Impact of using ICT/wireless in education
Information and Communication Technology (ICT) has been proven to be a very important aspect of the teaching learning process. Numerous studies show that the quality of learning [e.g. Davis et al. (1997)] can be significantly enhanced when ICT is integrated with teaching. Research done by Bransford et al, (1994] showed that ICT can enhance critical thinking, information handling skills, the level of conceptualization, and problem solving capacity. This novel technology is supposed to add value to education and to support more effective pedagogy by providing knowledge for learners and by enhancing communication that promotes learning (Privateer, 1999). Gregoire, Bracewell, and Laferriere (1996) also noticed that the opportunities for networking and collaborative learning indicate that several principles or theories, which promote learning, can be more easily integrated in teaching. It has been identified that “The newest technological revolution” is the convergence of mobile, handheld and wireless communication technologies (Wills, 2001). All the technology has it own impact towards education.
Mobile phones are available in the wide varieties of capabilities. The growing popularity of mobile phones are because of its small size, personal assistance, pre-installed application for basic function, WAP enabled, connectivity such as Bluetooth, Wi-Fi and GSM, Real player, e-book, dictionary, and extra memory for future applications. The mobile phones are easy to use and handle. The menus are designed and located as text, graphics and icons by which one can easily recognize the associated function. Mobile learning enhances the mode of learning as learning becomes easy. The process of learning can be anytime and anywhere. In mobile learning the role of instructor changes from transmitter of knowledge to supervisor of learning resources. For the growth of mobile learning paradigm E-learning community must target on the issues related to the performance, quality and productivity rather than traditional lecture style training or courseware.
Besides mobile learning, other ICT being used in education is E-learning. E-learning technology offers a wide range of new opportunities for development of education. The advantages of the use of E-learning are numerous. One of the advantage is students can follow a course from any place in the world and at any given time so it give independence of time and space for student to learn. Then course materials can be reused and rearranged. E-learning offer opportunities for teachers to give online lectures and offer opportunities for students to follow courses and collaborate online. Learning objects provide the opportunity for teachers and students to reuse and rearrange learning materials in different orders.
As we know when using online learning it will provide lack of face-to-face contact. Learning through online learning has difficulty to see, hear or response in a face-to-face situation. Online teachers cannot observe their students, cannot see and interpret their facial expression or note signs of inattention. Feenberg (1998) and Harisim; Hiltz, Teles, and Turroff (1995) make the strongest possible case in favour of online teaching, arguing that the lack of face-to-face contact makes no difference to achieving successful learning and that the quality of online teaching is indeed superior to its face-to-face counterpart. The learners has to become less of passive and more of an active participant in the learning process to take full advantage of the educational opportunities available in the online environment. The online environment offers excellent possibilities for placing students at the centre of learning. Learners are being encouraged to take part by writing comments and summarizing tutorial conference proceedings. Through active participation learners provide valuable comments and feedback to fellow learners, which enhances learner-to-learner interactivity.
Online learning requires that learners take an active part in the learning process and participate by posting up their ideas, responding to colleagues and sharing their thoughts and views. Participation requires such intellectual activities on the part of the learner as formulating initial ideas, considering responses, replying to colleagues’ comments and reflecting on ideas in the light of contributions to the discussion. Active participation, with its requirement to formulate and present ideas coherently, enhances the learning process and increases learners’ comprehension and writing skills. Online learning also contribute to creative thinking that required learners to make prediction and hypothesis about situation, as well as to experiment with ideas and communicate results. Learners must do research about their topic given, formulate their ideas and present their findings for comment and review. Learners need to explain with supporting evidence for their findings.
In conclusion using ICT can give good impact rather than bad impact. Malaysia has a big vision, known as VISION 2020. It calls for sustained, productivity-driven growth. This vision will be achievable with a technologically literate and critically thinking workforce who is prepared to participate fully in the global economy (Government of Malaysia, 2006). In line with the country’s vision, the Ministry of Education of Malaysia (MOE) has initiated the transformation of the nation’s educational system whereby ICT has become a central concept in Malaysian educational system.
REFERENCES
1) Ab. Rahim Bakar, Shamsiah Mohamed_Universiti Putra Malaysia, Malaysia: Teaching using information and communication technology: Do trainee teachers have the confidence?
2) Dalsgaard, Christian, Institute of Information and media Studies_University of Aarhus _Helsingforsgade 14_DK-8200 Aarthus N, Denmark; Pedagogical quality in e-learning , Designing e-learning from a learning theoretical approach.
3) DOAJ-Directory of open access journals: International Journal of Education and Development using ICT > vol 4, No.1 (2008)
4) Journal of Information Technology Education Volume 3, 2004, Standfield, Mark, McLellan, Evelyn and Connolly, Thomas_University of paisley, Paisley, Scotland,UK : Enhancing Student Performance in Online Learning and Traditional Face-to-Face Class Delivery.
5) Journal of Information Technology Education Voloume 2, 2003, Trkman, Peter and Baloh, Peter_Faculty of Economics_University of Ljubljana, Ljubljana, Slovenia : Use of a Model for Information Technology Education.
