Lesson 2

Roles of ICT for Teaching and Learning

Are students of today interested to use technology in order to learn? Do teachers have the
skills to use technology to enhance their teaching? With the 4th Industrial Revolution, nobody can deny the
influence of Information and Communication Technology (ICT) in our lives. AS a future teacher of the 21 st
century, it is high time that you prepare yourselves to integrate technology in your classrooms. Using
technology is a tool and a catalyst for change. What then are the roles of ICT for teaching and learning?

Explore

As teaching and learning go together, let us explore what would be the roles of ICT for teachers and
teaching and for learners and learning.

TECHNOLOGY AS A TUTOR

The computer is one of the wonders of human ingenuity, even its original design in the 1950’s carries
out complicated mathematical and logical operation. With the invention of the microcomputer (now also
referred to PCs or personal computers), the PC has become the tool for programmed instruction.
Educators saw much use of the PC. It has become affordable to small business, industries and
homes. They saw its potential for individualization in learning, especially as individualized learning is a
problem since teachers usually with a class of forty or more learners. They therefore decided strategies to
use computer to break the barriers to individualized instruction.

It should be made clear, however, that then computer cannot totally replace the teacher since
the teacher shall continue to play the major roles of information deliverer and learning environment
controller.

Computer-assisted instruction (CAI)

The computer can be a tutor in effect relieving the teacher of many activities in his/her personal role as
classroom tutor. It should be made clear, however, that then computer cannot totally replace the teacher
since the teacher shall continue to play the major roles of information deliverer and learning environment
controller. Even with the valuable computer and CAI software, the teacher must:
➢ ensure that students have the needed knowledge and skills for any computer activity.
➢ decide what the appropriate learning activity
➢ plan the sequential and structured activities to achieve objectives.
 ➢ evaluate the student’s achievement by ways of tests the specific expected outcomes.

On the other hand, the students in CAI play their own roles as learners as they:
➢ receive information
➢ understand instructions for the city mother activity.
➢ retain/keep in mind that information and rules for the computer activity.
➢ apply the knowledge and rules during the process of computer lading.

During the computer activity proper in CAI the computer, too, plays its role as it:
➢ acts as sort of tutor (the role traditional played by the teacher)
➢ provides a learning environment.
➢ delivers learning instruction.
➢ reinforces the learning through drill-and- practice.
➢ provides feedback.

Today, educators accept the fact that the computer has indeed succeeded in providing an individualized
learning environment so difficult for a teacher handling whole class. This is so, since the computer is able to
allow individual students to learn at their own pace motivate learning through a challenging virtual learning
environment, assist students through information needed during the learning process, evaluate student
responses through immediate feedback during the learning process, and also give the total score to evaluate
the student’s total performance.

CAI Integrated with Lessons

The computer is a tutor in this new age of learning. It does not replace the teacher, although
it assumes certain roles previously assigned to teachers who now has to take the new role of
facilitator and guide.

CAI computer learning should not stop with the drill and practice activities of students. In effect, CAI
works best in reinforcing learning through repetitive exercises such that students can practice skills or
knowledge in various subject areas. Common types of drill and practice programs include vocabulary
building, math facts, basic science, and history or geography facts. In these programs, the computer presents
a question problem first and the student is asked to answer the question/problem immediate. Immediate
feedback is given to the student’s answer. After a number of practice problems and at the end of the exercise,
the students get a summary of his overall performance.

In integrating computer programs in instruction, use tutorial software associated with cognitive
learning. While practice exercise or learning by being is still the heart of each tutorial, the tutorial software
should:

• be able to teacher new content/new information to students (in as much as CAI provides on old or
already learned content)
• provide comprehensive information on concepts in addition to practice exercises.
• can effectively used for remediation, reviewing, or enrichment.
 • allow the teacher to introduce follow-up questions to stimulate student’s learning.
• Permit group activity for cooperative learning.

Simulation Programs

Simulation software materials are another one of software that are constructivist in nature. This
simulation software:
• teaches strategies and rules applied to real-life problems/situations.
• asks students to make decision on models or scenarios.
• allows students to manipulate elements of a model and get the experience of the effects of their
decisions.

An example of such software is SimCity in which students are allowed to artificially manage a city
given an imaginary city environment. Decision-making involves such factors as budget, crime, education,
transportation, energy resources, waste disposal, and business/industries available. (Note: software may or
may not be available in local computer shops. Still concept learning is helpful).

Instructional Games

While relating to low-level objectives (e.g. basic spelling or math skills), instructional games add the
elements of competition and challenge.
An example is GeoSafari which introduces adventure activities for Geography History and Science.
The program can be played up to four players to form teams. Learning ounces can be achieved along simple
memorization of information, keyboarding skills cooperation and social interaction.

Problem Solving Software

These are more sophisticated than the drill and practice exercises and allow students to learn and
improve on their problem-solving ability. Since problems cannot be solved simply by memorizing facts, the
students have t empty higher thinking skill such as logic, recognition, reflection, and strategy-making.

Multimedia Encyclopedia and Electronic books

The Multimedia Encyclopedia can store a huge database with texts, images, animation, audio and
video. Students can access any desired information, search its vast contents, and even download/print
relevant portions of the data for their composition or presentation. An eyewitness Children’s Encyclopedia.
Electronic books provide textual information for reading, supplemented by other types of multimedia
information (sounds, spoken words, pictures, animation). These are useful for learning reading, spelling and
word skills. Examples are Just Grandma and Me animated books storybook which offer surprises for the
young learner’s curiosity.

Conclusion

The computer is a tutor in this new age of learning. It does not replace the teacher, although it
assumes certain roles previously assigned to teachers who now has to take the new role of facilitator and
guide.
 Computer activities are not also the end-all of learning since they have to confirm to the
lessons/curriculum. Integrating computer exercises is the new task of the teacher who can find in the
computer and computer software an alternative medium to the traditional classroom practice of delivering
information and supporting learning activities.
In the years ahead, we shall see the computer in schools as a common tool for the enhancement of
the student’s thinking, communication and collaboration skills. Computers will become an integral component
of the future classroom and not a mere machine that can deliver routine drills and exercises.
Computer may serve as a tutor in learning but it will not happen that the computer will replace the
teacher in schools. Teachers are the one who impart the knowledge from the resources to the students as
well as the teacher is the one who control and facilitate the classroom.