Understanding ICT: Some Basic Concepts

Technology
 from the greek word “teknologia” meaning systematic treatment or craft (The New Book of Knowledge, 2007)
 technology as the apparatus, methods, and systems to carry out an enterprise or purpose (Greenwood
Dictionary of Education, 2003)
 technology is a medium of change, a toll, and a catalyzer
 technology serves as a bridge between research and theoretical explorations and real-world problems (Newby,
2000)

Information and Communication Technology

 electronic tools
 information-handling tools
 transmission and exchange of data
 managing and processing information
 Diverse set of technological tools

Six Components of ICT

1. Cloud computing - Describes data centers available to many users over the internet
2. Software- Applications used to do tasks in the computer
 2 main categories: Application Software (used for specific need), System Software (used to run the
hardware)
3. Hardware- Refers to the physical elements comprising a computer or electronic system
4. Digital Transactions- Defined as “paperless”, online or automated transactions
5. Digital Data- Other forms of data using specific machine language systems that can be interpreted by various
technologies
6. Internet Access- Process of connecting to the internet using technology gadgets

Educational Technology
 Improvement of the learning process
 Study to facilitate learning and improve performances
 Systematic way to design, to carry out, and to evaluate the teaching-learning process
 The practice of using methods and resources in education
 Iterative process to design instruction or training for the improvement or performance
 Field involved in facilitating human learning through systematic identification, development, organization, and
utilization

Instructional System
Loughary (1968)
1. Defining learning objectives
2. Determining specifications for a system that would meet the objectives
3. Designing a system based on the specification
4. Developing the system
5. System debugging
6. System implementation and evaluation
Lee (1975)
1. Analysis of system requirements
2. Definition of education or training requirements
3. Development of objectives and tests
4. Planning, development, and validation and instruction
5. Conduct and evaluation of instruction

Glaser (1962)
1. Instructional Goals (system objectives)
2. Entering Behavior (system input)
3. Instructional Procedures (system operator)
 4. Performance Assessments (output monitor)
5. Research and Development Logistics (analysis and evaluation)

Technology Tools
 Software used to develop or support online course content

Scope of Technology in Teaching and Learning (Ballado, 2012)

1. Instructional Technology - concerned with instruction rather than management on schools
2. Instructional Media - communication between teachers and the learner which carry educational purposes
3. Instructional Aids - provide to help to make the teaching-learning situation effective
4. Audio-Visual Aids - employs multi-sensory experience
5. Instructional Materials - used to aid in teaching are tangible, either tools or equipment

Roles of ICT in Teaching for Learning

Hawk Ridge (1990) identified 4 main reasons for schools to adopt ICT
1. Social
2. Vocational
3. Pedagogical
4. Catalytic
He also highlighted 3 potential reasons
1. The IT industry’s influence
2. Cost-effectiveness
3. Special needs benefits
The Teacher’s Roles in an ICT-Let Classroom
Teacher’s roles shift from being transmitter of knowledge and primary source of information
To a learning facilitator, collaborator, coach, knowledge, navigator, and co-learner and one who can direct more
choices and responsibilities for student’s own learning
Important Roles Of 21st Century Teachers
 As a facilitator
 As a knowledge provider
 As a guide
 As a trainer
 As a capacity builder
 As a keen observer
 As a learner
 As a team member
The Roles of a Student in an ICT-Let Classroom
Students’ roles shift from passive recipient of information
To active participant in the learning process and a good collaborator with other learners
Characteristics of Learning
 Learning through active engagement
 Learning through participation in groups
 Learning through frequent interaction and feedback
 Learning through connections to real-world context
Teaching-Learning Process in an ICT-Mediated Classroom
1. Effect on the quality of student work
2. Improvement of penmanship and language skills through word processing
3. Students work at their own pace suitable to their needs
4. Promotes learning in groups
5. Promotes peer learning
6. Develops skills in communicating to various audiences
7. Provides impact on access to resources and real word information
 8. Enhances authenticity of learning task
9. Augments learner motivation
10. Promotes independent learning
11. Furnishes students more control
12. Production of multimedia tools of high-quality
13. Transform teachers’ instructional practices and assessment tools
14. Boosts opportunities for the advancement of learning through students’ experiences
15. Can enhance students’ commitment to learning
16. Can enhance students’ higher-order thinking skills

How Computers are used in Classroom

 Gaming Tool
 Teacher tool
 Research tool
 Communication tool
 Training tool for repetitive tasks
 Teaching tool for repetitive tasks
 Teaching tool for development of thinking skills
 Teaching tool for computer use in itself

