ICT- centered

Teaching Learning
Presented by
Dr. B. Victor
St. Xaviers College
Palayamkottai.

Teacher centered Philosophy

Learner centered Philosophy
ICT centered Philosophy
ICT Skills and competencies
ICT Tools and Digital
Techniques
Computers in Education
Web based teaching/ learning
Exploratory learning
Visual representations
End Note

The quality of education is

not to be measured by its
length and breadth but only
by its depth
-Vinoba Bhave

 For

many years, teachers taught and

students were responsible for
learning the material.
It was the students responsibility to
acquire the knowledge for success.
The primary concern of the teacher
was to impart the knowledge.

 Student

learning is the primary

goal of the teacher as opposed
to teaching.
The teacher must motivate the
students to learn, participate,
critically think and successfully
perform in tests.

Student- centered Flexible

Learning

Learning is a process in which four

components interact:
(1) the teacher,
(2) the student,
(3) curriculum content and goals,
(4) instructional materials and
infrastructure

Materials
Teachers

Learners

Learning by Objectives
Learning through
Experience
Learning by Example
Learning by Discovery
Learning to learn

ICT in education is a much needed

vehicle of achieving the modern
philosophy of education whereby a
student can decide on:

WHAT he learns
WHEN he learns
WHERE he learns, and
HOW he learns

Technology will not have a

significant impact on student
learning until teachers change the
way they teach.
Larry Cuban, 1986

Technology is continuously changing. It is

an ongoing process. It demands continual
learning.

Change is not always easy.

The initial human reaction to change is
resistance. Resistance makes for slow
change.

Change is inevitable.
Change led to progress.
The acceptance of change is a major
requirement for technology integration.

Technology is revolutionizing the way we think,

work, and play.
Technology enables teachers to provide
multiple representations of content (images,
graphs, diagrams, tables) and multiple options
for expression ( multimedia, power point).
Computer technology changes traditional
classroom instructional techniques.
Computers enable students to process the
information via multiple intelligences.

Technology integration helps to

achieve 21st Century Skills in
students . They are:
Personal and social responsibility.
Planning, critical thinking, reasoning, and
creativity.
Strong communication skills, both for
interpersonal and presentation needs.
Visualizing and decision-making.
Knowing how and when to use technology
and choosing the most appropriate tool for
the task.

Technology helps change the

student/teacher roles and
relationships.
Technology cannot teach; only
teachers can teach.
Technology can enhance the
teaching- learning process.

What is Technology integration?

Technology

integration is the
use of technology resources -computers, Internet, e-mail,
digital cameras, CD-ROMs,
software applications,
electronic publications, etc. -in daily classroom practices,
and in the management of a
College.

How to use Information

technologies effectively ?

Using computer-based services to

search for and find relevant
information in a range of contexts.
using a variety of media to retrieve
information.
Decoding information in variety of
forms- written, statistical and
graphic.

Information literacy
Using computer based services
to write, analyze, present and
communicate information;
Using information technologies
to create, to share and to store
knowledge.

The literature generally describes 3

major instructional use of
computer based technologies:
1.

2.

3.

Learning from the

Technology
Learning about the
Technology
Learning with the
Technology.

 According

to Mr. Kofi Annan, Secretary-General

of the United Nations, Information and
Communication Technology has transformed
education.

 ICTs

provide an array of powerful

tools that may help in
transforming the present
isolated teacher-centered and
text - bound classrooms into
rich, student focused,
interactive knowledge
environment.

Food for thought

Any technology which
increase the rate of
learning would enable the
teacher to teach less and
the learner to learn more

Information and
Communication technology

Information technology (IT) is defined

as the study or use of electronic
equipments, especially computers for
storing, analysing and sending out
information.
Communication technology is the
process of sending, receiving and
exchanging information.

