Information Sheet 11 TTL2

Technical Writing (Quirino State University)

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MODULE ll: Technology Tools for Collaboration

1. Features and Uses of

ICT Tools for  Use technology tools to
Collaboration and collaborate and share
Sharing Resources resources among
2. Effective Teaching communities of practice
and Learning in the
Electronic Classroom  Identify features and uses
3. Promoting of ICT tools for
Collaborative and
collaboration and sharing
Transformative
Learning in the of resources among
Cyberspace communities of practice

Overview of the Lesson

The landscape of technology has a vast and varied range when it comes to its support to
the collaborative learning endeavor. Educators, for this matter, can benefit from a more
detailed and specific view of what tools are available, and how they can be appropriately used
in support of specific teaching and learning goals.

Features on a working model of the collaborative process and the outline on basic
approaches to assessing project-based group work is also intensified. Discussion on potential
risks and benefits of taking project-based collaborative learning online are given
consideration to look into the potential change or adaptations we can make.

In this lesson, Features and Uses of ICT Tools for Collaboration and Sharing Resources,
Effective Teaching and Learning in the Electronic Classroom, and Promoting Collaborative
and Transformative Learning in the Cyberspace are discussed. These also incorporated
discussions on appropriate collaborative tools which gear towards the attainment of better
teaching and learning opportunities within the construct of technology-driven environment.

IN TOUCH!
COLLABORATION TOOLS
SOURCE: Collaboration Tools by Deal, Ashley (2009) retrieved from https://www.cmu.edu>technology on July 24, 2020

Collaborative learning encourages the learners to process their learning in groups where
they are expected to work in unison as they solve problems, create learning experiences,
devise learning materials, research for a learning construct and even when they are to decide
for an educational concept which is applicable for their learning.

A central question or problem, a core concept, or a pool of guide instruction serves

to motivate the learners to work collaboratively4leads to application, analysis, and synthesis
of the material. Tools and technology which help aid the needs of learners for collaborative
activities is commonly known as Collaboration Tools.

Tools that exist to support collaboration can:

҉ Facilitate real-time and asynchronous text, voice, and video communication.
҉ Assist in basic project management activities
҉ Support co-creation by enabling groups to modify output in real-time
or asynchronously

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

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҉ Facilitate consensus building through group discussions and polling.

҉ Simplify and streamline resource management.
҉ Enable local and remote presentation and archiving of completed projects.

Project-based Collaborative Learning

Project-based collaborative learning is an active, problem-centered approach to teaching
and learning. As the name implies, it is a fusion of two related approaches4project-based
learning and collaborative learning.

 Project-based learning requires the student to engage in design, problem-solving,

decision-making, and investigative activities, often resulting in an artifact or product
(<Project-based learning,= 2008).
 Collaborative learning involves joint intellectual effort by groups of students who are
mutually searching for meanings, understanding, or solutions (Smith and MacGregor,
1992).

Figure ll.l Project-based Collaborative Learning Approach

Project-based collaborative learning broadly consists of the following types of

activities:

Project-based collaborative
Activities

Team
Project Resource Co-Creation Consensus Presentation &
Communication Definition &
Management Management & Ideation Building Archiving
Participants

Figure ll.2 Project-based Collaborative Activities

Project-based collaborative learning is not a new idea; it is firmly grounded in a long-

standing body of theory and research into teaching and learning. But the complexity of the
topic and the diversity of project-based collaborative learning strategies4not to mention the
ever-growing selection of technology tools that can be used to support these strategies4
make it difficult to analyze and measure direct effects on student learning.
i. Communication
Many features of collaboration tools are geared toward the facilitation and
management of effective communication among team members. Carnegie Mellon
centrally-supports tools designed for handling many of the following functions:
 Virtual meetings
 Email
 Instant messaging
 Screen sharing
 Blogs

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

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 Voice, video, web conferencing

 Discussion boards
ii. Team Definition and Participants
Tools in this category are designed to help team members identify key players in a
project, and draw on the appropriate <people resources= at the appropriate time. They
also allow participants to manage their availability for various types of interaction
(e.g., text chat or video conferencing).
 Social networking
 Presence management
 User profiles
 Contact management
iii. Project Management
Tools under this category are geared toward handling the logistical aspects of
planning, scheduling, workflow, and task management.
 Task management
 Time tracking
 Workflow routing
 Milestones
 Calendaring
iv. Resource Management
Tools in this category help address common issues, like having access to a
shared storage space for project files, and keeping up with multiple versions of the
same document.
 File storage
 Search
 Database management
 Version tracking
 Access management
 Social bookmarking
 Commenting
 Tagging
v. Co-creation and Ideation
Includes tools which facilitate the most direct interaction between team members
on the goals or desired outcomes of the project. Participants can often work in groups
directly editing or building the project artifact using tools with the following features
and functionality.
 Concept mapping
 Wikis
 Virtual whiteboards
 Real-time collaborative editing
vi. Consensus Building
Tools in this category help participants narrow and refine the proposed solutions.
 Polling
 Question management
 Process archiving
vii. Presentation and Archiving
These tools allow the project team to present outcomes to the instructor, to a
project client, or to the general public.
 Webinars
 Slide shows
 Hosted media sharing