Limitations in the Use of Technology

1. Over-reliance on ICT hampers students’ critical thinking skills

2. Students often have only a superficial understanding of the information they download
3. Computers -based learning has negative physical side-effects such as poor vision and stiffness problems
4. Students may be easily distracted from their learning and may explore unwanted sites
5. Students tend to neglect useful learning resources in exchange for the ease in accessing resources
6. Students tend to rely on copying documents and just pasting them as is
7. Students may have less chances to practice oral and written skills
8. Weak students may not develop habits of working independently

Identified Limitations as Expressed by Teachers

1. Indifferent attitude of teachers towards ICT use

2. Hesitation to use ICTs in classrooms
3. Lack of skills in the use of ICTs
4. Lack of self-confidence in using ICT.
5. Lack of training in the implementation of ICT in schools
6. Poor scientific deposition

ICT Policies in the Educational System

The National ICT Ecosystem is comprised of several independent framework elements:
 Standards, Regulation, and Policies
 Human Capital
 Affordable Access and Devices
 Platforms
 Infostructure/Infrastructure

Levels of Technology Integrations Ham et al. (2002) categorized levels of ICT integration into three, namely:
 Curricular Integration
 Spatial Integration
 Pedagogical Integration

UNESCO (2002) identified approaches to applying ICT in Education These four stages describe the ICT integration
practices of school.

Digital Natives: Learners of the Digital Age

Digital Natives -generation of students, individuals who spent their entire lives surrounded by and using tools of the
digital age.

Digital Natives
1. Avoiders - not attracted to digital technologies and social networking, who have phones but do not use emails
and social media accounts
2. Minimalists - minimally use technology and only perceive it as necessary
3. Enthusiastic participants - enjoy technology and gadgets, have more than one social media account , thrive on
instant communication, and turn to Google when they want to know something.

Digital Immigrants
1. Avoiders - prefer a relatively minimal to technology-free lifestyle
2. Reluctant adopters - who accept and try to engage with but feel unintuitive and hard to use technology
3. Enthusiastic adopters - who have the potential to keep up with the digital natives

Digital Divide
 Gap between individuals with access to modern information and communication technology and those without
access
1. Economic Divide - in the fact that some people cannot afford a computer
2. Usability Divide - some people are not literate enough to use technology
3. Empowerment Divide - lack of initiative and skill to take matters in their own hands
5 factors that affect the digital divide
1. The existence of physical infrastructure for transmission
2. The availability of connection equipment such as a computer, modem, and access line
3. Training in the use of computers and the internet
4. Intellectual capacities and the social insertion of users
5. The production and use of specific contents adapted to the needs of the diverse segments of the population

Digital Literacy Skills

Digital Literacy
 Ability to find, evaluate, utilize, share, and create content using information and communication technologies
and the internet

Principles of Digital Literacy

1. Comprehension - ability to cite implicit and explicit ideas from the media
2. Interdependence - refers to how one media form connects with another, potentially, metaphorically, ideally, or
literally
3. Social Factors - refers to sharing timely and relevant data within relevant networks
4. Curation - refers to the storage and organization of data in accessible ways

Components of Digital Literacy

1. Critical thinking
2. Online safety skills
3. Digital culture
4. Collaboration and creativity
5. Finding information
6. Communication and netiquette
7. Functional skills

21st Century-Skills Framework

1. Information Literacy
1.1 Access and Evaluate Information
1.2 Use and Manage Information
2. Media Literacy
2.1 Analyze Media
2.2 Create Media Products
3. ICT (Information, Communication, and Technology) Literacy
3.1 Apply Technology Effectively

Improving Lives Through Digital Literacy

1. Make connections
2. Save time and money
3. Increase safety
4. Get a job
5. Be entertained
6. Be updated in real-time
7. Get information on a global scale
8. Close the digital divide
9. Create an online presence
10. Understand your digital footprint
11. Learn faster and teach others
12. Become a digital citizen
13. Lifelong learning
Digital Citizenship

Dale’s Cone of Experience

TPACK
TPACK Framework
The whole model is divided into 7 domains:
(3 main components of teachers' knowledge)
1. Content
2. Pedagogy
3. Technology
(interactions between and among the 3)
4. Pedagogical content knowledge (PCK)
5. Technological content knowledge (TCK)
6. Technological pedagogical knowledge (TPK
7. TPACK (technological, pedagogical, and content, knowledge)

Content Knowledge
 Knowledge about the subject matter to be learned or taught
Pedagogical Knowledge
 Knowledge about the processes and practices or teaching and learning methods
Technology Knowledge
 More than the traditional notion of computer literacy
Pedagogical Content Knowledge
 Knowledge of pedagogy applicable to teaching specific content
Technological Content Knowledge
 Understanding if how technology and content influence and constrain one another
Technological Pedagogical Knowledge
 Understanding how teaching and learning might change when specific technologies are employed in specific
ways

SAMR Model
Substitution - technology is used to substitute for traditional tool or task
Augmentation - technology acts as a direct substitute with functional improvement
Modification - technology allows for significant task
Redefinition - technology enables the creation of entirely new task

Bloom’s Digital Technology

set of three models used to classify educational learning objectives – the cognitive, affective, and psychomotor
domains.

