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ICT IN TEACHING AND LEARNING

ICT IN TEACHING AND LEARNING

"If we understand the human

mind, we begin to understand
what we can do with
educational technology."

- Herbert A. Simon
ICT IN TEACHING AND LEARNING

Tell me and I forget.

Show me and I remember.
Involve me and I
understand.

- Chinese proverb
Technology Supported Learning
Technology Supported Learning
Components
NEW TECHNOLOGY-BASED
EDUCATION
 Many concepts and ideas cannot be taught without the aid of technology to
represent and manipulate them.
 As a tool, high-speed computers revolutionized the representation and
manipulation of information.
– Computer models, simulations and other symbolic representations provided
an environment for the learning necessary to build human intuition.
– The new world of science was about abstractions and complexity. Andrea
DiSessa says the trick is not to turn experiences into abstractions with a
computer, but to turn abstractions, like the laws of physics, into experiences.
– New visual metaphors are needed to express abstract, dynamic, non-linear
concepts. Weather patterns, turbulence in air currents, or the flow of liquids
are examples of phenomena that cannot be easily represented without
computer techniques.
– Mathematicians and scientists, as another example, found that traditional
Euclidean geometry was not adequate to represent many concepts in nature.
Fractal geometry was created to provide mathematical descriptions of
irregular and complicated phenomena such as the shapes of mountains and
clouds and how galaxies were distributed in the universe. Computer graphics
are necessary to represent the various fractal forms.
Computer-based Technology
 interactive learning environments: authoring systems, cognitive
tools for learning computer-assisted language learning,
assessment systems, computer-based training, computer-
mediated communications, computer-supported collaborative
learning, distributed learning environments, electronic
performance support systems, interactive learning
environments, interactive multimedia systems, interactive
simulations and games, intelligent agents on the Internet,
intelligent tutoring systems, microworlds, virtual reality based
learning systems.
 using computer based technology to examine processes of
cognition, decision-making and problem-solving, and hence to
support innovative teaching and learning applications.
Computer-based instruction
Nature of Instruction:
1. Teachers carefully orient students to lessons.
2. Teachers provide clear and focused instruction.
3. Teachers routinely provide students feedback and reinforcement regarding their learning
progress.
4. Teachers review and reteach as necessary to help students master learning material.

Computer-based instruction: Teachers provide computer technology for instructional support

and workplace simulation. They:
1. Use computer assisted instruction as a supplement to, not a replacement for,
traditional teacher-directed instruction.
2. Make use of computer and word processing software to foster the development of
writing skills.
3. Provide high-interest drill and practice programs to support learning, especially
for students requiring skill remediation.
4. Provide computer-assisted instructional activities for chronically misbehaving
students and students with negative attitude toward traditional learning.
Learning Technology
 The application of technology for the enhancement of teaching, learning and
assessment. Learning technology includes computer-based learning and multimedia
materials and the use of networks and communications systems to support learning.
 Learning technology clearly embraces a wide range of applications, some of which,
in the past have been classified under various acronyms such as the following:
– Computer Aided Instruction (CAI)
– Computer Aided Learning (CAL)
– Computer Based Learning (CBL)
– Computer Based Training (CBT)
 Newer technologies which are included within learning technology have also brought
with them their own acronyms. For example:
– Computer Aided Assessment (CAA)
– Computer Mediated Communications (CMC)
 An essential component in a learning technology package is the ease with which the
learner can interact with the contents. This is often referred to as the HCI, or
Human-Computer Interface.
ICT IN EDUCATION
 The world of education has changed from an orderly world of
disciplines and courses to an infosphere in which
communication technologies are increasingly important.
 While education is changing, it is not changing fast enough.
 In the future we will see a major restructuring of our social,
industrial and educational institutions, and an increased
reliance on computers and telecommunications for work and
education.
 However, the driving question for education in the 21st century
will be that posed by Herbert Simon on what it means "to
know.“
– Is it what we have in our heads or how well we are skilled to
explore the infosphere?
ICT IN EDUCATION

