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Teaching and learning |
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Using information and communication technologies in teaching and learning
Introduction
In five years' time this first word will probably no longer be needed. We shall no more have to think about 'the use of information and communication technologies in teaching and learning' than we do now about 'the use of the telephone' or 'the use of the photocopier'.
But now, before information and communication technologies become ubiquitous and unremarkable, it is worth taking a few minutes to consider how we our students can and should be using IT as part of the process of teaching and learning.
What will this "first word" do?
It will outline some of the ways in which information and communication technologies are available for use by us and by our students, and suggest some of the ways in which we should be using and encouraging the use of IT.
A useful distinction
. . . can be made between three overall kinds and uses of information and communication technology in higher education:
- computer software and systems which are used throughout the world, and not just in education -- for example, word processing, spreadsheets, databases, email -- we can call this world-ware
- software which is specific to the discipline -- statistical packages for the social sciences, mathematical ones for maths, CAD for design
- software and systems which are designed specifically for education and training - to give it its usual title, computer-assisted learning, or CAL.
Working with world-ware
Introduction
Students at Brookes have reasonable access to computer systems, including wordprocessing, spreadsheets, databases and electronic mail and the World-Wide Web. Many students also own their own computers with at least some of these facilities.
How should you decide what use to expect or require students to make of these facilities? What support should you expect to provide students in using these facilities?
Word processing
It is reasonable for you to expect that students will wordprocess written work. You do not need to provide word-processing training -- a fast-growing proportion of Brookes's students join the university with these skills, and training courses and handouts on using wordprocessing are available from Learning Resources.
Spreadsheets
If you want students to use a spreadsheet for a particular piece of work, it is less reasonable to assume that they have the necessary skills. You will probably want to prepare a handout showing at least in general terms how to set up the particular spreadsheet concerned. You may also want to give a classroom demonstration.
You will probably not want to give detailed keystroke-by-keystroke training on how to use a particular spreadsheet package. Again, direct your students to Learning Resources for courses or handouts, or to a particular textbook.
Databases
Much the same applies to other more specialist world-ware packages such as databases. Long before you expect students to use database packages as part of their course, you should ask them what expertise they already have in using the particular package concerned. Make sure that they have access to the support they'll need to develop these skills if necessary.
If the skills are required by several modules within a particular field, a suitable skills module may already exist as part of the course.
Email and the World Wide Web
Email is special. Together with its flash cousin the World Wide Web, email has perhaps the biggest educational potential of any world-ware.
Using email, students can communicate with each other about group projects without so many (or even any) meetings; they can give each other feedback on their work; they can send work to you for comment or marking; they can ask you questions. Email combines the clarity that writing requires, and the availability of a permanent record if desired, with almost the speed of phone, certainly of fax, without the intrusiveness of the telephone. It adds the ability to include or attach documents and pictures. Email is a vital medium for communication, and hence for teaching and learning, especially for part-time students and part-time teachers.
The World Wide Web is a giant filing cabinet, with a rapidly improving filing
system (try Alta Vista at http://www.altavista.com
to search for what you want) and little or no quality control over content.
It is another important medium for you and your students to learn to use appropriately
and critically for learning in your subject.
Working with specialist software
Your discipline may have its own specialist software. If it has, you probably know of it. If it has, graduates in your discipline should probably be able to use it in a properly critical and informed way. If it has, there's a reasonable chance it’s available on a local or Brookes network.
Devise exercises which enable the students to use it. Concentrate as much on the models and methods it uses, on its capabilities and limitations, as on the precise techniques for using it -- there will be another version along next year!
Computer-assisted learning
Computer-assisted learning hasn’t yet made us all redundant, but good CAL software, properly used within a carefully structured course, can develop specific skills and knowledge. There are two main approaches to CAL:
Writing CAL materials
Don't. Life's too short.
Finding and using current CAL materials
This is better. Within Brookes, the Learning and Teaching Technology Group (LTTG), chaired by John Lidgey in Engineering, is a good source of information and advice. Outside Brookes, the Teaching and Learning Technology Project (TLTP) and the associated Teaching and Learning Technology Support Network (try starting at http://www.tltp.ac.uk/tltp/ or /tltsn/) are fine sources of information and guidance.
The CAL software will need to be mounted on a network to be accessible to students -- talk to Learning Resources. And when you’re planning how to use it decide if it will simply be there for enrichment or if it will replace some face-to-face teaching, and if so which. Also decide how you will advise students to use it, and how you will evaluate its effectiveness.
Computer-assisted assessment
With packages such as Question Mark you can set multiple-choice tests which give swift feedback to students and swift marks and grades. Writing good questions takes time. For large groups, it can pay.
Conclusion
There are a number of reasons for wanting to use IT in your teaching.
- The real world uses fast-growing amounts of IT, and we are preparing students for the real world.
- IT provides:
- access to information
- ways to process information
- simulations and models to help students manipulate and understand systems.
- it can even help students to prepare legible work.
Last modified: Friday, 06-Jan-12 17:39:23 GMT