in designing and organizing learning activities based on techniques, methods, approaches
and diverse educational models to handle different learning styles.

Teaching strategies should be based on active teaching approaches (constructivism, socio-

constructivism) to build meaningful and motivating situations for learners and engage them actively in
learning.

The main sub criteria that will face each product during the evaluation of pedagogical strategies are:

Instructional goals and learner objectives are clearly stated:

Is the overall purpose of the resource concisely stated, if appropriate, with specific objectives
stated for specific components? Based on their experience, evaluators must judge whether the
resource would fulfill its intended purpose and meet the learning objectives.

The resource is suitable for a wide range of learning/teaching

styles:

The resource uses a variety of approaches (behaviorism, cognitivism, constructivism,

socio-constructivism) and is flexible in its application (e.g., encourages teacher intervention,
student contributions, cooperative learning, discovery learning, collaborative teaching).
Materials and suggested activities encourage the use of a variety of learning styles and
strategies (e.g., concrete, abstract, oral, written, multi-sensory, opportunities for extension,
inclusion of explicit aids for retention).

The resource promotes student engagement:

Focusing techniques and cueing devices, such as variations in typeface, boxes, underlining, and
spacing are included. The resource incorporates aids to accessibility (advance
organizers, summaries).Questions should encourage reflection. Questions and activities within
the resource should attract attention and increase understanding.

The methodology promotes active learning:

The methodology promotes critical thinking, research skills, problem solving, group decision making, etc.
Students assume increased responsibility for learning. For the decision-making actions, the number of
decision options should vary according to student needs.

The resource encourages group interaction:

The resource uses group-based learning methods such as crossability groups and co-operative learning.
 The resource encourages student creativity:

Use of the resource encourages students to develop unique interpretations or solutions.

Pedagogy is innovative:

The resource demonstrates a fresh approach. Imagery, layout, presentation, pace, topics, suggested
activities, and instructional design all serve to promote student interest in the content.

Assessment methods
The assessment methods are tools implemented for evaluation, teaching monitoring and learners support,
such as exercises and tests. This criterion aims to evaluate the assessment practices used. It also helps to
ensure whether the assessment is promoted or opposes the emergence of learning.

3. Didactic quality aspect. Didactics focuses on the central role of learning activities, disciplinary content and
epistemology (the nature of knowledge to be taught).

This section examines the didactic quality of pedagogical digital resources in education. We can define two key
criteria to evaluate the quality of this digital resource:

Veracity of learning activities .To enable the learner to manipulate the presented digital learning resource,
the activities proposed in the product must be appropriate. These activities must refer to real problems that
could possibly face the learner outside the classroom.

Content of the educational tool . The single most salient aspect of quality in many discussions of educational
materials is quality of content. Sanger M.J. and Greenbowe T.J. (1999) demonstrated that biases and errors
can easily slip into educational materials and cause problems for students. The content quality criteria asks
reviewers to consider the veracity and accuracy of learning resource, in addition to assessing whether the
product provides a balanced presentation of ideas and contains an appropriate level of detail.

Further, to achieve the learning objectives, the content of digital learning resource must be in line with the
objectives and target audience. Knowledge conveyed must undergo changes without minimizing, deviating
or affecting the concept.

4. Technical quality aspect. The technical quality of a digital learning resource is paramount. In fact, it is not
acceptable that the learner will not be able to achieve an educational activity because of usage problems.

As was the case with the educational criteria, we must also evaluate the relevance of the technical requirements and
recommendations in regard to usage area and distinctiveness. All the requirements must be evaluated in light of the
resource used, as not all requirements and recommendations are relevant for all resources.
The technical quality measures the resource elaboration from the perspective:

Design

The content and organization of the visual product should promote appropriate use of colors, interactivity,
graphic quality and pleasing aesthetic for the selected images and illustrations.

The visual appearance and sounds presented by digital learning resources, particularly as they relate to
information design, affect the resource’s aesthetic and pedagogical impact. Decisions about presentation design
should be informed by instructional and cognitive psychology, especially the theories and principles of cognitive
load, multimedia learning and information visualization.

Browsing
The product design must facilitate browsing. While manipulating the resource, the learner should be able to find
a plan, an index or a detailed table of contents. The suggested choices should be clear and the groupings within
the menus should be consistent.

Technological ingenuity

Multimedia techniques aim to combine and exploit the capacities of new technologies in education to enhance
knowledge transfer and assimilation of knowledge by learners.