The next section will summarize the entire concept on the varied types of activities. This
will shed light to vague context on their linkages and gaps. The model presents a high-level

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

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view of the collaboration process, and lists available tools and technology that can support
each phase. It is not intended to indicate that the process is strictly linear, nor that every
project requires every type of tool. Technology support should be selected based on the
requirements of the individual learning activity.

It further defines how the process impacts each phase of the activities in relation to the
views of Project-based collaborative learning.

Figure ll.3 Technology Support for Project-Based Collaborative Learning

Approaches to Assessment in Project-based Collaborative Learning

There are three areas of project-based collaborative learning activities that can be assessed.
i. Instructors can evaluate the process students9 use in approaching a given problem
and finding solutions;
ii. They can assess the final product or end result of the project; or
iii. They can evaluate the individual student’s learning outcomes.
NOTE: Instructors should keep in mind that a satisfactory final product does not necessarily indicate that students approached
the problem according to the preferred process. Similarly, even using the correct process to arrive at a satisfactory final product
does not indicate that individual students grasped relevant concepts.

Good assessment provides opportunities for students to demonstrate and practice the
knowledge and skills articulated in the learning objectives, and for instructors to offer
targeted feedback that can serve as a scaffold for further learning opportunity.

To evaluate learning outcomes in terms of declarative and conceptual knowledge,

instructors might use traditional assessment methods, like short answer or essay
questions. Declarative knowledge is determining facts, formulas, and semantic meanings,
and conceptual knowledge involves an understanding of more complex relationships,
causes, etc.

Evaluating a group9s process can help instructors assess procedural and contextual
learning. Procedural learning refers to students9 understanding of how to execute some task
following a system or a process, while contextual learning describes students9 ability to
discern what contexts require the application of given tools or concepts and involves
exploration and guided inquiry.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

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Finally, assessing the product or outcomes from student work can provide an opportunity
to gather information about advancements in student9s metacognitive learning and validate
the quality of learning experience they have had. For example, instructors can ask for
reflection on the overall experience and process when students are presenting the final
product of an experiment. Instructors might learn more about student learning by listening
to how the student describes the product or outlines the process than from the quality of the
final product itself.

In social psychology, a commonly observed phenomenon is <social loafing,= or the

likelihood that individual people exert less effort to meet a goal when working in a group than
they might otherwise exert working toward the same goal on their own. Social loafing is
often attributed to the perception that an individual9s contributions might not be evaluated.
Therefore, technology that allows an instructor to monitor individual or group performance
might help mitigate social loafing.

Technology-Mediated Collaboration

Technology-mediated collaboration in the context of education imposes a challenge on its

applicability and usefulness. Further, the table below reveals the strengths and weaknesses
that this learning opportunity impose both on the computer-mediated and the face-to-face
group.

Computer-mediated Group Face-to-face Group

Computer-mediated groups are better at Face-to-face groups perform better at
generating a range of ideas tasks that require problem-solving or
reaching consensus on group preferences
Participation in computer-mediated Face-to-face groups are more easily
groups tends to be more equally dominated by a single or few individuals
distributed
Computer mediated groups outperform Face-to-face groups are more
face-to-face groups in brainstorming easily dominated by the
tasks due to reduced production blocking thinktankers
(the tendency for one individual to inhibit
contributions from other people during a
group discussion).
Computer-mediated groups are less
likely to exchange unshared information Face-to-face groups consider and treat all
(information that is not considered available information as a learning
<common knowledge=) than members of opportunity
face-to-face groups
Higher status group members have been shown to dominate in both face-to-face and
computer-mediated groups
Table 11.1 Technology-Mediated Groups vs Face-to-face Learning
SOURCE: According to Finholt and Teasley, 1998 as cited by Deal, Ashley (2009) in Collaboration Tools retrieved
from https://www.cmu.edu>technology on July 24, 2020

Example Tools & Technologies

SOURCE: Deal, Ashley (2009). Collaboration Tools retrieved from https://www.cmu.edu>technology on July 24, 2020

