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Modern-day teachers use a variety of communication methods in their teaching-learning

environments. However, the link between education, communication and the media is a subject
of interesting debate for educationalists because they are interlinked themes. There are many
uses that can be given to Information and Communications Technology (ICT) in the classroom.
For example, teachers are now able to create online content, as per the interests of individual
student, being fully adaptable to each group.

Now, communications methods in teaching are based on ICTs, which assist teachers to even
enhance the student's interaction with the entire class, from having a passive role to a much more
energetic, active and responsible one. Nevertheless, creating a healthy awareness of ICTs is
inevitable by knowing how to differentiate between what assists teachers and what their major
limitations are.

Benefits of ICT

The students will be much more motivated when ICT tools are used in their centre as a
communication tool, it is a much more attractive method for them and much more enjoyable. It is
also a support they use regularly, so they are easily handled in this environment and they find it
closer (Sipilä, 2013). The social media as communication method allows students to expand
knowledge about those subjects that interest them most. In the same way, they can find a more
enjoyable way to learn for those others that are more tedious (Chawinga, 2017). Virtual
environments offer tools to create forums or work groups in which students can share knowledge
(social networks, blogs, and so on) and create workspaces where they interact with documents
simultaneously (Google drive, one drive, dropbox,) (Petko, 2012). Also for teachers, different
ICT based communication methods facilitate the organisation of classes (Google classroom) and
how to share content with students (Manca and Ranieri, 2015).

The virtual world also offers many learning tools that stimulate student creativity, such as slide
shows, infographics, video creation, and so on (Woods and Oradini, 2013). Thanks to tools such
as group chats, forums, email, blogs, students are served with the most effective communication
methods. By having various sources with different points of view on a subject, students can get
to have a more complete view of it (Guven, 2016). One of the most interesting advantages posed
by ICT is that the space / time barriers are broken down, since it allows asynchronous (not
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instantaneous) communication with people of different cultures (Guven, 2016). Undoubtedly, it

is a very interesting option from the educational point of view

Limits of ICT

In the world of ICT, one has so much information and alternatives that it is very easy to be
distracted, thus increasing the degree of dispersion. When we spoke before learning to use ICTs
and to become aware of them, we referred among others to learn to control the level of addiction
they generate, especially in the younger profiles (Woods and Oradini, 2013). It also involves
greater loss of time, and it is thus related to the first point of attention in this list (Ingram, 2014).
The abusive use of ICT generates less contact, in the physical world, between people, which is a
handicap for the growth of the person (Chawinga, 2017). It also entails the non-completion of
other necessary activities, such as sports (Ingram, 2014).

Much of the information teachers extracted through digital media and send to students is false or
incomplete. Thus, teachers have to know how to contrast the content and look for reliable
sources of information (Chawinga, 2017). Lack of privacy is a major issue and closely related to
the previous one (Petko, 2012).

Implication of the Communication Media in Education

Are the media aware of the impact they have on education? Teachers as communication
professionals pay little attention to education, considering that it is an exclusive space for
educators. In the same way, the educational field does not stop considering communication as a
content that must be dealt with transversally (Greenhow and Lewin, 2016). For his part, Semali
(2018) states that the educational system has not yet understood the importance of the
communication media when it comes to socialising individuals, a fact that does not exclude the
communicators themselves from assuming the part of responsibility they have in education.

It is difficult to agree, but, in conclusion, it can be emphasised that teachers need to be aware of
the social importance of the media and that communicators should be aware that the media also
have an educational function. Once this fact is assumed, it will be easier to establish a fluid
relationship between education and communication.
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References

Chawinga, W. (2017). Taking social media to a university classroom: teaching and learning
using Twitter and blogs. International Journal of Educational Technology in Higher
Education, 14(1).

Greenhow, C. and Lewin, C. (2016). Social media and education: reconceptualizing the
boundaries of formal and informal learning. Learning, Media and Technology, 41(1), pp.6-30.

Guven, Z. (2016). The Relationship Between University Students’ Attitudes Towards Ict And
Media Tools In Learning English And Their Emotional Intelligence. Selçuk Üniversitesi
İletişim Fakültesi Akademik Dergisi, 9(3).

Ingram, N. (2014). Time past: impacts of ICT on the pedagogic discourse in the Interactive
project. Technology, Pedagogy and Education, 25(1), pp.1-18.

Manca, S. and Ranieri, M. (2015). Implications of social network sites for teaching and learning.
Where we are and where we want to go. Education and Information Technologies, 22(2),
pp.605-622.

Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms:
Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist
orientations. Computers & Education, 58(4), pp.1351-1359.

Semali, L. (2018). Literacy in multimedia America. London: Routledge, imprint of Taylor &
Francis Group.

Sipilä, K. (2013). Educational use of information and communications technology: teachers’

perspective. Technology, Pedagogy and Education, 23(2), pp.225-241.

Woods, E. and Oradini, F. (2013). Get the Digital Edge: linking students’ attitudes towards
digital literacy and employability at the University of Westminster. Nordic Journal of
Information Literacy in Higher Education, 5(1).