In the 1990’s, a former student of Bloom, Lorin Anderson with David Krathwohl, revised Bloom’s Taxonomy and
published Bloom’s Revised Taxonomy in 2001, with the title A Taxonomy for Teaching, Learning, and Assessment.
 Terminology - The names of the six levels of cognitive domain were changed from the “noun” form to the
“verb” form.
 Structure - The revised taxonomy moves the “evaluation” level down, and the highest level becomes “creating”
 Emphasis - revision emphasizes using the taxonomy to align curriculum planning, instructional delivery, and
assessment. The revised version is more universal and easily applicable to secondary and adult training.

ASSURE Model
ASSURE model, developed by Heinich, Molenda, and Russel in 1993, is an instructional design guide that integrates
technology and multimedia to enhance the learning environment from a constructivist perspective

 (A)Analyze learners.
 (S) State objectives.
 (S) Select methods, media, and materials.
 (U) Utilize technology, media, and materials.
 (R) Require learner participation.
 (E) Evaluate and revise.

Gagne’s Nine Event

 Robert Mills Gagne was an American psychologist best known for his learning conditions.
 One of the most contributors to the systematic approach to instructional design.
 Gagne’s instructional design mode is focused on the learning outcomes.
GAGNE’S NINE EVENTS
PREPARATION
1. Gain the attention of the learners (Reception)
 Stimulate students with novelty, uncertainty & surprise.
 Pose thought-provoking questions to the students.
 Have students pose questions to be answered by other students.
2. Inform Learners of the objectives
 Describe required performance.
 Describe criteria for standard performance.
 Learners establish criteria for standard performance.
3. Stimulates recall of prior learning
 Ask questions about previous experience.
 Ask students about their understanding of the previous concepts.
INSTRUCTION AND PRACTICE
4. Present the stimulus (selective perception)
 Present Vocabulary
 Provide examples
 Present multiple versions of the same content, e.g., video, demonstration lecture, podcast or group work.
 Use a variety of media to address diff learning preferences.
5. Provide learning guidance
 Provide instructional support as scaffolds (clues, hints, prompts)
 Model varied learning strategies
 Use example and non examples
 Provide case studies
6. Elicit Performance (Responding)
 Elicit learner activities
 Elicit recall strategies
 Facilitate learner elaborations
 Help students integrate new knowledge
7. Provide Feedback (Reinforcement)
 Confirmatory feedback
 Corrective & remedial feedback
 Remedial feedback
 Informative feedback
 Analytical feedback
ASSESSMENT AND TRANSFER
8. Assess Performance (Retrieval)
 Pretest for mastery of pre requirements
 Use a pretest for end point knowledge or skills
 Embed questions through instruction through oral question/quizzes
 Include objective or criterion referenced-performances, which measure how well a learner has learned a
topic.
 Identify normative-referenced-performances, which compare one learner to another learner
9. Enhance Retention and Transfer (Generalization)
 Paraphrase content
 Use metaphors
 Generating examples
 Create concept maps or outlines
 Create Job-aids, reference, templates, or wizards.

ADDIE Model
 a systematic approach
 Model of the Instructional System Design (1950s)
 developed by the US air force

Analysis: the good-setting stage. Focus on the target audience.

Design: determines tools used to measure performance.
Development: project’s methodology is produced and tested during the development stage.
Implementation: reflects the program's continuous modification to ensure maximum efficiency and positive results.
Evaluation: to establish whether the objectives have been reached and what will be needed going forward to increase
the project's effectiveness and success rate.
Merrill’s Principles of Instruction
MARRINER DAVID MERILL
 He created of Merrill’s principle of instruction
 Professor of Emeritus at Utah University
 He is also education researcher specializing in instructional and technology

Five Principle
1. Task Learning-refers to the process of solving problems that are commonly encountered in the real world
situation
2. Activation - involves helping student to connect new information to their existing knowledge
3. Demonstration- is leading students through different representations of the same phenomena through extensive
media use, pointing out differences, and providing key information.
4. Application- use of new knowledge in a problem-solving task
5. Integration- student’s applying and adapting new knowledge