Question 02: Elaborate ICT as instructional aids in science teaching and learning process.
Answer:
ICT as a pedagogical tool for support in the teaching and learning processes is still used in differentdegrees and with different levels of success. In view of the various applications of ICT in other areas, it is a wonder that ICT is not more used in teaching at tertiary level. The aim of this paper is thus to investigate the use of ICT teaching aids in the interactions between lecturer and students at tertiary level from a student perspective. Student perceptions and appreciation of the use of different ICT teaching aids in the interactions with their lecturer were analysed.
Research shows that teacher-student interaction is very much beneficial in motivating students as well as in supporting them in their studies (Panchoo, 2010, Audet, 08: 35-36). This support has gone beyond the classroom with the advent of Information and Communication Technologies (ICT): the Internet and the social networks are opening more possibilities to the field of education. The use of ICT in the field of education is still used primarily as a communication tool rather than a pedagogical tool (Panchoo, 2010). Electronic mail enables teacher-student and student-student interactions and according to D'Halluin (1995), it is the tool which enables coordination. With regards to the asynchronous tool, like the forum, students are encouraged to exchange ideas on diverse themes on the Internet. The forum enables students to voice out their queries
and it gives them to ponder and reply back. However, unanswered threads are very common and they may not necessarily promote learning. According to Devaux et al., (2009:7), a forum is primarily a tool for learners to support each other. For the past years, at the University of Technology, Mauritius, some lecturers are using the to technological tools as supports in the delivery of their lecture. They have even made use of a Learning Management support (LMS) environment, Moodle, in order to facilitate communication between the lecturer and the students. They are however being used in a ad hoc manner by lecturers and it is therefore imperative to investigate on the use of those supporting tools in order to understand their
usefulness and their pertinence from a student's perspective. It is worth noting though that the collection and use of those tools (forum, email, chat) are not sufficient to promote learning and collaboration among the students (George, 2005). However, findings from the literature reveal that blended learning gives better opportunities to promote learning (Marchand, 2003) and learning communities among the students (Rovaï & Jordan, 04).
Answer:
ICT as a pedagogical tool for support in the teaching and learning processes is still used in differentdegrees and with different levels of success. In view of the various applications of ICT in other areas, it is a wonder that ICT is not more used in teaching at tertiary level. The aim of this paper is thus to investigate the use of ICT teaching aids in the interactions between lecturer and students at tertiary level from a student perspective. Student perceptions and appreciation of the use of different ICT teaching aids in the interactions with their lecturer were analysed.
Research shows that teacher-student interaction is very much beneficial in motivating students as well as in supporting them in their studies (Panchoo, 2010, Audet, 08: 35-36). This support has gone beyond the classroom with the advent of Information and Communication Technologies (ICT): the Internet and the social networks are opening more possibilities to the field of education. The use of ICT in the field of education is still used primarily as a communication tool rather than a pedagogical tool (Panchoo, 2010). Electronic mail enables teacher-student and student-student interactions and according to D'Halluin (1995), it is the tool which enables coordination. With regards to the asynchronous tool, like the forum, students are encouraged to exchange ideas on diverse themes on the Internet. The forum enables students to voice out their queries
and it gives them to ponder and reply back. However, unanswered threads are very common and they may not necessarily promote learning. According to Devaux et al., (2009:7), a forum is primarily a tool for learners to support each other. For the past years, at the University of Technology, Mauritius, some lecturers are using the to technological tools as supports in the delivery of their lecture. They have even made use of a Learning Management support (LMS) environment, Moodle, in order to facilitate communication between the lecturer and the students. They are however being used in a ad hoc manner by lecturers and it is therefore imperative to investigate on the use of those supporting tools in order to understand their
usefulness and their pertinence from a student's perspective. It is worth noting though that the collection and use of those tools (forum, email, chat) are not sufficient to promote learning and collaboration among the students (George, 2005). However, findings from the literature reveal that blended learning gives better opportunities to promote learning (Marchand, 2003) and learning communities among the students (Rovaï & Jordan, 04).
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