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Ch#3: Role of Instructional & Communication Technology in Learning
Ch#3: Role of Instructional & Communication Technology in Learning
Technology in Learning
Instructional technology has absolutely revolutionized the entire education system. Until recently,
the teachers used to be the sole interpreter of knowledge to the learners and the textbooks the sole
resource. Instructional technology has affected the conventional roles and it has opened up the new
areas of teacher functions such as management of resources and management of learning. Today,
teachers have a range of media to assist and supplement the instructional work. Teachers can even
specify the learning intentions, select the topic, identify the stimulus situation, determine media,
manage teaching and finally conduct evaluation and modify the instructions in the light of
evaluation results. Educational process can’t proceed systematically without the help of
with it.
Instructional technology has provided a scientific base to the educational theory and practice. It
has transformed a passive classroom to an active and interactive classroom, with audio-visuals,
charts and models, smart classrooms and e-learning room which has drastically motivated and
The introduction of educational technology has modernized the teaching-learning climate of the
or computers.
3. Assistance in teaching and learning process
Instructional communication technology has helped and supplemented the teachers in their
instructional programs through the structured lessons for remedial, enrichment or drill purposes.
The learners get training for self-instruction and teachers are relieved of the burden of routine
has provided well-integrated structured materials for teachers thus saving a lot of their time which
The training and use of instructional technology contribute towards the professional growth and
development of teachers and students. It equips them in the use of scientific methods for solving
educational and administrative problems. It adds to the teaching competence of teachers and
Instructional technology has improved the teaching-learning process and made it more effective
and process oriented. Television, Radio, V.C.R, Computers and LCD projectors etc. have enriched
8. Feedback
Students who appear for higher or competitive examinations have been benefitted by educational
Instructional technology has opened up new fields of educational researches in the field of
Instructional technology has provided practices and strategies that help teachers to teach according
Instructional technology has provided scientific foundation to education through the theories of
Instructional Tools, indicates that teachers want tools “supporting student collaboration and
providing interactive experiences”. These types of tools are fun and engaging, and they support
Tech tools can be great for active learning in the classroom. Whether your preference is for Inquiry
Based Learning, Constructivist Learning, Experiential Learning, or one of the various other labels
for or sub-categories of Active Learning, there are applications and resources available to enable
Bandura’s Social Learning Theory posits that “people learn from one another, via observation,
imitation, and modelling”. Of course, the type of socialization that occurs via “social” computer
tools is certainly different than face-to-face social interaction, but it still offers opportunities for
social learning. Moreover, when it comes to blended and online learning, trying to bring social
elements into the picture can truly help to fill one of the gaps that digital learning can have when
As digital learning content becomes increasingly commonplace, one challenge we teachers are
faced with is how to make sure that students are engaging with content they are consuming. Unlike
the traditional textbook, digital content generally lends itself to much easier distraction.
17. Personalized learning
No two students are ever the same. Everything from the pace of learning to the difficulties
encountered are completely unique. It just doesn’t make sense to teach them all the same way.
This is where personalized learning comes in as: Virtual Reality, Creative Assignments,
Learner-Centered Instruction
1. A teaching method that focuses on students engaging in hard work, reflecting on their learning
2. Being a learner-centered teacher means focusing attention squarely on the learning process:
what the student is learning, how the student is learning, the conditions under which the student is
learning whether the student is retaining and applying the learning, and how current learning
positions the student for future learning. The distinction between teacher-centered and student-
centered is made as a way of indicating that the spotlight has shifted from the teacher to the student.
In learner-centered instruction the action focuses on what the students are doing not what the
teacher is doing. This approach that now features students, accepts, cultivates and builds on the
3. Any formal or non-formal education that accounts for a learner’s cognitive and metacognitive
factors, motivational and affective factors, developmental and social factors, and individual
differences.
4. The idea of learner-centered instruction implies taking into account the learner’s experiences,
talents, personalities, social backgrounds, and needs. It also refers to using current knowledge
about learning as a way to help learners become lifelong learners able to cope with the rapid
Student-Centered Instruction
“In our multicultural society, culturally responsive teaching reflects democracy at its highest level.
It means doing whatever it takes to ensure that every child is achieving and ever moving toward
WHAT
cooperative, collaborative, and community-oriented. Students are encouraged to direct their own
learning and to work with other students on research projects and assignments that are both
culturally and socially relevant to them. Students become self-confident, self-directed, and
proactive.
WHY
Learning is a socially mediated process (Goldstein, 1999; Vygotsky, 1978). Children develop
cognitively by interacting with both adults and more knowledgeable peers. These interactions
allow students to hypothesize, experiment with new ideas, and receive feedback (Darling-
Hammond, 1997).
HOW
Form book clubs or literature circles (Daniels, 2002) for reading discussions
technologies that assist the teaching and learning process. CAI is also known as computer-assisted
instruction.
