Pedagogy

The continuous search for effective approaches has led many educators to explore the use of a number of resources for classroom instruction. Among these is the Information and Communications Technology or ICT-based instruction. To date, more and more schools have adopted the use of ICT for teaching different subjects. However, this is not enough to convince governments to continue investing on the said medium of instruction. As Kennewall (2003) claims, investment on ICT has been maintained mainly due to the belief that it is beneficial for all aspects of life in the 21st century, especially in the field of business. Nevertheless, the benefits of ICT in promoting learning have yet to be established. In this regard, this paper investigates the outcomes of an ICT-based pedagogy in teaching. In particular, it highlights the study conducted by Mosely, Higgins, Bramald, R., Hardman, Miller, Mroz, Tse, Newton, Thompson, Williamson, Halligan, Newton, Tymms, Henderson, Stout  Bramald, J. (1999) on the use of an ICT in promoting literacy and numeracy in the primary level. In an attempt to promote the use of ICT, this paper also mentions other studies that present the benefits of the approach.

Mosely et al. (Ibid.) conducted the study with an aim to investigate effective pedagogy of using ICT for teaching literacy and numeracy in the primary levels in selected schools in Gloucestershire, Lancashire, West Midlands and the North East of Great Britain. The team worked with a sample of 32 teachers who showed either average or above average (or high) gains on measures of relative pupil attainment based on the Performance Indicators in Primary Schools (PIPS). Then, the team observed how the sample made use of ICT in teaching literacy and numeracy in the classroom. The data from PIPS were considered blind during the observation procedure. After the observation, teachers were interviewed to confirm observation data and find out pedagogical factors such as when to use or not to use ICT during instruction.

After the preliminary data were established, the team introduced an intervention using ICT to 20 teachers from the earlier sample. These teachers chose to use the intervention to teach either literacy or numeracy. Evidences of ICT effectiveness were based on the standardised tests and criterion-referenced measures. The data gathered were used to compare with the earlier data and a survey with 250 respondents including the 20 teachers to establish relation between teachers willingness to use ICT and its effectiveness.

Results showed that ICT was not the significant factor affecting teacher effectiveness. Rather, teachers behaviour and practices gave way to a better class performance. For instance, certain teacher practices such as giving examples and counter examples for numeracy lessons helped them become highly effective. Also, higher rate of praise, longer plenary sessions for English lessons, varied group assignments and larger class size served as more significant factors. Nevertheless, ICT activities helped increase interaction among students especially in literacy classes.

The results of the study confirm Kennewalls claim on the lack of evidence supporting ICTs impact on highly effective instruction. However, as Mosely et al. note, teachers attitude with regard to the use of ICT affect the frequency and the way they use the approach. As such, consideration should be given on the way teachers view the use of ICT. It is possible that certain factors are still lacking in the current use of ICT or there are some misconceptions on the way it should be used. Specifically, Mosely et al. propose clarifying issues relating to the specific areas of literacy that can be supported by ICT, such as technical support, teaching strategies, subject-specific support, etc. (p.70).

Taking from this view, one may conclude similarly that while the present literature still supports traditional
practices (such as giving praises and cooperative learning) to promote teacher effectiveness,  consideration should be given on the use of ICT. Particularly, as ICT is seen to give way to better interaction, it implies applicability to cooperative learning scenarios. Instead of seeing ICT as a way to promote independent learning, it should be seen as a way to underline cooperative learning in the classroom, and should thus be paired with group activities.

Likewise, as ICT-based pedagogy is seen to promote interaction, it can be seen as an ideal approach to language teaching. As learners interact with others during ICT-based activities, they are able to practice language skills and thus improve competence in the language. This provides direction to second language teachers who are trying to promote communicative competence among their students. To note, the field of language instruction already uses what is popularly known as Computer-Assisted Language Learning (CALL).

CALL is basically an approach that uses the computer to aid language learning among individuals. As the name suggests, it is focused on learning and not teaching. Its history traces back to the 1960s (Delcloque, 2000) where CALL is seen as merely a computer tool to learn grammar, vocabulary and language rules. This presents CALL as a unidirectional tool rather than an approach to teaching language, as it helps the student learn the target language on hisher own. Given its limitations, CALL is often contrasted with Human-Assisted Instruction (Levy, 1997), and since educators are keen at both, they believe that the two can be merged to make up a more valuable instructional tool.

Tzevelekou, Chondroyanni  Paschalis (2001) propose a Computer-Assisted Language Learning System in teaching Greek as a second language to Turkish students. In this study, the authors present common apprehensions about ICT, including the view that it prevents socialisation, requires heavy financing, and promotes individual or self-paced learning. The learning package includes, like other computer language tools, grammar translations, vocabulary and comprehension exercises.

Similarly, Ribeiro  Martins (n.d.) propose a Multidisciplinary ICT-based learning model called Educacao XXI where ICT is seen as a primary tool for instruction. The authors of this model pay importance to the role of ICT in all fields (Language, Math, Science, etc.). Besides its advantage in the learning process, the authors also believe in the models capability to improve relationship between the teacher and the student, with the former acting only as guide as in student-centered instruction.  

Among the positive outcomes proposed by Ribeiro  Martins (n.d.) in this model include the cultivation of constructivist thinking among students. The model encourages students to pursue constructed and progressive behaviour using the learning modules. Like most learning packages, the modular instruction is content-based yet it promotes interdisciplinary environment using thematic themes that relate different disciplines together.

The trends in the use of ICT vary from one country to another. While the study by Mosely et al. from Great Britain gears towards using technology for cooperative learning, studies conducted in developing countries such as in Turkey like that of Tzevelekou, Chondroyanni  Paschalis (2001) or in Poland like that of Ribeiro  Martins (n.d.) still use and develop learning packages for individualised learning. On the one hand, it should be noted that while issues relating to instructional use may be in question with the latters use of ICT, some subject areas really require content-based instruction. In that sense, ICT-based modular instruction would truly help promote content learning. On the other hand, there are areas that require interaction or socialisation among learners such as language or civics subjects. In this regard, the teacher should give more consideration on the use of ICT for cooperative learning. In this pedagogy, the students should be working in pairs or groups, or make use of the social network and learning environments to ensure interaction, cooperation, and multidisciplinary learning.