 The next major technology to change the face of education will be based on the
widespread use of artificial intelligence (AI).
 Progress in AI has led to a deeper understanding of how to represent
knowledge, to reason, and to describe procedural knowledge.
 Progress in cognitive science has led to a deeper understanding of how people
think, solve problems, and learn. AI scientists use results from cognitive
science to create software with more humanlike abilities, which can help
students learn better.
ICT IN EDUCATION
 The integration of technology in education is a
growing phenomenon.
 A tremendous amount of time and money has been
devoted to making technology accessible to students
with the promise of increased student achievement.
 Computers are used as teaching machines, research
tools, and a means for creating work products.
 A closer look at the connection between students
use of technology and the resultant learning is
needed.
ICT IN TEACHING AND LEARNING

 How do we learn?
 What makes a teacher effective?
 What unique qualities does a computer
based system have to offer, and what are its
limitations?
 What features should the best model for an
intelligent tutoring system possess?
Why Use ICT?

Use of ICT will enable students to

 solve problems,
 improve their personal performance, and
 gain the critical and abstract thinking skills
necessary to become lifelong learners and
contributing members of their communities.
Why Use ICT?
The core function of schools is to educate students.
 Traditional - the acquisition of key skills: reading, writing, and numeracy.
 Today - enhanced set of skills that includes the old skills, but also reflects
current skills related to the effective use of ICT
– the acquisition of these new skills will be achieved through a
curriculum-integrated approach that uses ICT to enhance/support
teaching, learning, and assessment.
– teachers must continually make informed decisions about the
appropriate use of ICT. For example, they need to consider whether its
use adds another dimension to the resources already available to
students.
– ICT does not replace teachers, curricula, or other sources of
information.
– Effective integration of ICT into all curricula assists students in
developing the abilities necessary to use, manage, and understand ICT.
Why Use ICT?

ICT-literate learners will

 develop knowledge, ability, and responsibility in the use of ICT
 acquire, organize, analyze, evaluate, and present information
using appropriate ICT
 use ICT to expand their range and effectiveness of
communication
 solve problems, accomplish tasks, and express creativity, both
individually and collaboratively, using ICT
 understand the role and impact of ICT, and apply ethical,
responsible, and legal standards in its use
How To Use ICT?

 USE ICT to structure inquiries, solve problems, and

gather, organize, validate, and communicate
information on a local and global scale
 MANAGE ICT by making creative, productive, and
efficient technology choices for the tasks at hand
 UNDERSTAND ICT and reflect upon the ethics and
impact of its use, synthesizing new insights and
making reasoned decisions as ICT evolves
 History of Computers in Education
THE FIRST COMPUTERS
 It has been about 50 years since the first operational computer was put into use: the MARK 1 in
1944 at Harvard and ENIAC in 1946 at the University of Pennsylvania.
 Early use of computers in education was primarily found in mathematics, science and engineering
as a mathematical problem-solving tool
 In 1959, at the University of Illinois, Donald Bitier began PLATO (Programmed Logic for Automatic-
Teaching Operations), the first, large-scale project for the use of computers in education. The
several thousand-terminal system served undergraduate education as well as elementary school
reading, a community college in Urbana, and several campuses in Chicago. Thus, the era of
computers in education is little more than 35 years old
The Early Pioneers
 At Dartmouth, in 1963, John Kemeny and Thomas Kurtz transformed the role of computers in
education from a research activity to an academic one. They did not like the idea that students had
to stand in long lines with punch cards for batch processing.
 They adopted the recently demonstrated concept of time-sharing that allowed many students to
interact directly with the computer. The university developed the time-shared system and expanded
it into a regional computing center for colleges and schools.At the time, most programs were written
in machine language or FORTRAN.
 Kemeny and Kurtz developed a new, easy-to-use language, called BASIC. It spread rapidly and was
used for the creation of computer-based instructional materials for a wide variety of subjects and for
all levels of education.
History of Computers in Education
Computer-Assisted Instruction
 In 1963, at Stanford, Patrick Suppes and Richard Atkinson established a program of
research and development on computer-assisted instruction in mathematics and reading.
They sought to free students from the lock-step process of group-paced instruction and
developed individualized, instructional strategies that allowed the learner to correct his
responses through rapid feedback. The self-paced programs allowed a student to take an
active role in the learning process. Mastery was obtained through drill-and-practice.
 In the early seventies at MIT, Seymour Papert set out to develop a new and different
approach to computers in education. He developed a programming language, LOGO, to
teach mathematics by teaching it in a wide variety of interesting "micro world"
environments such as music and physics. Papert insisted that we should not teach
mathematics, but should teach children to be mathematicians. LOGO soon became the
language of the elementary school computer literacy movement.
 Later, Papert extended LOGO to work with LEGO construction kits. The Constructivist
approach viewed learning as a reconstruction of knowledge. Papert asserted that learning
is more effective when the learner actually constructs a meaningful product. In building
computer-driven LEGO constructions, the student learns to define a problem and the tacit
practical problem-solving skills needed to solve it. Papert has tried to move education from
"computer literacy," an appreciation of computing, to "computer fluency," the application of
computers to solve real problems.
History of Computers in Education
RAPID GROWTH OF COMPUTER-BASED EDUCATION
 In the late 1960s, in order to make access to computers widely available, the National
Science Foundation (NSF) supported the development of 30 regional computing networks,
which included 300 institutions of higher education and some secondary schools. By 1974,
over two million students used computers in their classes. In 1963, only 1% of the nation’s
secondary schools used computers for instructional purposes. By 1975, 55% of the
schools had access and 23% were using computers primarily for instruction.[13]
The Microcomputer
 Initially, because computers were expensive, educators purchased time-shared systems
and adopted procedures to ration or restrict usage to provide access to as many people as
possible given limited resources. In 1975 a remarkable thing happened, the economics
that once favored large, time-shared systems shifted to low-cost microcomputers and the
personal computer revolution began.
 By the late seventies personal computers were everywhere -- at the office, the
schoolroom, the home, and in laboratories and libraries. The computer was no longer a
luxury, but was now a necessity for many schools and universities. Many universities
required incoming freshmen to own a computer. What began as a grassroots revolution
driven by students, teachers and parents, was now a new educational imperative as
important as having books and libraries .
The Roles of ICT in Curriculum

