Chapter1

Chapter 1. Technology in

Learning and Teaching

Computer-Assisted English Language

Learning and Teaching

Objectives:

Identify the potential of ICT for learning and teachingDescribe literacy in the age of information

Chapter 1. Technology in Learning and Teaching

By the end of this chapter you should be able to

Recognise ICT integration into teaching and learning in Thailand

Introduction


The concern of those who view technology as a threat to the present system of education is an expression of mental blindness to the role and the purpose of education in our highly advanced and complex society.

Donald L. Bitzer

ICT in Education

Information and communications technologies (ICT) are the computing and communications facilities and features that variously support teaching, learning and a range of activities in education.

ICT is becoming less related to the word-based text and is now essentially multimedia ,involving sound, pictures and the moving image. (Abbot, 2001).


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Have you ever heard of quinine?

( คลิ�กรู�ปด้านบน เพื่��อชมตั�วอย่�างICT ที่��ปรูะกอบด้วย่เสี�ย่ง ภาพื่

แลิะภาพื่เคลิ��อนไหว)

The Department for Education and Employment (DfEE, 1988) stated that ICT is more than a teaching tool. Its potential for improving the quality and standards of pupils’ education is significant. Equally,its potential is considerable for supporting teachers, both in their everyday classroom role, for example by reducing the time occupied by the administration, and in their continuing training and development.


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ICT in Education

The effectiveness of ICT use in education is more than just the requisite technical skills. The success of ICT use depends on our familiarity with good practice firmly rooted in an understanding how pupil learns. Our reflection on optimal environments is ICT use as bases for pedagogic innovation beyond the assimilation of new technologies into prevailing traditions of classroom practice.

เด็�กเล่�นคอม


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ICT in Education

In view of the

fundamental changes to

our concept of

knowledge, the learning

process, the role of the

teacher and human

relations more widely

brought about by ICT,

we need to go beyond

doing the things we

have always done,

albeit with the help of

new technologies.

(Pachler, 1999).


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ICT in Education

The process of becoming literate today involves more than learning how to use language effectively; rather, the process amplifies and changes both the cognitive and the linguistic functioning of the individual in society. One who is literate knows how to gather, analyze, and use information resources to solve problems and make decisions, as well as how to learn both independently and cooperatively.

Literacy Definition and Multiliterate Students


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Ultimately literate individuals possess a range of skills that enable them to the participate fully in all aspects of modern society.Succeeding in a digital, information-oriented society demands multiliteracies, that is competence in an even more diverse set of functional, academic,critical,and electronic skills. (Kasper, 2000).


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To be considered multiliterate, students today must acquire skills that will enable them to take advantage of the diverse modes of communication made possible by new technologies and to participate in global learning communities. In their attempts to become multiliterate ESL students must acquire linguistic competence in a new language and develop the cognitive and sociocultural skills necessary to gain access into the environments. They must become functionally literate, able to speak, understand, read and write English as well as use English to acquire, articulate and expand their knowledge.


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They must also become academically literate, able to read and understand interdisplinary texts,analyze and respond to those texts through various modes of written and oral discourse, and expand their knowledge through sustained and focused research. Further they must become critically literate,the ability to evaluate the validity and reliability of international sources so that they may draw appropriate conclusions from their research efforts.Finally, students must become electronical literate, able to select and use electronic tools for communication, construction, research, and autonomous learning.


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Shetzer, H. & Warchauer, M. (2000) stated that new electronic literacies include computer literacy (comfort and fluently in keyboard and computer use), information literacy (the ability to find and critically evaluate online information), multimedia literacy (the ability to produce and interpret complex documents comprising texts, images, and sounds), and computer-mediated communication literacy (knowledge of the pragmatics of individual and group online interaction.



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Electronic literacy involves not only adapting our eyes to read from the screen instead of the page, but also adapting our vision of the nature of literacy and purpose of reading and writing (Warschauer, 2002).


In conclusion, the use of technology in language teaching lies on human capacity as teachers plan,design,implement effective education activity. Appropriate use of new technologies allows more than integration of language, content,and culture and provides students to be autonomous learners. (Warschauer, M. & Meskill, C. 2000).


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Education in Thailand is reformed by the Education Reform Act adopted in 1999. A national policy was formulated by the newly established National Institute for Technology for Education (NICTE) to develop policies and plans to promote ICT development and utilization in the country. The National Electronics and Computer Technology Center (NECTEC)

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National ICT Plan

(สามารถคล่�กได็� แล่�ว link ไปที่�� http://www.nectec.or.th/courseware/index.html)


The National ICT plan recognizes that a massive programme to introduce computers, multimedia, and distance education facilities to all state schools is imperative. This drive must be accompanied by the development of suitable courseware specifically designed for electronic delivery.

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National ICT Plan

(สามารถคล่�กได็� แล่�ว link ไปที่�� http://www.unescobkk.org/index.php?id=1398)


Give all teachers, college lecturers and professors, school children and college students opportunities to learn to use ICT. The goal is to employ ICT as an enabling tool to access information and gain knowledge through self-paced learning, or through interactions with teachers and fellow students.

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National ICT Plan

Initiatives include to:


Link schools, colleges, universities, and libraries electronically to provide students, teachers and lecturers an enriched environment in which distant resources can be made available remotely at finger tips. 1 l 2 l 3 I 4 I 5

National ICT Plan

Initiatives include to: schools

colleges

universities

libraries


Make full use of ICT and distance education to meet the needs and aspirations of all citizens for continuous education and skills upgrading without regards to age, profession, distance, or geography.