ICT is a generic term referring to

technologies, which are being
used for collecting, storing, editing
and passing on information in
various forms (SER,1997)

Paradigm shift
Factory model
of education

Broadcast
model of
education

TEACHER-CENTERED LEARNING
ICT
LEARNER-CENTERED LEARNING

ICT literacy basically involves using

digital technology, communication tools
and/or access, manage, integrate,
evaluate and create information in order
to function in a knowledge society.

EFFECTIVENESS:
MOST INTERACTIVE
FEWER ERRORS
CUSTOMIZED
PERSONALIZED
ARCHIVABLE
TRANSPARENT
SEARCHABLE

EFFICIENCY:

INNOVATION

FASTER
CHEAPER
FEWER STEPS
LESS PEOPLE
LESS PAPER
WORK

NEW PRODUCTS
NEW TECHNIQUES

1.Entry Phase

Teachers use traditional print-based

media.
Learning activities center around
seat-based work.
Teachers are most concerned about
the basic operation of computers.
I just dont have time!

2.Adoption Phase

Classroom instruction still

depends heavily upon
chalkboards, textbooks,
Teachers use word processors for
writing activities.
Teachers use educational
software, including rudimentary
drill-and-practice software to
develop low-level skills.

3.Adaptation Phase

Students use word processors,

databases, some graphics applications,
and many computer-assisted instruction
packages.
With the support of technology, student
productivity increases
Students basic computer skills improve.
Students are allowed to progress at
their own paces.

4.Appropriation Phase

Teachers and students demonstrate

highly developed skills with technology.
Teachers are comfortable with technology
Teachers develop new instructional
strategies.
Emphasis shifts to collaborative learning.
Students move toward collaborative work
patterns.

5.Invention Phase

Teachers facilitate the

construction of student
knowledge
Classrooms promote social
interaction, encouraging students
to share their own knowledge and
experiences.
Teachers implement a curriculum
integrated with technology.
Teachers employ a variety of
student assessment activities,

the educators should acquire:

1.ICT Operations and Concepts teachers

demonstrate a sound understanding of ICT
operations and concepts.
2.Planning and Designing Learning
Environments and Experiences teachers
plan and design effective learning
environments supported by ICT.
3. Teaching, Learning and the Curriculum
teachers implement curriculum plans that
include methods and strategies for
applying ICT.

The skills and competencies

4.Assessment and Evaluation teachers

apply ICT to facilitate a variety of effective
assessment.
5.Productivity and Professional Practice
teachers use ICT to enhance their
productivity and professional practices
6.Social, Ethical, Legal and Human Issues
teachers understand the social, ethical,
legal, and human issues surrounding the
use of ICT in College.

Initial: This level indicates that the educator has

a level of awareness of the potential uses of ICT.
This is the stage when the educator first begins
to experiment ICT in the classroom at a basic
level for discrete lessons.

Developing: This level indicates that the

educator is increasingly aware of using ICT
to enhance student learning.
The educator now incorporates ICT into the
classroom on a daily basis.

Proficient:

This level indicates

that the educator is a leader in
the use of ICT.

Instructional computing consists

of IT tools, methods and
services.
It allows faculty to improve their
teaching.
It provide an enhancing learning
environment for students.

1.Improved /expanded faculty- student

communications-e.g e-mail, on-line
chatrooms, virtual class hours.
2.Improved instructional logistics and
communications-e.g. e-syllbus, online submission of assignment, online testing

3.Expanded and improved

classrooms and laboratory
instructional methods- e.g.
simulations ,visualization
applications.
4.Use of alternate learning
delivery mechanisms- e.g.
satellite, video, cable, internet

5.Faculty IT access to electronic

material-e.g. digital library, multimedia
6.The IT infrastructure needed to
support the above uses-e.g. www, file
servers, news servers, courseware
acquisition and distribution.
Wired classrooms with audio/visual
equipment and computer projection
and instructional laboratories.

Attributes of Computer based

technology
1.

2.
3.

4.

5.

6.

Multi-sensory delivery: Text, graphics,

animation, sound and video.
Active learning: enhanced learner interest.
Co-operative learning: positive group/social
interaction.
Communication Skills: one-to-one, one-tomany, many-to-many.
Multicultural education: link students from
across the country/around the world.
Motivation: greater learner engagement (time).