 learning About
 learning With, and
 learning From information technologies.

– In the early days of computer-aided instruction, the focus was on learning About computers.
As people began thinking about the role of computers to assist instruction the emphasis
shifted to learning From computers. Today, the focus is more frequently on learning With
computers - that is, using information technology tools to facilitate an enhanced
communication among students, between students and teacher and sometimes with some
unknown public.
– efforts to use computer / information technology in education contexts based on an
understanding of the importance of communication for learning - communication between
students and teacher, and communication among students.
– What the teaching of various innovators has in common, is a commitment to placing learners
in control of their own learning.
– Their classrooms provide all kinds of opportunities for communication, decision-making and
real problem-solving to occur.
– They believe what matters in the learning situation is the experience that learners have and
what they make of that experience.
The Roles of ICT in School

 Tutor – to teach the student

 Tool – to help the user function more
productively
 Tutee – students program the computer
ICT IN TEACHING AND LEARNING
Terms used:
 CAI - Computer Assisted Instruction refers to a system of educational
instruction performed almost entirely by computer.
 CBI – Computer-based Instruction. Also called CAI.
 CII – Computer Integrated Instruction
 CAL – Computer Assisted Learning
 CALL – Computer Assisted Language Learning. An approach to language
teaching and learning in which computer technology is used as an aid to the
presentation, reinforcement and assessment of material to be learned, usually
including a substantial interactive element.
 CBT - Computer Based Training. Also called E-learning. CBT is a general
term that relates to all training that is delivered with the assistance of a
computer. Delivery of CBT can be via CD, the Internet, or shared files on a
network.
 WBL – Web-based Learning
 WBI – Web-based Instruction
 WBT - Web-based Training. Training that is delivered with the assistance of
the Internet.
ICT IN TEACHING AND LEARNING
Terms used:
 LMS - Learning Management System . A system for management and tracking of the involvement
of participants with specific content, usually with the assistance of a database. Typically the
system tracks who is scheduled to participate in specific training programs, who has begun the
program, who has completed the trainings, and what were the participants’ test scores.
 E-learning - Also called CBT. E-learning is a general term that relates to all training that is
delivered with the assistance of a computer. Delivery of e-learning can be via CD, the Internet, or
shared files on a network. Generally, CBT and E-learning are synonymous, but CBT is the older
term, dating from the 1980s. The term E-learning evolved from CBT along with the maturation of
the Internet, CDs, and DVDs. E-learning also includes Internet-based Learning, Web-based
Learning, and Online Learning.
 Synchronous E-Learning - Computer-assisted training where the instructor and participants are
involved in the course, class or lesson at the same time (synchronized). Web conferencing is an
example of synchronous e-learning. Participants can log on with a trainer and interact with
participants at multiple facilities or locations. Using LCD projectors and conference telephones,
the audience of a web conference can be increased to include many staff at any location.
 Asynchronous E-Learning - Computer-assisted training where the instructor and participants
are involved in the course, class or lesson at different times (not synchronized, or ansychronous).
Examples include job aids and programs on a shared drive, web-based training (WBT), electronic
bulletin boards, blogs, and email listservs. Asynchronous methods allow participants to access
training materials 24/7, even when other students and/or the instructor are not present. .
Computer Assisted Instruction