The range of tools available creates many interesting opportunities for collaboration and
instruction, but decisions about which tools to use (and how) should be shaped by the
objectives of the assignment.
There are variety of tools available in the technology market but the choice will always
lie on which is available, accessible, reliable, legitimate, secured, appropriate, and
applicable. The user of the tools should have enough knowledge so as to keep the transfer
of kowledge to the students more comprehensible.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

<Molding Minds, Shaping Future=

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Collaboration Suites
Several companies have developed families of applications that meet a range of
collaborative needs. These tools might be used individually, but they are often designed to
work together or integrate for optimal usefulness. These systems might include traditional
desktop applications for word processing, spreadsheets, communication, or calendaring, but
often extend beyond basic functionality by virtue of the ability for these artifacts to be
accessed and edited by multiple members. Collaboration suites also might include an
additional <aggregator= application that allows pieces from each of the other applications to
be pulled together into a common work space.

Figure 11.4 Collaboration Suites

Course Management Systems

Most course management systems give instructors the ability to make group work
spaces for their students. Tools available in group spaces might include discussion boards
or other group communication tools, file sharing, and peer evaluation tools. While these
tools are not ideal for supporting complex collaborative efforts, in many cases these tools
are readily available to instructors and can be easily activated.

Figure 11.5 Course Management Systems

Wikis
A wiki is a page or collection of web pages that allows anyone with proper privileges to
modify, add, or delete content. A wiki also often has the functionality of maintaining a
document history, which allows users to track and view changes over time. Wikis are most
effective for collaborative writing or collaborative creation of text-based documents. However,
the ability to incorporate other media types (audio, video, images) is often considered useful
in encouraging rich communication.

Figure 11.6 Wikis

Project Management Tools

Project management solutions are multifunctional systems that often deal with
logistical issues, like scheduling, time tracking, task management, resource allocation,
collaborative writing or editing, communication, file sharing, and process
documentation. These tools

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

<Molding Minds, Shaping Future=

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might be particularly useful for semester-long projects where the instructor hopes to monitor
group interactions and evaluate students9 work processes and communications.

Figure 11.7 Project Management Tools

Real-Time Communications
Products in this category include web-based presentation tools, screen sharing
applications, web or audio conferencing tools, and VoIP (Voice over Internet Protocol) or
internet-based telecommunications.
These tools are especially useful for project teams that are not co-located, or who do a
significant portion of their work at a distance. They allow teams to share work in progress,
discuss concepts with the help of rich media, and exchange information and ideas in a
manner that more closely approximates the face-to-face experience than traditional text-only
communications.

Figure 11.8 Real-time Communications

And So On...
Web-based tools are also available to support collaborative concept mapping,
collaborative writing, stand-alone list or task management, software development and
issue tracking, creative or design collaboration, slide sharing, market research, contact
management, and on and on.

Figure 11.9 Collaborative Concept Mapping

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

<Molding Minds, Shaping Future=

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Figure 11.10 List/Task Management

Figure 11.11 Software Development & Issue Tracking

Figure 11.12 Presentation & Slide Sharing

Figure 11.13 Collaborative Writing

Figure 11.14 Creative/Design Collaboration

These tools and more are readily available and accessible to help in sourcing out
information and keeping us updated to the technology society4helping us augment the
construct of the academic society.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

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Effective Teaching and Learning in the Electronic Classroom

In recent years reference to 8digital technology in the classroom9 (DTC) can be taken to
mean digital processing systems that encourage active learning, knowledge construction,
inquiry, and exploration on the part of the learners, and which allow for remote
communication as well as data sharing to take place between teachers and/ or learners in
different physical classroom locations. This is an expanded notion of technologies that
recognizes their development from mere information delivery systems and also clarifies their
role in classrooms in contrast to their wider use across schools and learning centers

(https://www.cambridgeinternational.org).
Table 11.2 Terms Associated to Digital Technology

Terms that are associated with digital technologies in the classroom:

 Interactive Whiteboards (IWB) allow images from a computer to be displayed through

a digital projector, onto a large (usually wall-mounted) board. Users can interact with
the content on the board using fingers or a stylus.

 Software Applications (Apps) are designed to operate on mobile devices such as

smartphones and tablet computers.

 Web 2.0 refers to the second generation of the World Wide Web. Web 2.0 includes
features and functionality that were not available before, for example. Podcasts, blogs,
wikis, RSS (Rich Site Summary – used for updating regularly changing web content),
social networking and tagging.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

<Molding Minds, Shaping Future=

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What are the benefits of digital technologies in the classroom?

• The potential benefits of DTC are that it can foster dialogic and emancipatory
practice.

– Dialogic practice is that in which students are active, engaged and empowered
participants in a conversation from which learning emerges. The teacher can then add the
appropriate language into the conversation as the project develops.

– Emancipatory practice is that in which an individual student9s ideas go beyond the

learning prescribed by the teacher/syllabus as they draw on knowledge gained outside
formal education to construct understanding.