Computer technology-based
learning
Prior to working with computers, students
can discuss concepts in the lesson and plan - what
they are going to do.
While using computers, students can discuss
- either orally or via computer - what they are
working on.
During a pause in computer use, students
can analyze - what they have learned and done,
share information with others, and plan their next
steps.
After using computers, students can again
analyze and share - what they have learned and
done, as well as what they need to do next.

ICT poses new challenges

to Educators

The teachers have to learn how to use the

variety of ICT applications;
The teachers have to use, adapt and design
ICT-enhanced curricula;
They have to expand the content area of
knowledge;
They have to take new roles; and
They have to respond to individual
students

Learning Facilitator
Collaborator
Trainer
Advisor
Knowledge Manager
Curriculum designer
Instructional
designer
Team Coordinator
Co-learner
Assessment
Specialist

Traditional medium

Lectures
books

ICT medium

Computers
Multimedia
Internet
Lectures
Books

ICT does not automatically add quality to

teaching and learning.
ICT application in education can accelerate and
improve learning on a number of fronts from
basic skills, problem solving, information
management, establishing life-long learning
habits and concepts development.
It can also provide the means of gathering,
connecting and analysing data about teaching
and learning.

Multimedia PC, Laptop, Notebook.

CDs& DVDs. digital video, still camera.
Internet and its tools- e-mail ,browsers,
website, search engines, chat etc.
Computer aided instruction& computer
mediated conferencing, video/audio
conferencing.
Digital libraries , e-books& electronic
publications.
Interactive TVs.
Microsoft publishing -news letter, poster,
brochure.

 Creativity
Flexibility
Logistic

skills

Advantages of ICT
resource sharing;
wide variety of services;
flexibility;
reliability;
faster speed;
cheaper cost.

Word processing -documents, notes, projects,

assignments

Spread sheet programming -records, exam

scores

Data bases -information storage

Graphing software -to prepare teachinglearning resources

Developing Multimedia kits -to make process

interesting

Using internet and e-mail facilities -to gain

knowledge

Games and simulations -to improve quality of

learning

Helps to provide interactive learning

experiences
Students are stimulated and motivated
by the technology
Students have comfortable learning .
Visualization aids in the understanding of
difficult concepts and processes
Caters to different learning styles
Helps students to gain valuable computer
skills.
Aids in collaboration and group work.

Transforms teaching and helps teachers

to be more efficient and effective.
Aids in the organization and the structure
of the course and the course materials.
Provides innovative ways to help students
learn basic concepts and skills .
Aids in the provision of interesting and
creative presentations of content.

Facilitate collaboration and

communication.
Aid in the visualization of difficult
concepts
Promote creativity.
Enable ease in revision and updating of
course content.
Provide flexibility and variety in learning.
Provide a multimedia presence in the
classroom.

Computer is a creativity machine,

Computer is a information processing

tool,
Computer is a teaching aid.

Computer technology
1. Computers provide an opportunity to
enhance the way students think about,
manage, process and use information.
2.The use of computers helps us see
patterns and relationships in the data that
we collect and work with.
3.Students can learn the material at their
own time and pace.
4.Computer based learning appeals to a
variety of cognitive strengths and learning
styles.

Computer-mediated
instructional (CMI) materials
Learner

centered
Knowledge centered
Assessment centered
Society centered

CBI provides consistency of content

delivery.
CBI provides for diverse learning needs.
CBI offers learner flexibility in controlling
and pacing learning.
CBI provides motivation and promotes
interactivity.
CBI provides greater retention and
reduces the instructional time.

CBI provides means of tracking

learners progress.
CBI allows standardized testing.
CBI provides opportunities for
practice through simulation.
CBI more readily provides training to
remote locations and eliminates cost
associated with travel.

