TECHNOLOGY IN EDUCATION : EXPLORING 21ST CENTURY LEARNING

  Prof.Madaya Dr. Ruhizan Mohammad Yasin Faculty of Education Universiti Kebangsaan Malaysia

  1

  Framework for Sustainable Development Economic Development Education for Sustainab le Developm ent (ESD) Environment Social Wellbeing

  Three Major Global Trends Affecting Tvet Educators For The Next Generation

  TECHNOLOGY IN EDUCATION : EXPLORING 21 ST CENTURY LEARNING

A Chronology of Learning Technology Years Description

  1450 Johannes Gutenberg introduce the frst western printing press 1840 First correspondence study (a secretarial program focused on teaching shorthand) 1900s Audio recording 1920s Radio stations 1930s Television

1960s Satellite, pre-world wide web internet (text

based databases and discussion boards) 1980s Fibre optic, audiovisual tech/CD-Room

  1990s - present World Wide Web

  (Hofmann, 2006)

  

Applications of Computer-oriented Approach

Computer- Assisted Learning (CAL) Multimedia- Based Instructional Software Web-based Instruction FEATURES

  Interactivity, Flexibility, Learner- centered

  Interactivity & Multi model Instruction

  Interactivity & On-Demand Instruction

  Drill & Practice, Tutorials, Simulation and Instructional Games

  Hypermedia, Hypertext;

STYLES

  2D/3D Simulation & Modeling

  Computer- supported Collaborative Learning Environment

  Self-paced Instruction

  Self-paced Instruction

  Asynchronous & Synchronous Virtual Classroom

USAGE

Changes in Media Applications From

To

  Single Sense Stimulation Multi Sensory Stimulation

  Single Media Application Multimedia Application

  Delivery of Information Exchange of Information

  Monologue Communication Dialogue & Collaborative

  

Analogue Resources Digital Resources

Changes in Learners’ Roles From

To

  Passive Learner Active Learner Reproducer of Knowledge Producer of

  Knowledge

Dependent Learner Autonomous Learner

Solitary Learner Collaborative Learner

Changes in Curricula & Delivery From

To

  Memorizing Facts Inquiry Based Artifcial Teaching Exercises Authentic Learning Rigid Delivery (Fixed Time & Space)

  Open & Flexible Delivery (Anytime & Anywhere) Single Path

  Progression Multi Path Progression Traditional Based Competency Based

Potential of ICTs in Teaching Technology Method of Application by Teachers Potential

• Improved Resources for teaching abstract concepts, Teaching Practice complex systems, problem solving and basic skills and Learning Resources for group work and collaborative inquiry •

  Building and maintaining a class or course Website • Adaptable to various student learning styles and

• special needs Using ICT in preparing quizzes and exams for
• students Improve teaching practice: Use ICT to improve
• teachers’ subject knowledge and improve pedagogical practices, and to assist teachers in planning objectives, structuring lessons.

  Assisting with Preparing lesson plans: Online databases, CD- • Daily Tasks ROMs, videodiscs, and other electronic sources

  Help teachers create, customize, and update • lessons.

• Tracking student progress: Grade book programs and databases to update student profles and

Potential of ICTs in Teaching Technology Method of Application by Teachers Potential

  Enhancing Just-in-time training and support: Satellite, video,

• Professional cable, or computer access to new ideas, master Development and teachers, and other experts for training and Mentorship follow-up
• Distance learning technologies for courses not

  Formal courses and advanced degrees:

• available locally.
• Using ICT in communication with colleagues: Online contact with teacher colleagues and other experts; exchanging materials and lesson plans
• Preparing New Models of efective teaching: Video can take Teachers prospective teachers into classrooms to watch efective teachers in action. Computer and video simulations and case studies: • Give prospective teachers practice solving • teaching challenges in a nonthreatening environment Electronic networks:
• Table: Potential of ICTs in Teaching (Evoh , 2009)

Integrating ICT in Teaching and Learning

  CAI‐Multimedia‐E‐ leaning‐ U‐learning‐M‐learning

  Interactive‐ Flexible‐ Multi Sensory‐ Engaging‐ Collaborative

  Source :UNEVOC (2011)

  Source :UNEVOC (2011)

  The Conceptual Framework For The Design, Implementation, Monitoring And Evaluation Of ICT Projects In Education

  

Figure : The Conceptual Framework For The Design, Implementation, Monitoring And Evaluation

  Flowchart Of The Design Methodology Of Interactive Applications.