Computer Assisted Instruction (often abbreviated CAI)

refers to a system of educational instruction performed
almost entirely by computer. Such systems typically
incorporate functions such as:
– Assessing student capabilities with a pre-test
– Presenting educational materials in a navigable form
– Providing repetitive drills to improve the student's command of
knowledge
– Providing game-based drills to increase learning enjoyment
– Assessing student progress with a post-test
– Routing students through a series of courseware instructional
programs.
– Recording student scores and progress for later inspection by a
courseware instructor.
Categories of Instructional Software

 Tutorials
 Simulations
 Drill-and-practice
 Educational games
 Exploratory environments
Computer Assisted Learning

 The term Computer Assisted Learning (CAL) covers a range of computer-based packages, which aim to
provide interactive instruction usually in a specific subject area, and many predate the Internet. These can
range from sophisticated and expensive commercial packages to applications developed by projects in
other educational institutions or national initiatives to simple solutions developed by individuals with no
funding or support to tackle a very local problem. The amount of time and money invested in development
is high and partly because of the very subject specific nature of the education market as well as the very
personalised nature of the teaching process - means that commercial success is difficult to achieve and
work done in one subject area rarely transfers to others subject areas.
 The use of computers in education through CAL has been sporadic - a great deal of effort was expended
with little general impact. Many of those academics that took part in that earlier crusade are now cynical
about the effectiveness of computers in teaching.
 There are still good reasons to use CAL rather than Internet based technologies. CAL is run either
straight from a CD or floppy disk drive, or over a local network so the constraint of the internet - slow
download times for multimedia materials may not apply.
 The fact that CAL technology has been around a bit longer, means that CAL packages have the potential
to offer more advanced, interactive, multimedia learning experiences than it is currently reasonable to
expect from the Web.
 This has been changing as Web technologies develop and bandwidths improve but there are currently
many things that can only be achieved with CAL rather than the Web.
CALL
 Computer-assisted language learning (CALL) is an approach to language teaching and
learning in which computer technology is used as an aid to the presentation, reinforcement and
assessment of material to be learned, usually including a substantial interactive element.
 Early CALL favoured an approach that drew heavily on practices associated with programmed
instruction. This was reflected in the term Computer Assisted Language Instruction (CALI),
which originated in the USA and was in common use until the early 1980s, when CALL became
the dominant term. Throughout the 1980s CALL widened its scope, embracing the
communicative approach and a range of new technologies, especially multimedia and
communications technology. An alternative term to CALL emerged in the early 1990s, namely
Technology Enhanced Language Learning (TELL), which was felt to provide a more
accurate description of the activities which fall broadly within the range of CALL. The term
TELL has not, however, gained as wide an acceptance as CALL.
 Typical CALL programs present a stimulus to which the learner must respond. The stimulus
may be presented in any combination of text, still images, sound, and motion video. The
learner responds by typing at the keyboard, pointing and clicking with the mouse, or speaking
into a microphone. The computer offers feedback, indicating whether the learner’s response is
right or wrong and, in the more sophisticated CALL programs, attempting to analyse the
learner’s response and to pinpoint errors. Branching to help and remedial activities is a
common feature of CALL programs.
 Current CALL software has embraced CD-ROM and DVD technology, and there is growing
interest in Web-based CALL .
CALL

5 directions you could take (but there are many more):

 Commercial Software (CD-ROMs)
– There are several language CD-ROMs and diskettes on the market that could be
useful to you. Decide how the software can best supplement your class instruction,
and then create assignments for your students to work with them in the Multimedia
Lab. Some CDs seem to replace the traditional audio tape & workbook; others
provide new types of learning activities.
– This is the easiest and least time-consuming way to get started, but also the least
flexible, since you must conform to the structure dictated by the program.
 
