IMPACT OF TECHNOLOGY ON DIFFERENT TEACHING STRATEGIES AND ITS EFFECTIVENESS IN A CLASSROOM SETUP By Oliver Kabaso INTRODUCTION The best of the curriculum and the most perfect syllabus remains dead unless quickened into life by the right methods of teaching. Method is the means of reaching pre-determined ends. It, in fact, forms the most important link in the total teaching/learning chain which has on one hand the goal and purposes and, on the other, results and values. TEACHING STRATEGIES Teaching strategies refer to methods used to help students learn the desired course contents and be able to develop achievable goals in the future. Teaching strategies identify the different available learning methods to enable them to develop the right strategy to deal with the target group identified. Assessment of learning capabilities of students provides a key pillar in development of a successful teaching strategy. Teaching effectively involves not only the use of tools, techniques, and strategies to optimize students learning but an understanding of context, in particular how your students learn, how they process information, what motivates them to learn more and what impedes the learning process. An effective teaching style engages students in the learning process and helps them develop critical thinking skills. Teaching is oriented in different teaching strategies which include the following: 1. TELLING METHOD “Telling” according to James Michael Lee “is the pedagogical device where the teacher makes a brief oral presentation of some fact or educational significances.” It is a method often resorted to by teachers for supplying the students with information about events, incidents and simple facts. Telling, as a method, should be used when it is not possible to elicit the information for the students or to make them active participants in the learning process. 2. THE LECTURE METHOD Page | 1 Educational Technology & E-Learning assignment II The lecture method also called method of exposition, according to James Michael Lee, “The lecture is a pedagogical method whereby the teacher formally delivers a carefully planned expository address on some particular topic or problem,” The method is particularly used in the secondary classes and above. It can be used: a. To motivate: While starting the study of a new unit or topic, the teacher, can sometimes present the outstanding aspects effectively in in a lecture. He can indicate some of the significant persons, events and problems and thus arose the curiosity of the pupils. b. To clarify: When, in the study of a unit, problem or topic the pupils are troubled by the same difficulty, the lecture can be given to save time. The situation may call for review for a new synthesis, for an interpretation or for the establishment of hitherto unrecognized associations. A few minutes’ lecturing can help to clarify matters. c. To review: Through lecture, the teacher can very well guide the pupils by summarising the main points of a chapter or unit and indicate some of the important and significant details. d. To expand contents: Lecture is one of the best ways of presenting additional material. Pupils are interested to know beyond the textbook. 3. DISCUSSION METHOD This is another useful method of teaching. A problem, an issue, a situation in which there is a difference of opinion, is suitable for discussion method of teaching. Ideas are initiated; there is exchange of opinion accompanied by a search for its factual basis; speech is free and responsible. New values are created. The participants – the teacher and the students, are inter-related in a process of competitive co-operation. Discussion, in fact, is an ordered process of collective decision-making. It seeks agreement, but if it is not reached, it has the value of clarifying and sharping the nature of agreement. Discussion as a method of teaching may be used for the following purposes: ➢ For laying plans for new work and sharing information ➢ For making decisions concerning future action ➢ For obtaining and gaining respect for various points of view. ➢ For clarifying ideas, inspiring interest and for evaluating progress There are two types of discussions used in schools. The informal and the formal. An informal discussion is one which involves the free verbal interchange of the participants without being governed by a predetermined set of rules. An all class discussion is an Page | 2 Educational Technology & E-Learning assignment II informal discussion. A formal discussion is one which proceeds in a predetermined manner, according to prescribed procedures. A formal discussion may assume some form such as a debate, a symposium, a panel or a round table discussion etc. 4. DEMONSTRATION METHOD This method involves the presentation of a pre-arranged series of events to a group for their observation. This is accompanied by explanatory remarks. This method is most commonly used in science and fine arts. It can be used in giving information, training and knowledge. Demonstrator or coach style retains the formal authority role while allowing teachers to demonstrate their expertise by showing students what they need to learn. 5. PROBLEM SOLVING METHOD In this method, attempt is made to train the minds of the pupils by confronting them with real problems and giving them the opportunity and freedom to solve them. The major purpose of the problem as it is used in school is to afford training to the pupils in thinking in solving the problems mentally. Problem solving approach is meaningful, developmental, sequential and based on the discovery of generalisation. It involves the thought process that results from doubt, perplexity or a problem. The problem leads to the formulation of generalisations that are useful in future situation involving the solution of the problems. It is an important contribution to learning. 6. THE ASSIGNMENT METHOD This method is generally advocated for teaching different subjects to pupils in the higher classes. The syllabus is split up into significant units or topics; each unit or topic in its turn is subdivided into learning assignments for pupils. The pupils are usually required to prepare the assignments in writing. It is felt that written assignments help in organisation of knowledge, assimilation of facts and better preparation for examination. 7. ROLE-PLAY This is a teaching-learning strategy where a part or role in events is acted out. It helps to make the pupils feel and understand the influences and pressures in the situation they are examining, therefore, it is particularly effective when dealing with emotive issues such as the effects of large family size in a home. 8. QUESTION AND ANSWER Page | 3 Educational Technology & E-Learning assignment II This is a teaching strategy where a teacher poses a series of questions to pupils in order to promote thinking and understanding. It is an informal assessment technique, which is used with groups of up to thirty (30) pupils. It is a way of ascertaining the existing level of knowledge at the beginning of a lesson and tracking the progress within a lesson. It can be used to build new vocabulary and encourage pupils to listen and learn from each other. It encourages the interaction between the teacher and the pupils. 9. FACILITATOR, OR ACTIVITY STYLE: This approach encourages teachers to function as advisors who help students learn by doing. 