  

Figure :Flowchart Of The Design Methodology Of Interactive

Applications (Cortizo, 2010).

Key Concepts Of ICT Literacy

  Basics Be able to open software, sort out and save information on the skills computer and other simple skills in using the computer and software. Download Be able to download different information types from the internet Search Know about and be able to get access to information navigate Be able to orient oneself in digital network, learning strategies in using the internet. Classify Be able to organise information according to a certain classification scheme or genere Integrate Be able to compare and put together different types of information related to multimodal texts

Key Concepts Of ICT Literacy

  Evaluate Be able to check and evaluate if one has got the information one seeks to get from searching the internet. Be able to communicate information

  Communicate Be able to communicate information and express oneself through different mediation sources Cooperate Be able to take part in net-based interactions of learning, and tahe part in networks Create Be able to produce and create different forms of information as multimodal texts, make web pages and so forth. Be able to develop something new by using specific tools and software. Remixing different existing texts into something new.

  Source: Erstad (2009)

Blended Learning

   Blended learning can be defined as an educational approach that combines different models of face to face and distance education and makes use of all technology types belong to educational studies. (Kose, 2010)

  face-to-face education blended learning e-learning

  

Figure : A diagram of the blended learning formed with face to face education and e-

learning (Kose, 2010)

  K Past, Present & Future

  Figure : Progressive convergence of traditional face to face and distributed environment allowing development of blended learning ( Graham, 2006)

Why Blended ? 1. Improved pedagogy

  2. Increased access and fexibility.

  3. Increase cost-efectiveness.

  Categories of Blended Learning System (Graham, 2006) Categori Description es

  Enabling Primarily focus on addressing issues of access and blends convenience for example, blends that are intended to provide additional fexibility to the learners or blends that attempt to provide the same opportunities or learning experience but through a diferent modality. Enhancin Allow incremental changes to the pedagogy but do not g blends radically change the way teaching and learning occurs. This can occur at both ends of the spectrum. For example, in a traditional face-to-face learning environment, additional resources and perhaps some supplementary materials may be included online.

  Transform Blends that allow a radical transformation of the pedagogy ing for example, a change from a model where learners are just blends receivers of information to a model where learners actively construct knowledge through dynamic interactions. These types of blends enable intellectual activity that was not

Example of Pedagogical Strategies For

  (Jung & Suzuki, 2006) Blended Learning Purposes of Blended Example of Effective Strategies Learning

• Creating small group debate/discussion teams
• Encouraging integration of classroom lectures and reading in debate and discussion.
• Assigning facilitator and wrapper.
• Integrating online activities in evaluation of student performance.
• Reducing classroom time during online activities.

  2. Knowledge • Inviting external expert to online classroom creation • Combining asynchronous and synchronous online interaction.

• Promoting anchored learning by requiring students to preview materials for online discussion.
• Integrating online activities in evaluation of student performance.
• Reducing classroom time during online activities.

Example of Pedagogical Strategies For (Jung & Suzuki, 2006) Blended Learning Purposes of Example of Effective Strategies Blended Learning 3. Information • Posting articles to read before each class begins

  Distribution • Posting materials used during class to review afterward.

• Tracking student viewing of articles and materials.
• Sending personal messages to students who do not check articles and materials 4. Efficient • Allowing electronic submission of assigments. Managment • Creating a list of standardized feedback • Combining standardized feedback with personal messages.

  Design Procedure For Blended Learning (Huang & Zhou, 2006)

  Blended Learning Model - Open University Malaysia (Kaur & Ahmad, 2006)

  Blended Learning Model - University of Bath U.K (Kelly, 2005)

  (Hofmann, 2010) Top 10 Challenges of Blended Learning Technical challenges 1.

  Ensuring participants can successfully use the technology.

  2. Resisting the urge to use technology simply because it is available.

  Organizational challenges 3.

  Overcoming the idea that blended learning is not as efective as traditional classroom training.

  4. Redefning the role of the facilitator.

  5. Managing and monitoring participant progress.

  Instructional design challenges 6.

  Looking at how to teach, not just what to teach.

  7. Matching the best delivery medium to the performance objective.

  8. Keeping online oferings interactive rather than just “talking at” participants.

  9. Ensuring participant commitment and follow through with “non-

  live” elements 10. Ensuring all the elements of the blend are coordinated.

  Potential uses of ICTs in TVET

  Source : UNESCO (2005)

  

Planning Model To Integrate Icts In TVET

  Source: The Conference Board of Canada as cited in Murray (2001, p. 26)

Planning

  

The planning phase involves the needs’ assessment of the organization

and learners in relation to the capacity of the teaching and learning technologies. The planning phase includes the following steps:

  

1. Develop a team: bring all key stakeholders together to ensure buy-in

and sound decision Making.