During product development, the designer should use multimedia techniques in favor of information and
education such as animations, flashing text, animated images and multiple windows.
Lesson 3: Revisiting of PB Learning Plan: Integration of the Use of Digital and Non-Digital Resources and Assessment Tools
in the LP Procedure

Problem-based Learning/Project-Based Learning

✓ Problem-based learning is a pedagogical method in which students working as a team to solve complicated, ill-
structured problems rooted in the real world.
✓ The role of the teacher is that of a manager and a facilitator (this approach is student-centered).
✓ The teacher must consider the students ability to work collaboratively, be self directed, and to think critically (and
be prepared to teach these skills during the learning experience).
✓ Proponents of Problem-based learning point to research that shows it promotes critical thinking skills,
communication skills, and cooperation.

Things the Teacher Should Consider

✓ What resources are available to students (e.g. subject experts, technology, books)?
✓ What will the student produce at the end? How will they represent their learning?
✓ What skills will students need to have in order to successfully work in groups?
✓ How will students be assessed?
✓ What roles will students have when they are working in groups?
✓ What common questions will students ask?
Roles
✓ When students use technology as a tool to communicate with others, they take on an active role vs. a passive role of
transmitting the information by a teacher, a book, or broadcast. The student is constantly making choices on how to
obtain, display, or manipulate information.
✓ Technology makes it possible for students to think actively about the choices they make and execute. Every student
has the opportunity to get involved either individually or as a group.
✓ Instructor role in Project Based Learning is that of a facilitator. They do not relinquish control of the collaborative
classroom or student learning but rather develop an atmosphere of shared responsibility.
✓ The Instructor must structure the proposed question/issue so as to direct the student’s learning toward content-
based materials. The instructor must regulate student success with intermittent, transitional goals to ensure student
projects remain focused and students have a deep understanding of the concepts being investigated.
✓ The students are held accountable to these goals through ongoing feedback and assessments. The ongoing
assessment and feedback are essential to ensure the student stays within the scope of the driving question and the
core standards the project is trying to unpack.
✓ According to Andrew Miller of the Buck Institute of Education, formative assessments are used “in order to be
transparent to parents and students, you need to be able to track and monitor ongoing formative assessments, that
show work toward that standard.”
✓ The instructor uses these assessments to guide the inquiry based learning process and ensure the students have
learned the required content. Once the project is finished, the instructor evaluates the finished product and learning
that it demonstrates
Outcomes

✓ Students learn to work in a community, thereby taking on social responsibilities. Some of the most significant
contributions of problem-based learning have been in schools languishing in poverty stricken areas; when students
take responsibility, or ownership, for their learning, their self-esteem soars. It also helps to create better work habits
and attitudes toward learning. Although students do work in groups, they also become more independent because
they are receiving little instruction from the teacher. With Problem-based learning students also learn skills that are
essential in higher education. The students learn more than just finding answers,
✓ Problem-based learning allows them to expand their minds and think beyond what they normally would. Students
have to find answers to questions and combine them using critically thinking skills to come up with answers.
✓ Opponents of Project Based Learning warn against negative outcomes primarily in projects that become unfocused
and tangential arguing that underdeveloped lessons can result in the wasting of precious class time. No one teaching
method has been proven more effective than another.
✓ Opponents suggest that narratives and presentation of anecdotal evidence included in lecture-style instruction can
convey the same knowledge in less class time. Given that disadvantaged students generally have fewer opportunities
to learn academic content outside of school, wasted class time due to an unfocused lesson presents a particular
problem. Instructors can be deluded into thinking that as long as a student is engaged and doing, they are learning.
✓ Ultimately, it is cognitive activity that determines the success of a lesson. If the project does not remain on task and
content driven the student will not be successful in learning the material. The lesson will be ineffective. A source of
difficulty for teachers includes, “Keeping these complex projects on track while attending to students’ individual
learning needs requires artful teaching, as well as industrial-strength project management. ” Like any approach,
Project Based Learning is only beneficial when applied successfully.
Module Summary

Congratulations on completing the last lesson for Module 5: Evaluating ICT Resources. Here are some of the important points
covered in this module:

✓ The roles of technology for teaching include: 1)Technology as a tutor; 2) Technology as a teaching tool; and 3)
Technology as a learning tool.
✓ The following are the advantages of technology for teachers and teaching:
 Technology provides enormous support to the teacher as the facilitator of learning.
 Technology has modernized the teaching-learning environment.
 Technology improves teaching-learning process and ways of teaching.
 Technology opens new fields in educational research.
 Technology ass to the competence of teachers and inculcates scientific outlook.
 Technology supports teacher professional development.
✓ The following are the advantages of technology for learners and learning:
 Support learners to learn how to learn on their own.
 Technology enhances learners’ communication skills through social interactions.
 Technology upgrades learners’ higher-order-thinking skills: critical thinking, problem solving and creativity.
✓ The assessment criteria for selecting ICT resources include: 1) Academic quality aspect; 2) Pedagogical quality aspect;
3) Didactic quality aspect; and 4) Technical quality aspect.