A system that allows access to

information sites all over the world.
Information is presented in text, audio
and video files.
Resources such as lecture notes,
readings, tutorials and assignments can
be delivered to, and received from,
students both on and off campus.

Web assisted classroom instruction -the

teacher teaches the lesson with the help of
the website.
The interactions may be in the form of
discussion ,questioning, demonstration and
experiment.

The learner searches website,

collects information and learns the
lesson.
Web is a viable tool to help students
gain education without being on
campus.
It allows greater autonomy of
learning.

the Internet consists of a vast collection

of independent computers linked by
national and international telecommunication networks.
Each Internet site contains information
(text, images, audio, video, links etc.)
which are accessible to the individual
working from their home computer.

Internet sites are increasing in number,

sophistication and content.
These changes have arisen due to commercial
adoption of the Internet.
Internet provides information in text, graphics,
audio and video.
New programming allows a greater degree of
interactivity through real time audiovisual
transfers and chat.
Coloured and animated graphics are of much
greater educational value than photocopied
images

Online learning tasks

One - alone: Online data bases, ejournals, digital libraries.

One to - one: Collaborative assignments
interviews.
One to - many: Online lectures,
symposiums.
Many - to - many: Discussion groups,
debates, games, simulations,
case studies, brain storming,
project
groups.

Hypertext consist of a complex

webs of interrelated
ideas/documents.
The linking of information together
by highlighted key words that have
been marked up creating paths
through related material from
different sources.

An approach to information storage

and retrieval that provides
multiple linkages among elements .
It allows the learner to navigate
easily from one piece of
information to another.
It is the storage and retrieval of
text, images audio and video files.

connection among
documents in a
hypermedia or hypertext
format.

It provides a platform for

incorporating a variety of
different kinds of multimedia file types: images,
video, audio and
animations.
It is neat and clean and it
allows for portability of
materials.
It is easy for professors to
update, saving them time
and energy.

Scanning media.
Talking to experts.
Recording
information.
Writing/ producing
compositions.
Engaging research.

Students who use multimedia tools are

active learners.
Students reflect these kind of tasks
throughout their life.
Students work collaboratively, not
only
with each other, but with
researchers
and teachers.

A typical system consists of a

combination of a compact disc,
computer and video technology.
The interactive video refers broadly
to software that responds to certain
choices and commands by the user.

Videodisc systems store video

pictures, still pictures, and sound on
discs that users can control with a
videodisc player.
These systems can provide the
interactive capabilities of computers
and the motion-picture capabilities of
videos.

Video Conferencing is a medium

where individuals or groups can meet
face-to-face in real time to interact
and exchange ideas.
Video conferencing began in the mid
1980's as compressed video.
Since it was introduced,
communication technologies have
improved exponentially.

A computer simulation attempts to

reproduce real-life situations
Simulations feature a combination of
text and graphics ,using dialogue and
inquiry to guide the student through a
situation.
Simulations also can bring about
higher-order synthesis and analysis
skills.

Tutorials are one of the most common

types of computer-assisted instruction.
Tutorials are page-turners similar to
textbooks, interspersed with
predetermined questions and responses.
The one-to-one tutoring and feedback
provided by a tutorial can make it an
excellent tool for improving student
knowledge (cognitive domain).

Drill-and-practice programs work well

in increasing student knowledge
through repetition, usually through
cues
Students can take as much time as
they need or repeat sections, helping
to individualize instruction
Drill-and-practice programs provide
automatic feedback to learners.

ICT allow students to direct

their own learning.
the student learns facts,
concepts, and procedures
through the process of
discovery, or guided discovery.

ICT in Discovery Learning

1.Computer-based information retrieval

systems
(e.g., electronic databases),
2.Micro-worlds (microcomputer-based labs

and simulations. Simulations are available

for biology, genetics, geology, chemistry,
physics, environment, social studies,
economics, and mathematics-), and

3.Interactive video
It allows control of sound, animation, text,
graphics, and full-motion video .

A digital library is a collection of

textual, numeric, graphic, audio and
video data stored in digital form,
indexed and logically linked for ease
of retrieval.