10. DEVELOPER, OR GROUP STYLE: This style allows teachers to guide students in a group setting to accomplish tasks and learn what works or doesn’t. 11. HYBRID, OR BLENDED STYLE: This approach incorporates different aspects of the various styles and gives teachers flexibility to tailor a personal style that’s right for their coursework and students. IMPACT OF TECHNOLOGY ON TEACHING STRATEGIES Undoubtedly technology has impacted the lives of everyone more or less. In recent years, advancement and ease of using technology has made everyone wonder how technology can improve the way we do things. The impact of technology on education has been tremendous recently and that is the reason distance education has soared. Technology, in one form or another, has always been part of the teaching and learning environment. It is part of the teacher’s professional toolbox. In other words, it is among the resources that teachers use to help facilitate student learning. The increasing variety and accessibility of technology has expanded the toolbox and the opportunities teachers have to use technology. The important role that technology plays in education gives teachers the opportunity to design meaningful learning experiences that embed technology. Basing on the approach followed by the teacher, the class can be made interactive Interactive classrooms: ➢ Laptops and tablets, videoconferencing and podcasts in classrooms play a vital role in today’s teaching styles. ➢ With technology in mind, it is imperative that teachers assess their students’ knowledge while they are learning. Page | 4 Educational Technology & E-Learning assignment II ➢ The alternative is to wait for test results, only to discover knowledge gaps that should have been detected during the active learning phase. Technology has changed and enhanced teaching both online and offline. This is particularly true about teaching languages. For example, 3D virtual worlds like Second Life are now being used by language teachers to provide simulation of real life environments and allow students to discover more creative and more realistic ways to improve their language skills. Technology has allowed the teacher to be more creative and therefore more efficient and effective. Technology has helped enhancing classroom activities, motivate students, and engage them in classroom activities. It is obvious that technology has been very effective in teaching. It is because of technology that more and more individuals are becoming more interested in learning and therefore it is safe to say that teaching and learning has gained a “Second Life.” It is expected that the trend will persist and technology will continue its contribution to effective teaching and learning. PROGRAMMED INSTRUCTION Programmed instruction has a long past. Socrates, the great philosopher teacher, is said to be one of the earliest programmers. He developed a programme in geometry, which was recorded by his disciple, Plato, in the dialogue. It is said that Socrates guided his followers to knowledge through questions from fact to fact and insight to insight. By programmed instruction is meant the kind of learning experience in which a “programme” takes the place of a tutor for the student, and leads him through a set of frames of specified behaviours designed and sequenced to make it more probable that he will behave in a given desired way. An American writer defined it as “a process of arranging materials to be learned in a series of small steps designed to lead a learner through self-instruction from what he knows to the unknown of new and more complex knowledge and principle. Personalised and Programmed instruction can be helpful in the classroom in that: 1. The Student is kept active and alert. He gets good exercise in using new words, concepts and relationships; lack of attention is at once detected. Even when the student commits a mistake, he does not have to wait for long to know it. He can work according to his own schedule. If due to illness or any other reason, he cannot attend school for some days or months, he can start from where he left when he comes back. Research studies of P.V. Kulkarni (1968), M.S. Shah (1969) and Kapadia (1972), have shown that students perform significantly better when taught through programmed materials. Page | 5 Educational Technology & E-Learning assignment II 2. The Teacher gets relieved of doing ordinary jobs and he can play the important role of a guide, councilor, motivator, organiser, etc. He can become for the students a model of the thinking man and avoid becoming the administrator of simple learning tasks that can be better handled by programmed materials. 3. Social and emotional problems can be eliminated. It is said that the introduction of programmed instruction in the West on a mass scale has brought a revolution in the social setting of the classroom. Many emotional and social problems have been eliminated and problems of discipline have been automatically solved by the use of self-instructional material. 4. A well-programmed self-instructional device is tailored to cater to the needs of individual students of the class. Thus, programmed instruction is a great thrust in the direction of individualised instruction. 5. Programmed instruction makes learning interesting. The learning material is presented in such a way that learning becomes an interesting game in which the learner is challenged by his capabilities. The novelty of learning by a device provides extra motivation to the learner. 6. Every student can work at his own place. Intelligent students need no longer be bored or allowed to lose interest due to slow progress of other students of the class. They may progress as rapidly as they are able. The weak can work at their own pace. 7. Programmed instruction is particularly useful in certain areas, such as memorization of facts, procedures and mastering of simple facts, concepts formulation and learning of principles. 8. Programmed instruction is helpful for teaching complex subject matter. The complexity of such material is simplified through the analysis of the subject matter into small and more easily assimilated segments of information. Well-programmed materials give the teacher the method and the individual sufficient time to comprehend more complex concepts. 9. Programmed instruction, as a teaching procedure, is particularly useful and very helpful in certain situations where human instructors are not easy to provide e.g. small isolated schools in the hilly or remote areas. 10. Programmed principles, if incorporated into textbook writing has improved the communication potential of conventional textbooks. Programmed instruction has revolutionized the theory and practice of teaching in the last decade. It is rich in potential. It is expected that programming skills may become a part of every Page | 6 Educational Technology & E-Learning assignment II teacher’s methodology. It is also possible that the backbone of tomorrow’s instructional textbook and programmed sequences become an integral part of most textbooks. Man’s ambition for good teaching and learning gives as the hope that the future of programmed instruction will definitely be bright. “The issue”, in the words of Kenneth C. May, is not whether learning should be programmed but rather how, when and by whom. Page | 7 Educational Technology & E-Learning assignment II