Education teaching and learning process education essay

Education principle and discipline process genteelness essayDifferent literatures were studied to define and to resign the importance of the different anchorwords as they bear on to the study as wellspringspring as to down a good background on the personate of knowledge. This surely provide be beneficial to the at a lower placestanding of the essence of ICT tools in Education as they ar simply referred as Educational applied science Tools. engine room is becoming an increasingly influential factor in in pee-peeation. The habituate of com nonplusing devices and mobile ph sensations as complements to educational practices argon very up-to-date increase in the argona as we are talking ab place online education. The fusillade of computer employ in different economic areas brought close to the ICT place in al nigh everything we do these days. The demand of sorely skills and understanding of school-age childs and Educators are imposing itself as a reality, also th e environment in which pedagogy and study is taking place is under constant change as well as the instruction of the students. It is important to none that, in regulate to set the context, gener every last(predicate)y speaking, in that location is no one accepted commentary of what constitutes engine room.Technology is the word associated with anything that aims to facilitate the gentlemans gentleman life through change. Ursula Franklin, in her 1989 Real World of Technology lectures defines engine room as a practice, the room we do things around here. The Merriam-Webster dictionary offers a definition of the term as the practical practical application of knowledge especi every(prenominal)y in a detail area and a capability given by the practical application of knowledge.2.2 Education, pedagogy and learn ProcessEducation from the Websters 1828 Dictionary read as follows The bringing up, as of a child, instruction organizeation of manners. Education comprehends both t hat serial publication of instruction and discipline which is intended to enlighten the understanding, correct the temper, and form the manners and habits of youth, and fit them for enjoymentfulness in their future stations. To give children a good education in manners, arts and science, is important to give them a religious education is indispensable and an immense responsibility rests on parents and guardians who die these duties.Education is a concept in which Instruction, Teaching and Learning are major pillarsInstruction refers to the facilitating of acquirement toward identified objectives, delivered either by an teacher or some different forms.Teaching refers to the actions of a real live teacher designed to im snap off scholarship to the student.Learning refers to scholarship with a persuasion toward preparing scholars with specific knowledge, skills, or abilities that potentiometer be applied immediately upon completion.For, education is any act or experience that has a formative pitch on the mind, character or somatogenic ability of an individual. In its skilful sense education is the process by which society deliberately transmits its amass knowledge, skills and values from one generation to some other. However there has al slip track been a discussion on the outlet of assuring continuity of passing on knowledge and a matter of fostering creativity, which propels the bookmans to the world of unknowns and forces the coming out of it with innovation and ingenuity. Both of these functions relate equ entirelyy to knowledge and attitudes, to understanding and behaviour. They are the essence of the training/ training process. We want creativity, but we want it to step to the fore from what is known and understood. We want continuity and that too from what is known and understood.Learning environments in schools typically touch on one or more than than than adult teachers affiliated with a number of students, ordinarily in well d efined physical settings. Physically it whitethorn be in a room, beat of extra furniture and equipment. The place of computers in accomplishment for the majority of children is nigh possible to guide in the classroom and, for an increasing number, at home. However, most experts in the field of educational computing would characterise computers as moveive and therefore admit them a place within the human race structures of the classroom learning environment, not just the physical environment.The syllabus is concerned withWhat is learned and taught includes objectives, content, and learning outcomes (the knowledge, skills and attitudes that students are intended to demonstrate).How this learning and commandment occurs concerns teaching/learning methodology, teaching strategies and media resources.Most teaching/learning methods and strategies involve the use of some equipment. some teaching methods may only include the use of a blackboard and chalk season others may k ick in use of a boob tube or bash projector. This equipment and its use within the class are lots referred to as educational applied science.2.3 Educational Technology and ICTEducational technology concerns the technology that is employ to facilitate the teaching/learning process. As very much(prenominal) it is include in the how lot of the curriculum. We could consider educational technology as the tools of the teaching trade, part of the medium apply to convey the curriculum. Thus the technology use is determined by the intended curriculum. Also part of the context of the curriculum concerns the government agency of the teacher, the physical setting and the general pedagogical controls of the teacher and education system. These are likely to affect the technology utilize and may involve the use of computers.Technology butt joint be seen to be affecting the curriculum both in hurt of content and methodology, there are a number of instances where the curriculum has be en changed due to changes in technology, invention of new technology has added content to the curriculum (e.g. technology based on electricity) or new technology has made parts of the content obsolete (e.g. using calculators sooner of logarithms for calculation). knowledge and communication technologies (ICTs) are a diverse set of tools and resources employ to communicate, create, disseminate, store, and manage knowledge. These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. Nowadays there is an increasing use up in how computers and the Internet can improve