Since the foundation of the education system, research has been conducted periodically to evaluate the teaching methods used in the classrooms. Efforts are made to introduce innovative methods in order to bring about overall improvement. The new practices suggested were readily accepted by teachers and policy makers as they did not drastically change the traditional structure of student-teacher model. The advent of ICT and internet churned the world completely. The education system has not escaped the consequences. A new picture of a student-machine model has emerged which teachers and stakeholders are finding difficult to digest. Extensive research is being carried out currently, focusing on the value, soundness and impact of online education.
In the article titled ‘Critical Reflections on the Benefits of ICT in Education,’ Sonia Livingstone has tried to compare the effectiveness of the traditional methods and ICT based methods by taking into account the results of a number of studies dealing with the actual use of ICT for teaching various subjects in the classroom, challenges facing the use of ICT and the difficulties involved in establishing the benefits of ICT. She opines that classroom practices need to be redesigned at all levels. The term ‘ICT” is an umbrella term covering one to many, one to one communication, interactive whiteboards, powerpoint and even mobile phones. She observes that the results of studies are complex and confusing. Some studies show a difference in the performance of students when ICT is used. The difference is not very significant and it can also be brought about by using traditional methods. The evaluation methods for judging the value of ICT are traditional and conventional. She concludes that we are at a certain juncture in the process, between the old and the new. According to her, “To redress this situation, it is vital to develop a clear and shared conceptual vocabulary to analyze learning processes along with new modes of assessment, so as to permit media literacies a place within the established curriculum, preferably without turning soft skills into a new and burdensome set of targets,”(19).
In the second article by Shazia Mumtaz, the researcher has reviewed the literature associated with practicing teachers’ adoption of ICT. On the basis of the review, she has listed the factors that influence the teachers’ decisions to use ICT in classrooms. The common factors are resources, quality of hardware and software, incentives to change, policy matters and computer training and support. Researchers have identified problems related to teacher training, a reluctant attitude to change, factors that encourage and motivate teachers to use ICT and the new role of the teacher.
The study highlights three issues about teacher take-up of ICT: the institution, the resources and the teacher. The institution gives little time and scope to teachers to familiarize with ICT. Resources include sufficient number of computers, software, training facilities, technical back-up and on-site assistance. Teacher-related factors are found to outweigh the institutional factors. Personal beliefs of teachers, comfort level with the traditional methods, uncertainty about the use of ICT and lack of skills are factors that prevent teachers from adopting ICT. The writer concludes, “ Teachers need to be given evidence that ICT can make their lessons more interesting, easier, more fun for them and their pupils, more enjoyable and more motivating,” (338).
The third article is a brief report of a research conducted in Ontario schools. The article deals with teachers who have started using ICT, the practices they follow, the changes that they experience and the problems that they face.
The first impact noticed by the teachers is the change in the nature of their work. Basic problems like handwriting are eliminated. The second impact is the change in their roles and responsibilities. Instead of engaging classes they can tell the students to collect information from the internet. Group discussions are more common. Free interaction is possible. The third impact is on the students. Some tend to copy and paste, some spend hours together on the net unnecessarily, some are overwhelmed by the amount of information and those who have computer and internet facilities at home are at an advantage.
The report summarizes that ICT is changing the teaching-learning pattern. The writer has expressed a positive view about the future of ICT in education: “Rather than deskilling teachers as some scholars claim, it seems that technology is requiring teachers to be more creative in customizing their own materialUsing Web page to enhance an activity demonstrates that technology can be used to complement other aspects of good teaching rather than replacing them” (2).
On the basis of a review of the three articles, it can be concluded that whether the teaching-learning communities accept it or not, ICT has already invaded the system of education and has come to stay. There are a number of problems at all levels which need to be solved through research. ICT has changed the face of the educational system but whether it has improved the system has to be proved. The value and soundness of ICT in education need to be established on the basis of extensive research. The value of ICT cannot be judged by using traditional methods of assessment. The attitude in general is mixed. The impact is perceived at all levels.
References
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review Of Education, 38(1), 9--24.
Reid, S. (2002). The integration of information and communication technology into classroom teaching.Alberta Journal Of Educational Research, 48(1), 30--46.
Shazia, M. (2000). Factors affecting teachers' use of information and communication: a review of literature. Journal Of Information Technology For Teacher Education, 9(3), 319-342.