• Different technologies can improve learning by augmenting and connecting learning

activities. For example, in a geography lesson two classes in different schools may link
up via the internet to explore cultural differences in relation to a particular global issue
such as pollution or energy supply. The groups could work together to understand not
just the issue itself but its impact on communities and individuals by talking to real
people. In situations where bandwidth is limited this could be done at a whole class
level via video or even over email or SMS (Short Message Service) messaging.

• Digital technology can often also be exciting for learners and offers a potentially more
engaging alternative. At the same time, it is important to be aware that some learners
may be less confident in learning with digital technologies and steps need to be taken to
ensure equality of access.

• Digital technology offers immediate feedback for both the learner and the teacher.

What are the challenges/criticisms of digital technologies in the classroom?

• A lot of time and resources are currently being invested into technologies and applications
that have yet to be proven to be effective or efficient.
Teachers and schools need to think carefully about when, why and how to use
technologies as well as evaluating their efficiency and effectiveness.

• There is a 8digital divide9 – the divide between those who have access to digital technology
and the internet, and those that do not.

• Implementing and then maintaining technology is costly particularly as systems can

quickly become out of date.

• There may be problems with the existing infrastructure, for example internet connections
may be inconsistent and/or slow.

• Safety for students and teachers is a key challenge with prevention of cyber-bullying, the
hacking of personal information, access to illegal or banned materials and distractions from
learning (such as social networking and mobile phone use) all being high on institutional
agendas.

• Some uses of technologies can be harmful. For example, poor posture and eyestrain are
common problems when working at desktop computers for prolonged periods.

• Evidence suggests that at the moment the potential of digital technologies in the classroom
is not being realized.

<What is clear is that no technology has an impact on learning in its own right; rather, its
impact depends upon the way in which it is used=

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

<Molding Minds, Shaping Future=

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How can schools support the use of digital technologies in the classroom?

• Schools can allow teachers and learners the freedom to explore potential new uses of
devices and systems as well as combinations of technologies into novel digital
environments.

The Scratch programming interface is a further way of encouraging learners to create

their own environments and has been used to develop understanding in a wide range of
subjects (see scratch.mit.edu). This will help to foster the effective dialogue and
emancipatory practice that is a component of deeper critical understanding.

• Teachers and learners should be encouraged to share their practice with each other in the
classroom and more widely.

How can teachers support the use of digital technologies in the classroom?

• Teachers can make the best use of technology in the classroom by developing their
awareness of a range of digital technologies and considering carefully both how and why
they can be used to support students9 learning. Effective selection of software and devices
is only part of the story. The consideration of what learning will be achieved and how the
technology may help is fundamental to its effective deployment.

• The SAMR (Substitution, Augmentation, Modification, Redefinition) model developed by

Dr. Ruben Puentedura is a useful reference when considering the implementation of
technology in the classroom. The model (see below) shows the stages that adopters of
educational technology often follow as they integrate their teaching and learning with
technology.

Figure 11.15 SAMR Model

Application of ICTs in Teaching-Learning Process

SOURCE: Application of ICTs in Teaching-Learning Process by Sudipta Deb Roy (2015), retrieved from oaji.net

Components of ICT: ICT includes communication devices and applications like computer,
hardware networks, software, mobile technology, satellite communication, video
conferencing, RFID Technology, WI-FI zone, pen drives, Internet, www, Web2.0 and
Social media etc.
҉ Satellite communication: The age of satellite communication dawned in 1962
with the launching of Early Bird, the first communication satellite. The two big
international satellite systems Intelsat and Intersputnik began operating in 1965
and 1971.India launched a satellite for communication called INSAT and for
Education purpose EDUSAT was launched in the year2004.INSAT -4CR was
launched on 2

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

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September 2007 by GSLV_F04. IT is a replacement satellite for INSAT -4C which was
lost and destroyed.

҉ Video conferencing: It is a two-way communication system. It is also called

teleconferencing, is the use of television video and sound technology as well as
computers to enable people in different locations to see, hear and talk with one
another.

҉ World Wide Web: The World Wide Web, known as www, w3 or simply the web, is
one of the several internet resources developed to help, publish, organize and
provide access to information on the Internet. The web was first developed by Tim
Berners Lee I 1989 while working at CERN, European Particle Physics Laboratory in
Switzerland.