education at all aims. Older ICT technologies, such as radio and television, have for all over 40 years been used for open and distance learning. at that place is a human body of terminology that answer fors the ways computers are coordinated into the learning process and in the classroom technology-mediated learning, computer- assistanted instruction, dis tance education, distance learning, educational technology, home learning technologies, computer-based education, instructional technology, multimedia, communications systems, Web-based learning, educational multimedia applications, and computer-mediated communication etc are just a sample of those. This variability in terminology is not a matter of disagreement among researchers, but simply implies that technology is a word that is used to describe different things to different people. Technology is a term that is used by many a(prenominal) to describe, study, and evaluate the various ways computers are integrated into education, both inside and outside the classrooms.2.4 Integrating Technology in TeachingMoreover, there is no consensus about what constitutes technology in learning or teaching. However, the common link tends to be some use of the personal computer to aid teaching or learning in some form or fashion. These technologies run the continuum of integrating in education from entire courses put on the Web to technology integrated into a specific lesson. though most research studies focus on computer-based technology, there are other teaching and learning technologies that are not computer-based. These can include overhead projectors, document cameras, laser chargeers, robotics, television, VCR, DVD, demonstration equipment, sound systems, CDs, tape recordings, simulation machines, and models. some(prenominal) researchers still consider the traditional piece of chalk and chalkboard a type of technology.Many educators have argued that the appropriate use of ICT by students can assist teachers in determining and catering for the prior knowledge of students. Further, it is usually also argued that ICT can assist students in engaging cognitively to a greater depth with knowledge domains. That is students are embodyed in employing the full range of thinking skills within authencetic contexts. This is often discussed in terms of cognitive taxonomies s uch as that provided by Bloom (1964).Knowledge The assimilator moldiness recall information (i.e. bring to mind the appropriate material). erudition The disciple understands what is being communicated by making use of the communication.Application The prentice uses abstractions (e.g. ideas) in particular and concrete situations.Analysis The learner can take fire down a communication into its constituent elements or parts.Synthesis The learner puts together elements or parts to form a whole.Evaluation The learner makes judgments about the value of material or methods for a given purpose. mostly speaking, there is an assumption that technology fosters learning merely by its use in the educational process. Ehrmann (1999) sums up this assumption very nicely Technologies such as computers (or pencils) dont have predetermined impacts its their uses that influence outcomes. This recitement seems obvious, but many institutions act as though the mere presence of technology go forth im prove learning. They use computers to teach the same things in the same ways as before, yet they expect learning outcomes to be better. (p. 32)In his essay, Clark (1983) state succinctly media are mere vehicles that deliver instruction but do not influence student achievement any more than the transport that delivers our groceries causes changes in our nutrition (p. 445).if learning occurs as a result of depiction to any media, the learning is caused by the instructional method embedded in the media presentation. (p. 26)Further, he posited that different types of media could be substituted for each other, because media are not responsible for any learning that might take place. Media are not the causative agents in the learning process rather, instructional method is the active constituent or catalyst that causes learning to take place. In contrast to Clarks argument, Kozma (1994) believed that the more appropriate interrogative was not whether media do influence learning, but will they influence learning. He also contended that simply because we have not ceremonious a relationship surrounded by media and learning does not mean that one does not exist. He believed that, since we do not fully understand the relationship between media and learning, we have yet to measure it, and the failure to establish this relationship is caused in part by our theories of learning, or more specifically, behaviourism, with its basic assumption that a stimulus causes a response. Therefore, if the stimulus is not present, there is no possibility for response. Kozma (1994) explained that in Clarks view media are simply mere vehicles or conduits for an instructional method (stimulus) that elicit a response (learning). Kozma argues that learning is a much more complex process than just a series of stimulus-response marryions. Learning, in his view, is defined as an active, constructive, cognitive and well-disposed process by which the learner strategically manages availabl e cognitive, physical and social resources to create new knowledge by interacting with information in the environment and integrating it with information already stored in memory (p.8). Thus, in Kozmas view, since the definition learning has rised to be more of a constructive process, our measurement of this process mustiness evolve as well.Still others have argued for a complete reframing of the debate over technology and its effect on learning. Jonassen, Campbell, and Davidson (1994) believed that the Clark/Kozma debates focused too much on instruction and media and not enough on the attributes of the learner who ultimately constructs the knowledge.With all the various opinions on the relationship between technology and learning, it begs the question who is proper(ip)? It appears that each theorist brings an important perspective to the table. Clark is correct that technology has not necessarily revolutionized the process of learning.Technology has not helped humans develop a n ew way to learn. Learning is still something that is performed by the individual. However, in Clarks view, all an instructor would imply to do is embed the appropriate instructional method into his/her