 World Wide Web
– From informational pages to interactive exercises, the WWW is an incredible
resource for language teachers.
– If you don't find what you're looking for on the web, you can always make your own
home page!  
CALL
 Other Internet Applications
– The Internet is more than just the world wide web. It's a mode of communication. You can
incorporate e-mail activities very effectively into language classes. What easier (and
cheaper) way to have your students communicate with native speakers of the language?
You can also take advantage of listservs, discussion boards, chat rooms, and MOOs (real-
time communication environments).
 
 Presentation Software
– Presentation software, such as Powerpoint, Presentations, or Astound, can be used to
make slides to accompany lectures & presentations, and to stimulate conversation in the
target language. Each slide can present content, or images to describe, or questions for
reflection. Presentations can be projected onto a large screen for whole-class viewing, or
students can view them on individual computers in the Multimedia Lab at their
own pace.

 Authoring Software
– Authoring software allows you to create exercises, language drills and activities for your
students, which you can make available in the Multimedia Lab. Examples include: Dasher,
Libra, SpeechLab, and Authorware. They vary in flexibility and complexity.
THE EFFECTIVENESS OF COMPUTER-
BASED EDUCATION

 Increase students’ performance/learning

 Reduce time necessary to achieve goals.
 Improve problem solving skills
 Helps the student debug and articulate his own ideas
 Emphasis on reasoning strategies
 Facilitates the development of communication, decision-making
 Facilitates students' formulation of complex questions as they
manipulate information to discover patterns and relationships,
and reach conclusions in the pursuit of knowledge
Advantages
1. Education will become highly interactive, engaging the student every 20 seconds
or so for a response, much in contrast to present-day passive lecture methods.
2. Education will become highly individualized, with world-accessible records of
learning attempts by particular students, to enable computer presentation of
education tailored for each student's past learning experiences and styles.
3. Education will become highly flexible in interaction, enabling natural-language
tutoring using the Socratic method of tutorial question and student response.
4. Education will become highly accessible, opening opportunities for the
disadvantaged.
5. Education will become highly computer-mediated, replacing (not supplementing,
which would be an added cost) the lecture method in courses for 15 or more
students.
6. Distance education will begin to displace campus-based education because the
high costs of an interactive computer-mediated course can be justified only
through their use by a large number of students than only distance education
can provide.
Disadvantages
 All software packages have biases about learning
built into them.
 Teachers are not proficient and comfortable with the
software.
 Poorly functioning equipment
 Over-promotion of technology-based learning to
students
 Lack of quality in courses delivered by technology.
What do you need to consider
before you begin?
A few challenges facing you and your
teaching

· the drive to improve the quality and effectiveness of teaching

· the problems of time, and the balance between research, other activities,
and teaching
· the need to increase the attractiveness of courses in the face of
‘competition’ in the ‘market’
· the need to cater for greater numbers of students, from varied
backgrounds, and to broaden access (and to offer non-traditional entry
methods) to courses, and to support different forms of transfer into HE
· the need to provide more flexible patterns of learning
· the desire to keep up with technological developments - for example e-
mail and the Internet
· the expectation of students that you will be ace researcher, top manager
and brilliant orator rolled into one
What are the broad aims of the course
or module

· to train students in a range of subject specific

techniques
· to enable students to develop practical skills · to
encourage students to participate actively in learning
and to fully understand material
· to help students learn and remember a series of facts
· to encourage students to work collaboratively and to
discuss and argue issues and cases
· to encourage students’ interest and competence in
using IT methods
What are your own aims and objectives in
considering using ICT in your teaching?

· to enhance teaching
· to enable students to learn better or faster
· to save time for research
· to save time for assessment
· to save time for better teaching
· to save other resources
· to cater for more students
What benefits can using technology in
teaching bring to you as a teacher

· if the CBL is used well, students should react positively towards it

· CBL can help in the flexible delivery of teaching to large numbers of
students
· students learn material effectively with potential savings in time
· assessment and other marking duties may be reduced
· communication with students and colleagues may be improved
· there may be less routine enquiries to deal with
· students can become more responsible for their own learning
· some ICT resources give access to documents, images, or information
which would otherwise be expensive or impossible to obtain
· students can potentially learn at a remote site – or from home
· using ICT in teaching should help you develop your own IT skills
What benefits can CBL deliver to my
students?