  2. Assess organizational needs: assess previous e-learning experience, and assess support for e-learning and determine benefts.

  3. Defne learners’ needs and expectations: establish benchmarks regarding computer literacy, language skills, access to information and communication technologies, and learning needs.

  4. Understand how e-learning is diferent: analyze the diferences

between e-learning and other traditional delivery approaches, such as

classroom-based, instructor-led training.

  

5. Defne the work processes to be involved in e-learning: determine the

work processes, programmes, or courses within which e-learning will

be integrated, and how technology will be used.

  6. Assess and leverage existing ICTs: assess existing infrastructure, equipment, courseware, e-learning experience, and trainers and employee ICT literacy.

Building

  The purpose of the Building phase is to develop an e-learning model complete with external vendors, suppliers and outcome measures to assess programme success as described in the following steps:

  1. Assess the vendor market and products: develop criteria for assessing vendors of e-learning products.

  

2. Research e-learning options by content, technology, and service: assess proposal of

content providers, technology providers, and service providers; examine programme

requirements to determine if content should be developed internally or externally.

  3. Develop measures: identify key success factors and develop an evaluation plan.

  4. Involve employee in content development: engage employees in the content development; they can be provided with a template that they can populate with their knowledge.

  

5. Re-purpose content with caution: assess existing instructional materials that can be

used and packagedso they can fully beneft from the interactive possibilities of e- learning delivery.

  

6. Leverage equipment supplier training: develop partnership with equipment supplier

to gain access to existing e-learning packages.

  7. Partner with other organizations: develop partnership with other institutions/organizations to gain ccess to existing e-learning packages.

  8. Don’t bite of more than you can chew: begin with a small-scale project that can demonstrate the success of e-learning

  Integration This phase is designed to promote e-learning to administrators, instructors, and learners, providing professional development as required and collecting data as the process evolves.

  

1. Integrate, do not implement: implementation is a top-down approach, integration is

a more collaborative approach that can assist in building a successful e-learning community.

  

2. Develop e-literacy: develop an e-literacy programme to assist learners in becoming

familiar with ICTs.

  3. Provide adequate ICTs: ensure the availability and accessibility of ICTs in sufcient quantities.

  4. Train the trainers: integration of e-learning requires a unique skill set, provide adequate training to instructors.

  

5. Track, link, and measure: use all data collected to monitor the success of e-learning.

  6. Provide time to learn: time is a barrier to e-learning, it is imperative to provide adequate time to all.

  7. Develop mechanisms for content management and upgrading: establish a system to manage and update content.

  8. Communicate: communicate the importance of e-learning to all stakeholders.

  

9. Build communities: build e-learning communities on the basis of specifc knowledge

or content areas to solve problems, learn together, and construct and share knowledge.

Improvement

  This phase of the e-learning integration process focuses on improvement by researching new technologies, approaches, strategies, and techniques.

  1. Check and evaluate: analyse all data collected to identify strengths, weaknesses, successes, and failures.

  2. Determine improvements: identify areas of e-learning needing improvement.

  3. Assess and integrate new technologies: keep abreast of technological development in e-learning and integrate technologies that facilitate and enhance learning.

  4. Scale up or out: successful organizations or institutions can at this point develop external partnerships to sell their training programmes in order to recover their e-learning investments.

  Cost Implementation Of Ict−mediated Teaching And Learning In Tvet

Toolkit to plan the ICT communication strategy in TVET

  Source : UNESCO (2005)

   Who – Person who is responsible for delivering the communication.

   What – The type of communication that must be delivered. 

  Why – The purpose of the communication plan, i.e. to establish and enforce a contract for communication.

   Where – The location where the recipient will fnd the communication.

   When – The time and/or frequency at which the communication will be delivered.

  

Examples Web 2.0



  Moodle, 

  Jomla, 

  Wikis,  facebook,

   skype,

   slideshare,

   youtube

   etc.

CONCLUSION

  

Globalization & knowledge society, climate

change and sustainable development as well as ICT revolution, paint a big picture of the emerging roles of teachers and learners

in an equally emerging learning and work

environment.

  

  

ICT development plays role of catalyst for

such educational reform.

  

Web 2.0 and 3.0 ofer platform for blended

learning to assist the learning of Y generation.

  

dr_ruhizan@yahoo.com