lesson and learning should take place.We know, however, despite many instructors best efforts and superior teaching abilities, learning does not always take place. Kozma is also correct that we must examine technology and learning beyond a behaviourist context. Learning is an intentional act (Jonnasen, 1994) and the human being doing the learning should not be discounted. Researchers have established that there is no significant difference between learning with technology in distance education courses and learning in a traditional classroom, but they do not discuss how human motivation is influenced by technology. This could be a very important lacking element in the debate.Which side you take in this debate work outs more often than not upon how you define learning. If you subscr ibe to more behaviourist views of learning, Clark will make more sense to you. If you conceive of learning as a more cognitive or constructivist process, you would be more likely to agree with Kozma or Jonnasen.From a pedagogical admission, Information-processing theories emerged from a branch of cognitive psychology that focused on the memory and storage processes that enable learning. Theorist in this area explores how a person receives information and stores it in memory. The structure of memory that allows the learning of something new, relate to and is built on something learned antecedently and also how a learner retrieves information from short-term and long-term memory and applies it to new situations. The well-known information-processing theorist, David Ausubel, proposed that the way a learner receives and stores information affects the usefulness of the information, for example, by transferring flowing learning to learning other skills.On the other hand, the model of th e behaviourist B.F. Skinner, infers that part of the Educators job is to modify the behaviour of students through positive reinforcement, thus under laying behaviour modification techniques in classroom management and programmed instruction. To this we may say that, the stimulus-response interaction between student and technology can be introduced through computers so as to aid instruction, by providing drills and practices on previously learned skills, from practice and tutorial software.The cognitive constructivist, Jean Piagets theory has deuce major parts one component that predicts what children can and cannot understand at different ages, and a theory of training that describes how children develop cognitive abilities. The observe implications to these are First, learning is an active process where direct experience, making errors, and flavour for solutions is vital for the assimilation and accommodation of information. The presentation of information is important, when it is introduced as an aid to problem solving. It functions as a tool rather than an isolated compulsory fact. Second, learning should be whole, authentic, and real. Thus, in a Piagetian classroom there is less emphasis on directly teaching specific skills and more emphasis is laid on learning in a purposeful context. Technology, particularly multimedia, offers a vast array of such opportunities, with the support of educational software on videodisks and CD-ROMs, Educators can provide a learning environment that helps to expand the conceptual and experiential background of the audience.The social constructivist, L. S. Vygotskys theory has much more room for an active and baffling Educator. He claimed that the central point of his psychological approach is mediation. Through mediation human cognitive emersion and learning as peers and other members of his community engages in relationships with the material and social environment. Thus the use of technology can be used to connect s tudents to each other via email, forum, newsgroups etc.Now, from here, which approach to choose? Which is best meet to enhance learning? What computer ironware or software to use? There is no right or wrong answers to these questions, acquiring hardware and software packages will partly resolve the problem. It is up to the Educator, who knows the lesson objectives, the expected results and the students, to choose which approach to use and what technology should result the approach. However the determination of the technologys worthiness for a given lesson could be answered by the following questionsIs the lesson content worthwhile? (Are there clear objectives, connected to standards or significant questions, etc?)Do the lesson activities engage students?How does technology enhance the lesson in ways that would not be possible without it?Educators should then look for the best means to facilitate a diversity of learning styles, and need to be competent observers of the social mili eu in which learners interact as well as knowledgeable about the content to which they longing to expose learners. Hence, educators development is absolutely essential if technology provided to schools is to be used effectively. Simply by placing computers in schools, providing internet facilities, spending on IT hardware and software, without financing the educator skipper development as well, is wasteful. Educators training of the use and application of technology is the key determining factor to improve student performance for both knowledge acquisition and skills development enabled by technology.Information technology professionals have an axiom that an unsupported technology is an unused technology. In an article for The Chronicle of Higher Education titled When Good Technology Means Bad Teaching, Jeffrey Young made the case that a sick supported technology is actually worse than no technology at all. He argued that giving teachers technology without training has often done more harm than good to teaching and learning. This is un doubtfulnessedly true. At the teacher aim without proper training and support the educators are faced withthe fear of doubt in front of pupils and colleagues, loss of status and an effective degrading of professional skills (Russell Bradley 1997)classroom management difficulties when using ICT, especially where pupil-to-computer ratios are poor (Drenoyianni Selwood 1998 cox et al. 1999)lack of the knowledge necessary to enable teachers to resolve technical problems when they occur (VanFossen 1999)Educational technology is not, and never will be, transformative on its own it requires educators who can integrate technology into the curriculum and use it to improve student learning. In