Examples of CAI applications include guided drill and practice exercises, computer visualization
of complex objects, and computer-facilitated communication between students and teachers. The
number of computers in American schools has risen from one for every 125 students in 1981 to
one for every nine students in 1996. While the United States leads the world in the number of
computers per school student, Western European and Japanese schools are also highly
computerized.
Types of CAI
Information that helps teach or encourages interaction can be presented on computers in the form
of text or in multimedia formats, which include photographs, videos, animation, speech, and music.
The guided drill is a computer program that poses questions to students, returns feedback, and
selects additional questions based on the students’ responses. Recent guided drill systems
incorporate the principles of education in addition to subject matter knowledge into the computer
program.
Computers also can help students visualize objects that are difficult or impossible to view. For
example, computers can be used to display human anatomy, molecular structures, or complex
accomplished with CAI-ranging from virtual laboratory experiments that may be too difficult,
expensive, or dangerous to perform in a school environment to complex virtual worlds like those
CAI tools, such as word processors, spreadsheets, and databases, collect, organize, analyze, and
transmit information. They also facilitate communication among students, between students and
instructors, and beyond the classroom to distant students, instructors, and experts. CAI systems
can be categorized based on who controls the progression of the lesson. Early systems were linear
presentations of information and guided drill, and control was directed by the author of the
software. In modern systems, and especially with visualization systems and simulated
environments, control often rests with the student or with the instructor. This permits information
to be reviewed or examined out of sequence. Related material also may be explored. In some group
instructional activities, the lesson can progress according to the dynamics of the group.
CAI can dramatically increase a student’s access to information. The program can adapt to the
abilities and preferences of the individual student and increase the amount of personalized
instruction a student receives. Many students benefit from the immediate responsiveness of
computer interactions and appreciate the self-paced and private learning environment. Moreover,
computer-learning experiences often engage the interest of students, motivating them to learn and
increasing independence and personal responsibility for education. Although it is difficult to assess
the effectiveness of any educational system, numerous studies have reported that CAI is successful
in raising examination scores, improving student attitudes, and lowering the amount of time
required to master certain material. While study results vary greatly, there is substantial evidence
that CAI can enhance learning at all educational levels. In some applications, especially those
involving abstract reasoning and problem-solving processes, CAI has not been very effective.
Critics claim that poorly designed CAI systems can dehumanize or regiment the educational
experience and thereby diminish student interest and motivation. Other disadvantages of CAI stem
from the difficulty and expense of implementing and maintaining the necessary computer systems.
Some student failures can be traced to inadequate teacher training in CAI systems. Student training
in the computer technology may be required as well, and this process can distract from the core
educational process. Although much effort has been directed at developing CAI systems that are
easy to use and incorporate expert knowledge of teaching and learning, such systems are still far
Definition
An interactive smart board, also known as an electronic whiteboard, is a classroom tool that allows
images from a computer screen to be displayed onto a classroom board using a digital projector.
The teacher or a student can “interact” with the images directly on the screen using a tool or even
a finger.
With the computer connected to the internet or a local network, teachers can access information
around the world. They can do a quick search and find a lesson they used previously. Suddenly, a
For teachers and students, the interactive white board is a powerful benefit to the classroom. It
opens up the students to collaboration and closer interaction to the lessons. Multimedia content
According to a recent article from Yale University, interactive lessons presented on a smart board
or white board increased student engagement. The technology encourages active learning in
students. Students asked more questions and took more notes, enabling more effective group
The capacity of education technology to resolve the issues occurring in the traditional classroom
education enabled it to pave a path to real-time and scientific teaching and learning methods by
integrating, improving, and including appropriate technological resources such as smart technology,
computer-based training, m-learning, and LMS in education. The Interactive electronic whiteboard
is one of the Edtech innovations capable of replacing the conventional blackboard and chalk
teaching method and the outdated overhead projector equipment in order to properly enhance the
disadvantages of smart boards in the classroom manifest the technology to various benefits and
drawbacks, which are easy to notice. The easily noticeable pros and cons of using digital writing
board in classroom restrict as well as expand the ability of teachers to teach and students to learn
better.
Many researches have demonstrated the advantages of using smart board in classroom. One of the
benefits of implementing smart technology is the creation of blended and personalized learning
environment, which enhances the mental and physical development of students. Moreover, the tech
empowers the teachers with the latest smart and virtual teaching method tools to strengthen the
theoretical and practical academic foundation that supports interactive, engaging, and fun learning
Encourages teachers to teach in real-time with audios and videos lessons, visual multimedia &
Paperless advantages
Creates Web and Internet-based teaching and learning platform for teacher and students
respectively
Seamlessly integrates with other technology-enhanced learning (TEL) applications such as LMS
to share study materials, course curriculum, assignments, reading resources, and many more
Furnishes E-learning
One of the main disadvantages of using a smart board in classroom is its cost of affordability. Unlike
a blackboard and chalk, which cost very cheap, an electronic smart whiteboard price varies
Very delicate and not simple for every staff member to handle