҉ RFID Technology: Radio Frequency identification is the wireless use of electro-

magnetic fields to transfer data, for the purpose of automatically identifying and
tracking tags attached to objects. Unlike a Barcode, the tag does not necessarily need
to be within line of sight of the reader, and may be embedded in the tracked object.
Advantages of RFID:
 It reduces staff time.
 High Reliability.
 Minimal human intervention.
 High speed inventorying.
 Long tag life.
 Automated material handling.
Disadvantages of RFID:
× High cost
× Accessibility to Compromise
× Removal of exposed tags
× Exit gate sensor (reader) problem
× Lack of Standard

҉ Web 2.0: The term was coined by Tim O‟ Reilly at the O‟ Reilly Media. Web2.0
describes World Wide Web sites that use technology beyond the static pages of earlier
web sites.

It allows users to interact, collaborate and chatting with each other both
synchronously and asynchronously. Social Media, Blogs, Wikis, Video sharing are all
based on Web2.0 Technology. With web2.0 tools, users can communicate around
the world with a nominal cost.

҉ Blog and Wikis: Blogs and wikis are fundamentally web2.0 and their global
proliferation has enormous implication for libraries and also in teaching –learning
process.

 Blogs enable the rapid production and consumption of web based publications.
Blogs are HTML for the masses.

A Blog is also known as web log or personal log as a web based

publications consisting primarily of periodic articles. Blogs contains posts
some time similar to journal entries, from a person or a group. People can
comment on posts as well as provide links to related sites, photos and blogs.

 Wiki is an online collaborative writing tool. A wiki is a collaborative web

space where anyone can add content and anyone can edit content that has
already been published (Richardson, 2006).
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

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Types of wikis: Wikis are available through a wide variety of services and open
source software tools and generally fall into three categories, each with its own
set of strength and limitations:
1. Free wiki services—services are available at no cost through wiki
provider, such as Google Docs (http://docs.google.com)
2. Fee – based wiki services—hosted and accessed from the wiki services
web server. These services offer expanded features based on the type of
subscription you select.
3. Self –hosted wikis—installed directly on a personal or campus
controlled service space. A variety of free, open source wiki software is
available for down load from internet, for example; Media wiki (www.
Mediawiki.org/wiki) and Twiki (www.twiki.org/). (Noushad, 2012)

҉ Social Media: Social media are perhaps the most promising and embracing
technology. They enable messaging, blogging streaming media and tagging.

MySpace and Facebook enable users to communicate with each other, Del.icio.us
enables users to share web resources and Flickr enables the sharing of pictures.
Frappr is a bit of a blended network, using maps, chat rooms and pictures to
connect individual.

Role of ICT in Education: Information Technology can provide a medium for teaching and
learning and contribute flexibility to course provision. The valid uses of information
Communication Technologies are:
 Distance learning via electronic networks
 Open learning through students controlled learning pathways
 The process of changing teaching and learning styles by using a narrow range of
Information Technology based facilities.

Presently there are four areas of education namely: Teaching, Learning, Curriculum
and Educational programme. ICT has been added essentially in the 21st century as the
fifth potent area of education (Sampath, 2011). According to the revised Draft on National
Policy Information Communication Technology in school education (prepared by the
Department of School education literacy, MHRD in 2011) ICTs are all devices, tools ,
contents, resources, forums, and services, digital and those that can be converted into or
delivered through digital forms, which can be deployed for realizing the goals of teaching
learning , enhancing access to and reach of resources, building capacities, as well as
management of educational system.

This will not only include hardware devices connected to computers and software
application but also interactive digital content, Internet and other satellite communication
devices, teleconferencing, video conferencing, web–based content repositories, interactive
forums, learning management system and management information system.

Benefits of ICT application in Education: The benefits of ICT application in education can be
summarized as follows:
 ICT increases the access to education.
 It improves the quality of education by developing new ways of interaction and also
makes teaching –learning process more interesting.
 It provides equal opportunities to the large number of learners to obtain education
and information.
 It provides specialized tools for learners with visual, hearing or mental impairment, so
that they learn and acquire knowledge at their own pace.
 It provides support to each and every school in sharing educational / learning
experiences with the different schools throughout the country.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

<Molding Minds, Shaping Future=

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Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

 It enables the distance education system to be more effective.

 It helps in promoting technology literacy to every citizen and especially to young stars.
 It provides opportunities for lifelong educations.
 It enhances the teacher9s quality both in terms of teaching and research.

ICT in Classroom Instruction: The systematic use of ICT tools in classroom instruction
makes the teaching learning process more effective and highly interactive. It has shifted the
teaching –learning process from teacher-centered learning to student-centered learning.
Research has shown that high level of student and instructor satisfaction can be produced
in ICT enabled learning process.

But the effective and efficient use of ICT depends on technically competent educators
/teachers. They should be able to appreciate the potentiality of ICT and have positive attitude
towards ICT.

The effective and efficient use of ICT in classroom instruction depends on:
 ICT literacy of Teachers
 Effective use of ICT hardware and software for teaching –learning activities
 ICT – based pedagogy, online support, networking and management.
 Adopting best innovative practices in the use of ICT.