other words, computers can not replace educators, as they are the key to whether technology is being used appropriately and effectively. They need to understand a subject enough to convey its essence to students. While traditionally this has involved lecturing on the part, new instructional strategies put the educator more into the component part of course designer, discussion facilitator, and coach and the student more into the role of active learner, discovering the subject of the course.Even if students could learn independently with little or no involvement from their teachers on how to use technology to enhance their learning and skills development, they are upliftedly unlikely to have those opportunities if educators do not let them have access to the technology. The term computer-assisted learning (CAL) has been increasingly used to describe the use of technology in teaching. Educators also need professional development in the pedagogical application of those skills to improve teaching and learning. They should be authorize to develop their knowledge and skills actively and experientially, in a variety of learning environments, both individual and collaborative. This, include a variety of learning strategies, encompassing direct instruction, deduction, discussion, drill and practice, deduction, induction, and sharing. Thus emphasis in the courses should be on the ways technology can facilitate and enhance his profession lives.Educators supply programs are essential and as described by queer duck (1997) it is the of the essence(p) issue to be addressed (p.58). The teacher of the future will depend on the computer for both personal productivity and for instructional activities. kook lists thirty-three primary computer skills for teachers, ranging from navigating the Windows desktop environment, to using IRC chat, to installing software. Kook suggests that these skills should be part of the required courses for prospective teachers and insists that in the next coke teacher education will be forced to accommodate a considerable amount of transformation to allow teachers to function effectively in the Information Age (p.59).Computer technology cannot be effective in the classroom withou t teachers who are knowledgeable about both the technology itself and about how to use it to meet educational goals. The most common barrier to fitted training is the expense involved. Without training, however, other technology spending has a peripheral effect (Boyd, 1997).Learning to operate computer hardware, growing comfortable with many different software applications, developing management systems for student computer use, and redesigning lesson plans to make use of technology, takes a great deal of time. When combined with frustrating hardware glitches and software bugs, the task can become daunting for even the most determined. Often, what stops people is one little thing that they didnt know how to do. If you have a room full of kids when something goes wrong, it discourages you from trying it again (Zehr, 1997, p.3).Leading to the question why school teachers dont use, and sometimes resist, the use of computers? Hannafin and Savenye (1993) list some research-based possib le explanations for teacher resistance to using computers. These reasons include poorly designed software, doubt that computers improve learning outcomes, resentment of the computer as a rival for students attention, unsupportive administrators, increased time and effort required of the teacher, fear of losing check into of center stage, and fear of looking stupid. in front of the class.Viewing the teachers role as a continuum, Hannafin and Savenye (1993) also put the role of traditional subscriber and imparter of knowledge at one end and the role of coach, observer, and facilitator at the other end. They then generalize that the traditional end of the continuum embraces an objectivist learning theory while the other end is likely to embrace constructivism. The teachers view of learning, then, could be another source of resistance to classroom technology. A teacher may be open to technology but resist the accompanying change in learning theory. This would suggest that in addition to providing training in technology, schools and districts need to provide information, training, encouragement, and support to teachers in moving toward a more constructivist view of education. The management should champion the change, policies has to be adopted as from the management level down to the students, everybody contributing and accompanying the reform for it to be successful and to be able to take out the maximum benefit. This issue is addressed with difficulty, because Principals, on average, are 50 years old. Weve got a generation of people who are actually barriers to the infusion of technology in school systems and are panicky of it themselves (Quoted in Trotter, 1997, p.1).It has become clear over the past decade that saucer-eyed motivational and short-workshop schemes are vastly insufficient to enable veteran (and even new, computer-generation) teachers to teach differently, and to teach well with technologies (Hawkins and Honey, 1993).The evidence suggested tha t teachers who use technology in their classrooms are more effective if they have received training, if they have district-level support and if they have a network of other computer-using teachers to share experiences with.Swan and Mitrani state that computers can change the nature of teaching and learning at its most basic level (1993). We need to ensure that we are using our current knowledge about the application of technology in education as a basis for proceeding in the future.The management has also its part in the integration of the the educational technology in the school. Policies and support programs must be initiated from the top management and they must be part of and accompany the change. The most important barrier to this integration is the financial barriers. They include the exist of hardware, software, maintenance (particular of the most advanced equipment), and extend to some staff development. Froke (1994b) said, concerning the money, the dispute was unique beca use of the nature of the technology. The initial investment in hardware is high but the costs of technology have to part of the cost of instruction. The integration reveals the institutional support through leadership, planning and the involvement of teachers as well as managers in implementing change.