Textual data
Numeric data
Graphics data
Photographs
Audio data
Video data

Unique features of digital

library

Safe storage and multiple access of

material
Ability to process numerical data
published in the literature
Ability to store variety of data
Access information from anywhere in
the world
Ease of search and retrieval

E-learning allows for different learning

experiences through:
On - line students group: allowing
students to interact with each other
On - line lecturing: allowing faculty to
interact with students
On - line counseling: helps students in
decision- making
On - line libraries and resource center :
providing text, documents, articles for
reference.

E-mail enables students and faculty to

communicate with each other and with
people all over the world.
Students send questions to the instructor
and instructor can transmit the answer
instantaneously to all students.
Faculty can hold electronic office hours
so that students can ask questions and
receive answers almost immediately.
Faculty can create electronic suggestion
foxes where students can post their
comments about the course.

Structured face-to-face telephone

interviewing where computer is used to
prompt the interviewee and record the
answer in a format convenient for further
processing.
It saves time and the need to travel.
It opens up possibilities for interviewing
research subjects from different parts of the
world.
It provides a limited register for
communication.

Technology-enhanced
pedagogical practices

Promote active and autonomous learning in

students;
Provide students with competencies and
technological skills that allow them to search for,
organize, and analyze information, and
communicate their ideas in a variety of media
forms;
Enable teachers, students, and their parents to
communicate and share information on-line;
Engage students in collaborative, project-based
learning in which students work with classmates
on complex, real-world-like problems or projects;
Provide students with individualized or
differentiated instruction, to meet the needs of
students with different achievement levels,
interests, or learning styles;

Computers and Related

Technology in Education

Applications of graphics

Rieber (1994) proposed five applications of

graphics that relate to learning outcomes and
events of instruction; these include:
cosmetic graphics serve only as decoration
motivation graphics serve to arouse curiosity
attention-gaining graphics serve to focus the
learners attention on the instruction
presentation graphics serve to "demonstrate
or elaborate a lesson concept" (p.50)
practice graphics serve to provide visual
feedback

A dual coding theory of learning from

visual and verbal materials.
(Mayer,
1993)

Framework of Mayer (1993)

This framework postulates the formation of

three types of mental "connections":

1) visual material is used to mentally form

a internal visual representation;
2) verbal material is used to form a verbal
representation, thus forming a verbal
representational connection;
3) the learner builds referential
connections between the visual
representation and verbal representation.

SIMPLE GRAPHICS- 1

SIMPLE GRAPHICS-2

SIMPLE GRAPHICS-3

VISUAL TOOLS
1.
2.

3.
4.
5.

To clarify your point

To emphasize your
point
To simplify your point
To unify your point
To impress your learner

Dart, B & Boulton-Lewis, G (eds) (1998) Teaching and

Learning in Higher Education. Melbourne, Australian
Council for Educational Research.
Gibbs G & Habeshaw T (1995) 253 Ideas for your
Teaching. Bristol, Technical and Education Services.
Laurillard, D (1993) Rethinking University Teaching: A
Framework for the Effective Use
of Educational Technology. London, Routledge.
Weimer, M. (1990). Improving college teaching:
Strategies for developing instructional effectiveness.
San Francisco: Jossey-Bass.
Sandholtz, J. H., C. Ringstaff, and D.W. Dwyer (1997).
Teaching with Technology: Creating Student-centered
Classrooms. New York, Teachers College Press.

If we understand the human

mind, we begin to
understand what we can do
with educational Technology
-Herbert A. Simon.

About the presenter

Dr.B.Victor is a highly experienced postgraduate

biology teacher, recently retired from the reputed
educational institution St. Xavier s College,
Palayamkottai, India-627001.
He was the dean of sciences and assistant
controller of examinations.
He has more than 32 years of teaching and
research experience
He has taught a diversity of courses ranging from
Send your comments to : pre- university to post
graduate classes.
bonfiliusvictor@gmail.com