Various ICT tools used in Classroom Instruction: The following are some of the technological
tools used in teaching–learning process. These are, Computer-Aided Instruction (CAI),
Computer –Assisted Learning (CAL), LCD projector, PowerPoint Presentation, Smart board,
E-mail, Discussion forum, Wikis, Blogs Social Media, YouTube, CCTV, Video conferencing,
Teleconferencing, Google earth, Google Maps, School tube, Teacher Tube, Flicker, Classroom
2.0 Ning etc.

҉ Computer-Aided Instruction: Here, the computer is used to present, drills,

practice, exercise and tutorial sequences to the students, and some time to engage
the students in a dialogue about the substance of the instruction.

CAI work as a teaching aid and it facilitates psychological based learning, self-
pacing and individualized instruction on the part of the learners.

In CAI, the role of the teacher has changed from the traditional method of delivering
lecture to a supervisor or a guide. In CAI, the teacher has to play so many roles like
computer engineer, lesson writer and a system operator, as CAI needs the services of
the aforesaid experts.

҉ Computer Assisted Learning: Computer Aided Learning is the use of computer

to aid or support the education or training of people. Other terms include Computer
Assisted Instruction, Computer- Based and Computer – Managed Instruction.

CAL represents the next phase in the use of computers in education in which an
attempt was made to correct the negative aspect of CAI.

҉ LCD Projector: An LCD projector is a type of video projector for displaying video,
images or computer data on a screen or other flat surface. It is a modified version of
over-head projector or slide projector.

It is used as teaching aid in classroom transaction for displaying image, chart,

PPT etc.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

<Molding Minds, Shaping Future=

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 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

҉ Power point presentation: With the help of MS Power Point, teacher can create
interactive slide containing, text, art, animation and audio and video element related
to classroom lesson. PPT also helpful for hearing impaired students.

Potential benefits of using Power Point Presentation are:

 Engaging multiple learning Styles
 Increasing visual impact
 Improving audience focus
 Increasing spontaneity and interactivity
 Enriching curriculum with inter-disciplinarily.

҉ Smart Board: The smart board is an interactive white board that uses touch
detection for user input (for example, scrolling and right mouse –click) in the same
way as normal PC input devices. Smart board can be used in classroom instead of
blackboard or whiteboard.

Use of Smart Board in classroom: Smart board is also called touch board is one
of the world9s largest manufacturer of interactive white boards and they have coined
the term smart board.
 It can be used as teaching aids.
 Teacher can use smart board by sharing lesson plan and ideas with each
other, through internet.
 Smart board also has games for children which can be played by teacher on
interactive white board for making students motivate towards lesson.

҉ E-mail: The easiest and convenient method to access the web sources is the E-
mail. Some faculty use E-mail and discussion lists to cover basic issues so that
classroom time can be devoted to discussion and highly contentious issues.

҉ Discussion forum/News Group: They are on-line discussion groups on many

topics of varied interest. Discussion allows open exchange of messages on a topic of
common interest. Electronic – based discussion groups can alter the classroom
structure and dynamics.

҉ Social Networks: Social Networks is an interactive media, which is based on

Web2.0 technology. Among all the social media, Face book is the most populous
media. People can share information, upload photos/videos post comments etc. on
social media. It is a synchronous way of communication.
Use of social media:
 Students can use social media to discuss class related topics with their peer-
mates and with their teachers.
 It helps student9s experiences the messiness of group collaboration, problem
solving and critical thinking.
 Teacher can use this media to inform students various class related topics,
post handouts, notice etc.
 It provides Synchronous communication between learners and teachers and
provides new channels of information and knowledge from anywhere anytime.

҉ Google Earth: Google Earth makes Google Maps in 3D visual, 3D Globe for your
computer that includes traditional mapping, layered terrain, cultural landmarks etc.
Maps and explorations can be built, shared, saved and exported into movies and
other presentations.

҉ Google Maps: It provides information about standard maps direction, as well as real
time traffic information in major cities, satellite views, and saved maps and directions.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

<Molding Minds, Shaping Future=

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 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

҉ Teacher Tube: It is an educational Social video sharing site for teachers. Teacher
tube is an online collection of home –grown video content, housed in a web site. It is
also a great place to share video of your own snippets of instruction so that your
students can see you demonstrate lessons. (Thiyagu, 2013).

҉ Flickr: Flickr is a social photo sharing sites. User can view comment and subscribe
to photo streams, establish private groups for photos, and use the photos in
numerous ways under creative common license.