· they can work anonymously at their own pace

· CBL usually enables them to learn (inter)actively, and encourages them to do
things, and to become involved in their own learning process
· they usually get instant appropriate feedback
· they usually find CBL interesting, varied and fun
· they can work with real examples and/or practical cases
· they can access a huge range of varied information
· graphics, sound, animation/multimedia offer students a visual and dynamic
environment in which to work
· students can explore problems and obtain help in a non-linear fashion, thus
encouraging them to investigate and see problems in different ways
· students should be able to understand and solve problems more creatively
· students will learn about IT, and feel they are studying in a positive modern
department
What benefits might accrue to the
institution as a result of using CBL

· teaching costs (in the long-term) may be reduced

· staff will be able to cater for increasing numbers of students
· improvements will accrue to the institution’s image and
marketability to students and funders
· improved quality assessment ratings
· flexible use of space and time
· opportunities for development of distance learning programmes
· good CBT fits in well with modularisation
Software types and styles you might
consider using…

· drill and practice, where students practice particular activities having been prompted by
exercises questions on the computer
· microworlds or games, where students become part of a computer-based ‘world’ or problem-
solving environment simulating reality
· practicals, where the software simulates physical activities which might otherwise be carried
out in a practical laboratory, and which might otherwise be expensive or dangerous
· simulations, where the computer attempts to simulate real events and allows students to alter
or become part of the real or imaginary situation
· tutorials, where the software leads the student through a series of steps, much as a human
tutor might
· analysis or modelling tools, where the computer offers tools for students to build their own
analyses or models
· information retrieval, where the software (often on CDROM) allows access to a huge range of
information
· on-line software, offering access to the Internet and the World Wide Web
· communication tools, where students and staff can communicate effectively using e-mail and
conferencing
· presentation software, to enhance your teaching and presentations
· more general assessment or study skills software
Things you should consider about
hardware provision

· which platform - Macintosh, PC-compatible, or other - such as UNIX?

· what machines are available in various locations - on your desk, in laboratories/University
clusters, students’ rooms or halls, lecture theatres, your own department?
· what are the technical capabilities of the machines - how much random access memory
(RAM) and hard disk (HD) space do they have; what monitors do they have ((S)VGA?);
what peripherals, such as CDROM, sound and printers do they have?
· are the machines networked, and how much access to the students have to network software
and hardware?
· can the machines be moved, or the layout changed, to suit your own requirements?
· how great is the demand for network facilities, such as printing, and at what cost to the
department or students?
· can students gain access to machines for private study if required?
· do you have access to amenable and supportive technical assistance?
· how far ahead do you need to book computer facilities and technical staff?
Other resources you may need…

· academic support from colleagues, school

· administrative support
· technical support
· equipment and facilities provision
· facilities and personnel for altering (or publishing) CBL materials
· duplication (of disks etc.) facilities
· security arrangements
· an increased budget (to purchase materials in the short-term)
A few initial problems you may
encounter

· lack of facilities
· the choice of software may not suit you
· a high workload in the year you adopt the CBL - adapting to new
methods and integrating the materials
· you may encounter technical problems
· computer rooms may seem noisy
· students’ problems may be repeated at different times as they
work at their own pace
· if students become demotivated they may miss crucial sessions
· negative attitudes from colleagues
· organising the CBL activities
Deciding on what CBL you are
going to use...
A few characteristics of good CBL
materials to look for

· it should be well-designed and presented with a consistent look

and feel
· it should be relatively quick to learn and easy to use
· the software should be navigable - users should never feel ‘lost’
when using it
· the software should be tailorable - easily if so advertised
· the software should make best use of the computer’s strengths -
calculations, graphics and interactions - and not carry too much
text
· the software should be easy to set up
· the software should carry relevant and usable help facilities
· the software should be accompanied by relevant and usable
documentation
Where can you obtain software from?

