Unit III: ICT in Open Learning and Distance Education
* Concept of ICT, Integration of ICT in the teaching-learning process.
* Instructional design: Personalized System of Instruction (PSI), Learner Controlled Instruction (LCI), Computer Aided Instruction (CAI)
* Learning Management System (LMS) and Content Management System (CMS)
* Blog-based learning and teaching, and Applications of Artificial Intelligence
1.
Concept of ICT
Information
and Communication Technology (ICT)
in education is a comprehensive concept that goes beyond just using computers.
It represents the convergence of several technologies that allow for the
manipulation and transmission of information.
- Multifaceted Definition: It includes the
"Old" ICTs (radio, television, telephone) and the
"New" ICTs (computers, the internet, wireless networks, and
software applications).
- Information Literacy: At its core, the concept
involves the ability to identify, locate, evaluate, and use information
effectively. For an educator, this means moving from being a "source
of knowledge" to a "facilitator of information."
- Technological Infrastructure: This involves the hardware
(the physical devices), software (the programs and applications), and
"humanware" (the skills and knowledge of the people using the
technology).
Integration
is the functional use of ICT to achieve specific learning objectives. It is a
process of "infusion" where technology becomes an invisible but
essential part of the classroom, much like a pen or a chalkboard.
A. The
TPACK Framework
To
understand integration in detail, educators often look at the TPACK
model, which suggests that effective ICT integration requires a combination of
three types of knowledge:
- Content Knowledge (CK): The actual subject matter
being taught.
- Pedagogical Knowledge (PK): The methods and processes of
teaching.
- Technological Knowledge (TK): The knowledge of how to use
the tools.
- The Sweet Spot: True integration happens at
the intersection of all three, where technology specifically enhances the
teaching of a particular subject.
B.
Levels of Instructional Integration
Integration
usually progresses through specific stages:
- Substitution: Technology acts as a direct
tool substitute, with no functional change (e.g., typing an essay on a
computer instead of writing it by hand).
- Augmentation: Technology acts as a direct
tool substitute, but with functional improvements (e.g., using built-in
dictionaries and spell-checkers while typing).
- Modification: Technology allows for
significant task redesign (e.g., students collaborating on a single
document from different locations).
- Redefinition: Technology allows for the
creation of new tasks that were previously inconceivable (e.g., students
creating a documentary film or a virtual reality tour to explain a
concept).
C.
Impact on the Learning Environment
- Constructivist Approach: ICT integration supports
constructivist learning, where students actively build their own
understanding through exploration and digital research rather than rote
memorization.
- Personalised Learning: Technology allows for
"adaptive learning," where software can adjust the difficulty of
a task based on a student’s performance, ensuring no student is left
behind or bored.
- High-Order Thinking: By automating basic tasks
(like complex calculations or data sorting), ICT allows students to focus
on analysis, evaluation, and creation—the top tiers of Bloom’s Taxonomy.