҉ Classroom 2.0 Ning: This is a social networking site for educators. Ning is
commercial web sites that offer user- generated social Networks. Students spend
countless hours in social Networks connecting to friends, creating original work,
chatting, sharing photos and so on. (Thiyagu, 2013)

҉ Twitter: Twitter is a micro blogging tool. Twitter offers a way for user to micro
blog in short blast on any topic that the micro blogger9s readers would be interested
in knowing more about. Teachers can use Twitter easily to send out class- wide
announcement and can distribute these short blasts of information via web, email
or cell phone text message.

҉ Class tools: It creates free web-based educational games, activities and diagrams
using Flash but with an easy to use interface, host them on your own blog, web site
or Intranet. Teachers and Students can create their own tutorials, demonstrations,
diagrams, animation on class tools. (Thiyagu, 2013)

҉ Mobile learning: The term M-learning means learning with the help of hand held
technology such as Mobile Phone, Laptop and other portable devices, Mobile is a
portable device, M-learning is convenient as it is accessible virtually from anywhere.

Use of M-learning in classroom transaction:

 Teacher can record their lecture and upload it as a podcast and can share
their link with their students. Students can use this link while studying or for
references.
 Through text messaging with teachers, students can clarify their doubt
related to classroom lesson while reviewing the lesson, and teacher can
answer them instantly or in the next class or can direct them to the reference
sources where they can meet their query.
 Teacher can create short list of salient points like history dates, exam hints,
short summaries etc. which can be shared with students through messaging.
 Mobile dictionary can be used by the students to build vocabulary.
 Teacher can allow their students to take 5 mi8nutes to study the National
Geography using Google Maps.
 Mobile phone makes it easy for the Students to discuss class related topics
with their peer mates and their teachers in social media/social networks.
 Mobile learning allows group learning of students when they are working same
projects.
 Teacher can ask a new question related to the subject taught in the class and
let their students to find out answer from internet sources by using Mobile
phone and to see how quickly they find out the answer. This will enable to know
how well they understand the topics.

Advantages of M-learning:
 Mobile devices are cheaper than desktops or laptops.
 M-learning can be used anywhere anytime including schools, colleges, offices,
homes etc.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

<Molding Minds, Shaping Future=

Downloaded by Wowie Mariano ([email protected])
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

 Fast & easy accessing of information

 Motivates the students with multimedia facilities.
 Enhances and compliments traditional teaching styles.

Disadvantages:
× Devices may become outdated quickly and students have to keep combating
obsolescence.
× Mobile Network has limited bandwidth.
× With the help of Mobile Network people can download file but cannot print out
the material.
× Mobile learning can create eye sight problem also.
× Loss of Data may occur due to discharged batteries, low storage capacity of
devices.

Benefits of ICT in Teaching Learning process:

 ICT can make the teaching learning process more interactive and effective.
 It helps in motivating the students towards their lesson.
 Learners can learn and work at their own pace just with little guidance from the
teachers.
 ICT enables the learners to interact with the teachers, peers and experts on various
issues outside the classroom.
 Learners can get various information very quickly.
 IT also helps the teachers to evaluate the learner9s progress and proficiency in certain
skills.
 It can also remove the monotonousness of traditional classroom system.
 Encourages contact between students and faculty through social networking tools,
blogs, wikis, text message etc., especially those students who are shy and unable to
speak out in face-to- face classroom settings.

Problem faced in implantation of ICT in Teaching –Learning process in Indian Context:

 Lack of proper infrastructural development in rural areas.
 Lack of Skilled and trained teacher in primary and secondary schools in remote areas
where most of the primary schools are run by single teacher.
 Lack of proper funding is another problem, mostly found in developing country. ICT
implementation in teaching learning process needs widespread investment which is
not possible for developing country.
 Underpinning educational planning
 Frequent power cut problem. Most of the village schools are still starving for proper
electrification.
 Lower bandwidth capacity than developed country.
 Language barriers: An estimated 80% online is in English Language. A large
proportion of educational software produced in world market are in English.
 Lack of ICT awareness among the mass. Now it is high time for the people to change
the mindset and accept the new technology for their future academic growth.

Promoting Collaborative and Transformative Learning in the Cyberspace

USING TRANSFORMATIVE PEDAGOGY WHEN TEACHING ONLINE

SOURCES: Meyers, Steven A. (2008) retrieved from www.heldref.org and Chatterjea, Kalyan (2000). Learning Communities in
Cyberspace -- A New Dimension in Learning retrieved from https://sp.edu.sg>docs

Transformative pedagogy not only focuses on developing students9 understanding of

alternative perspectives and experiences on an individual basis, but it also expands their
awareness of how societal forces impact people. The following are teacher9s means of
implementing transformative pedagogy in the learning environment:

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

<Molding Minds, Shaping Future=

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DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

a) create a safe and inviting environment;

b) encourage students to think about their experiences, beliefs, and biases;
c) use teaching strategies that promote student engagement and participation;
d) pose real-world problems that address societal inequalities; and
e) help students implement action-oriented solutions.