· projects
· commercial sources
· public domain sources
· sources within your institution or various
private individuals
· DIY
Where can you obtain advice on using
and implementing CBL?

· your institution’s IT Officer, Teaching and

Learning Service, Computer Services or Staff
Development Service
· Various World Wide Web (WWW) sites
Types of integration of software into
courses

· use the CBL materials in a laboratory or computer room (either supervised or

unsupervised) as a tutorial substitute
· use the CBL materials in a laboratory or computer room (either supervised or
unsupervised) as a (partial or complete) lecture substitute
· use the CBL materials to substitute for practical work
· encourage students to make use of CBL in their own time - self-study access for
remedial help or revision
· use CBL as a tool/forum to prompt discussion in seminars
· use CBL as a (information) resource for group or project work
· use CBL as an analytical or diagnostic tool
· use CBL primarily for assessment
· use parts of CBL materials for demonstrations in lectures
· use CBL as a running game or simulation over several weeks or modules
Some broad issues of course re-
design to consider

· full integration of CBL into the course is vital

· know and plan for the genuine level of computer
literacy of your students
· test the materials on a small group of students in the
first year
· prepare dedicated handouts or worksheets to
encourage CBL usage
· add computer references to reading lists
· is what you are planning pedagogically desirable, and
planned into the rest of the curriculum?
A few practical aspects to consider

· try the software on the machines to be used with

students, not just the one on your desk
· be prepared for problems to occur
· is what you are planning technically feasible?
· try to obtain some departmental control over CBL
facilities
A few initial assumptions to avoid

· that colleagues will share your enthusiasm - but do

offer to share your experiences with them
· that students in the computer game era are computer
literate and confident
· that your colleagues are computer literate and keen
· that CBL will be used because it is there - it must be
properly planned into the course
· that CBL will replace you or lectures - it cannot!
Practical Issues of Implementation
Discuss with others in the institution

· course leaders or your Head of Department

· staff development officers
· Teaching and Learning co-ordinator or IT
subcommittee
Investigate hardware and space

· technical facilities
· numbers of students
· availability and scheduling of space
· availability and numbers of machines
· availability of spare machines
Re-design parts of the course

· discuss with students

· discuss with colleagues
· discuss with course committees and validation bodies
· amend the software
· prepare worksheets and other accompanying
materials
· test worksheets and accompanying materials
· arrange for team teaching or demonstrators
Some of the most common student
attitudes to prepare for…

· I don’t like computers

· I don’t know how to use a computer
· I know all about computers - so I’ll press this key combination (whoops!) (or just
play games)
· I’ve done this before
· this is fun - much better than lectures
· this is not real work - it just lets staff off lecturing – it is not difficult and it is not
important
· it is too difficult - struggling with the computer and the material
· we won’t have this computer package in the real world - we cannot take it away
with us like we can a textbook (for future reference)
· we can’t get into the labs - they are fully booked and not open at weekends or in
the evenings
· sorry - I couldn’t do the assignment because the computer crashed just as I was
going to save my work
· backups - what are they?
A few staff attitudes you may consider

· computing is not our area - we are teachers of ...

· we should be teaching them DOS and UNIX - this is not real
computing (correct)
· computing is the preserve of technical staff - I’m a teacher
· how do you know which student does the work
· what is wrong with the way we have taught this course in the
past?
· does it really save time and other resources?
· it is a very impersonal way of learning
· what would I do if the machines went wrong?
A few words of wisdom and
encouragement

· know your students - make sure the CBL system is what they need
· know the software - well
· be enthusiastic
· be the facilitator
· provide encouragement
· learn when to intervene
· set targets and deadlines
· be led by the teaching, not the technology
· evaluate thoroughly
· focus on disciplines
· attend to standards
· reflect and adapt
· know where to get help
· be confident and flexible - and enjoy ICT!
Further Reading
 Papert, S. Mindstorms: Children, Computers and
Powerful Ideas. New York: Basic Books, Inc.,
(1980).
 Grabe, M & Grabe, C. Integrating Technology for
Meaningful Learning. Boston: Houghton Mifflin,
(1998).
 Lockard, J, Abrams, P. & Many, W.
Microcomputers for the Twenty-First Century
Educators. New York: Longman, (1997).
 http://www.lupinworks.com/lct
 http://www.thejournal.com