Has something, somewhere gone terribly wrong?



Those who denounce the widespread implementation of ICT into the educational setting argue that “there is a gap between our understanding of how people can best learn online and the design of courses” (Foley and Schuck 1998, cited in Hase and Ellis 2001, p.28) and as a result, the use of ICT in lessons can often be sporadic and therefore ineffective (Race 2008, p.177-8). However, according to Carey (1993, online) these aforementioned instances can be attributed to the lack of technological experience and the general misconceptions that the educational practitioner may have, as to the exact nature of student centered learning. Interestingly, this and similar hypotheses are ignored by Cuban (2001) who rejects the usual response from critics of education and the "blame and train" approach to technophobic teachers. He doubts that there is any real evidence of actual resistance from practitioners to using technology and argues that many already incorporate ICT extensively into their own daily work routines. He does however believe that only a small minority of teachers regularly integrate computer technology into lessons and states that "the overwhelming majority of teachers employed the technology to sustain existing patterns of teaching rather than to innovate” (Cuban 2001, online).

Reference List

Cuban, L. (2001) Oversold and Underused: Computers in the Classroom. [Online]. Available: http://coe.asu.edu/edrev/reviews/rev168.htm [3rd December 2009].

Hase, S., and Ellis A. (2001) “Problems with online learning are systemic, not technical”, in Stephenson, J. (Ed.) Teaching & Learning Online: Pedagogies for New Technologies. London: Kogan Page Limited.

Hill, C. (2008) Teaching with e-learning in the Lifelong Learning Sector. 2nd Edition. Exeter: Learning Matters Ltd.

Minton, D. (2005) teaching skills in further and adult education. 3rd Edition. London: Thompson.

Race, P. (2008) Making Learning Happen: A Guide for Post-Compulsory Education. London: Sage Publications Ltd.

E-Learning as a tool:

It is evident that computers have changed the face of educational practice, but the implications of incorporating such technology into modern teaching practice is fiercely debated in academic circles, with opinion divided on the reliance and use of Information Communication Technology (ICT) to impart knowledge to learners (see for example; Brooks 2009, online; Cuban 2001, online and Bowers 1988, online). However, those who willingly embrace the use of ICT in education believe that integrating such resources into the learning environment may help to break down the stigma held by those learners who have experienced real barriers while undertaking the traditional route of learning. Particularly, those who have not gained any measure of academic success and as a result have low expectations of achievement (Hill 2008, p.14). It is also argued that these types of resource can expand the overall learning experience by providing both positive and innovative stimuli to break the monotony of traditional subject based lessons (Minton 2005, pp.236-45 and Petty 2004, pp.357-75) and by utilising interactive resources, the learner may experience a degree of freedom, independence and autonomy while undertaking specific tasks. If this is indeed the case, then such techniques and resources should enhance the overall learning experience and encourage unconstrained creativity amongst learners.

In reality though, the benefits of utilising this type technology is largely determined on the technical experience of the tutor, the availability of the technology, not to mention the reliability of both the hardware and software. Consequently, the phrase "To err is human but to really foul things up requires a computer" (Anon 1978) comes to mind when things don't quite go to plan when attempting to introduce technology into lessons. Therefore, traditional resources should be pre-prepared and readily available if modern resources prove to be a hindrance during sessions.

Reference List

Anon (1978), "Farmers Almanac for 1978: Capsules of Wisdom". Oxford Concise Dictionary Of Quotations. 3rd Edition. Oxford. Oxford University Press.

Bowers, C. A. (2000) Let Them Eat Data: How Computers Affect Education, Cultural Diversity, and the Prospects of Ecological Sustainability. [Online]. Available: http://coe.asu.edu/edrev/reviews/rev119.htm. [3rd December 2009].

Brooks, N. (2009) Modern teaching techniques not substitute for traditional methods. [Online]. Available: http://www.uncmirror.com/opinions/modern-teaching-techniques-not-substitute-for-tr... [8 December 2009].

Cuban, L. (2001) Oversold and Underused: Computers in the Classroom. [Online]. Available: http://coe.asu.edu/edrev/reviews/rev168.htm [3rd December 2009].

Hill, C. (2008) Teaching with e-learning in the Lifelong Learning Sector. 2nd Edition. Exeter: Learning Matters Ltd.

Petty, G. (2004) Teaching Today. 3rd Edition. Cheltenham: Nelson Thornes Ltd.

Minton, D. (2005) teaching skills in further and adult education. 3rd Edition. London: Thompson.