Importance of Community. According to Palloff and Pratt (1999) as cited by Kalyan

Chatterjea (2000) on Learning Communities in Cyberspace 3A New Dimension in Learning "In
distance education, attention needs to be paid to the developing sense of community within
the group of participants in order for learning process to be successful. The learning
community is the vehicle through which learning occurs online. Members depend on each
other to achieve the learning outcomes for the course. Without the support or participation
of a learning community, there is no online course. "

Online Transformative Learning. "The transformative learning process is one that

moves a participant from student to reflective practitioner. It begins with the practice of
acquiring knowledge. Students, by enrolling in an online course, commit to that process.
They enter the online environment and begin to form new relationships, which deepen as
students9 post material to the course site and are acknowledged for their ideas and their
participation.

Consequently, their ideas may be supported and expanded, or they begin to branch off in
another direction of inquiry. This creates a web of learning through which new ideas and
means of reflection provide a feedback mechanism regarding the ideas being studied and the
learning process itself."

♦ The role of the teacher

The teacher9 s role in establishing an environment that builds trust and care and
facilitates the development of sensitive relationships among learners is a fundamental
principal of transformative learning (Taylor, 1998). Loughlin (1993) emphasizes the
responsibility of the teacher to create a <community of knowers=, individuals who are
<united in a shared experience of trying to make meaning of their life experience=

♦ The role of the learner

It should be explained to the learners that they also have an active role to play in
creating a conducive environment, which promotes transformative learning. If the
participants are, for some reasons, unwilling to co-operate in collaborating or sharing this
responsibility, the likelihood of transformative pedagogy is null and void.

♦ The role of the rational and the affective aspects

Transformative learning has two layers that at times seem to be in conflict: the cognitive,
rational and objective and the intuitive, imaginative, and subjective (Grabov, 1997).

As cited by Meyers in Using Transformative Pedagogy When Teaching Online, "When

the students are empowered to become experts at their own learning, they cannot help but
be transformed as people. Their self-esteem rises, as does their confidence in their abilities.
They learn about areas (that) they never thought possible before, one of which may be
technology.

ICT as a Change Agent for Education

SOURCE: An Effective Use of ICT for Education and Learning by Drawing4NYU by Syed Noor-Ul-Amin retrieved from
https://www.nyu.edu

҉ ICT enhancing teaching and learning process

҉ ICT enhancing the quality and accessibility of education

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

<Molding Minds, Shaping Future=

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DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

ICT increases the flexibility of delivery of education so that learners can access
knowledge anytime and from anywhere. It can influence the way students are
taught and how they learn as now the processes are learner driven and not by
teachers.

҉ ICT enhancing learning Environment

Critical thinking, research, and evaluation skills are growing in importance as
students have increasing volumes of information from a variety of sources to sort
through (New Media Consortium, 2007).

ICT is changing processes of teaching and learning by adding elements of vitality

to learning environments including virtual environments for the purpose.

҉ ICT enhancing learning motivation

ICTs are also transformational tools which, when used appropriately, can
promote the shift to a learner centered environment.

҉ ICT enhancing the scholastic performance

ICTs are said to help expand access to education, strengthen the relevance of
education to the increasingly digital workplace, and raise educational quality.

Information and Communication Technology (ICT) has imposed a variety of

transformation that seek adjustment and adaptation. The teaching and learning
environment, as we move into the digital-driven world, has to adhere to this new dimension
as we get into the depths of the educational construct. Its implication to education, despite
the scarcity and accessibility issues, has transformed both teaching and learning into higher
heights while moving forward to the attainment of quality educational goals.

REFERENCES

Chatterjea, Kalyan (2000). Learning Communities in Cyberspace -- A New Dimension in

Learning retrieved from https://sp.edu.sg>docs

Deal, Ashley (2009). Collaboration Tools retrieved from https://www.cmu.edu>technology

on July 24, 2020

Meyers, Steven A. (2008). Using Transformative Pedagogy when Teaching Online retrieved
from www.heldref.org

Noor-Ul-Amin, Syed. An Effective Use of ICT for Education and Learning by Drawing—NYU
retrieved from https://www.nyu.edu

Roy, Sudipta Deb (2015). Application of ICTs in Teaching-Learning Process retrieved from
oaji.net

https://www.cambridgeinternational.org

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable appropriate knowledge and technologies to meet the needs of Quirino
Quirino Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

<Molding Minds, Shaping Future=

Downloaded by Wowie Mariano ([email protected])