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National ICT Plan

Initiatives include to:


Chadamas & Thaweesak (2002) explained about National ICT Policy in Thailand as follows :

National IT Policy in Thailand

To build an equitable national information infrastructure To invest in people to accelerate the supply of IT manpower and to develop an IT-literate workforce To achieve good governance through the use of IT in delivering public services and in government administration

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1. IT 2000-the first National IT Policy emphasized three goals

(สามารถคล่�กได็� แล่�ว link ไปที่�� http://www.nectec.or.th/users/htk/publish/_Papers_and_Articles/)


2. IT 2010 : Towards the Knowledge-Based Society and Economy

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3. The principles to support ICT for KBE/KBS framework are as follows:

Building human capital

Promote innovation

Invest in information infrastructure and promote the information industry

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To achieve the goals five main sectors have to be developed as follows :e-

Societye-Educatione-Governmente-Commercee-Industry.

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To achieve the goals five main sectors have to be developed as follows :e-

Societye-Educatione-Governmente-Commercee-Industry

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e-Education includes issues of life-long learning, computer literacy, human resource development, virtual education, etc.

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SchoolNet The Thai cabinet has decided to the establishment of the Ministry of ICT within 2002. SchoolNet is an initiative that promotes the effective use of information and communication technologies (ICT) in learning through supporting the connection of schools to the Internet and by creating a network of schools.

http://www.school.net.th

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(สามารถคล่�กได็� แล่�ว link ไปที่��

http://www.mict.go.th/)

(สามารถคล่�กได็� แล่�ว link ไปที่��

http://www.school.net.th)

Chapter1. Technology in Learning and Teaching

In the first year of its implementation in 1995, SchoolNet successfully achieved the target of getting 20 schools connected. Later on, this number has been gradually increased, up to 1,500, which was the maximum capacity of the access infrastructure in the first phase, in 1999.

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SchoolNet


In October 1999, the Cabinet had approved the expansion of SchoolNet to serve up to 5,000 schools nationwide as part of the commemoration of His Majesty the King's Sixth-Cycle Birthday. All secondary schools, except those without electricity and/or telephone lines, plus more than 1,000 primary schools, will be able to access the Internet. As of October 2002, there are approximately 4,600 schools that are connected to SchoolNet,

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SchoolNet

ตั�วอย่�างโฮมเพื่จของโรูงเรู�ย่นตั�าง ๆ ใน SchoolNet


From October 2002, the access service part of SchoolNet will be merged with the Ministry of Education's educational network (EdNet), which is responsible for the management of the education system in Thailand, to manage and expand to cover approximately 34,000 schools nationwide.

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SchoolNet

กรูะที่รูวงศึ*กษาธิ�การูเรู��มเขามาด้�แลิ SchoolNet ตั�-งแตั�เด้�อน ตั.ลิาคม

2542


SchoolNet aims to : build connections among students, teachers and schools; share information and resources; and prepare learners for knowledge-based societies. SchoolNet also encourages the creation of locally-relevant and high-quality educational resources through ICT and lifelong learning.

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SchoolNet


Content creation programs and activities of ShoolNet have been initiated to promote the use of the internet in teaching and learning such as digital library which contains digitized materials, and an easy-to-use tool developed for teachers to create their teaching materials or contents.

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SchoolNet


SchoolNet Thailand : Problems

In the UNESCO SchoolNet Project in Indonesia, Malaysia, Philippines, and Thailand, Cambodia, Myanmar, Lao PDR, and Viet Nam between 2003-2006 problems and needs are addressed as follows:

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http://www.unescobkk.org.index.php?id=1 2 3

0

Inadequate basic infrastructure, lack of connectivity, hardware and software; high Internet fees, lack of technical support, funds for operations and maintenance and even lack of space to locate computers also pose as practical obstacles to ICT use.


Much of the current use of ICT in the classroom still focuses on the drill and practice type of learning, where computers are seen as tutors rather than as tools towards engaging students in critical and interactive learning.

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Though teachers had been trained in the use of ICT and SchoolNet (for some countries), the integration of ICT in the teaching of subjects has been weak because of a number of reasons :

(a) absence of systematic management support; (b) lack of ownership by schools;(c) lack of integration into existing curriculum and textbooks;(d) teacher overload and lack of incentives and motivation; (e) lack of ICT-based materials that are truly interactive for teachers to use; (f) shortage of personnel

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Absence of policies and management support to the use of ICT in schools is hindering the progress of the use of ICT in the classrooms

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Effectiveness of SchoolNets has yet to be tested since operating

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SchoolNets depends on the following factors which often is not present in the countries:

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(a) connectivity down to the rural areas; (b) high cost of connecting, Internet penetration in the rural areas, and telephone lines; (c) hardware; (d) teacher skills and motivation;(e) local content; (f) incentives; (g) interactivity and participation; (h) technical and trouble-shooting support; (i) integration into the school curriculum; and (j) easy accessibility to research and information

1230http://www.unescobkk.org/index.php?id=

UniNet has been established to supports and connects all universities and higher education institutions of Thailand.


UniNet

http://www.uni.net.th/mainwebsite_html/index.php

Ministry of Education Thailand has established the ICT Model Schools Project under the constructionism approach via authentic activities, students’ views, authentic assessment, innovative curriculum and active learning. The objectives are to promote ICT in teaching and learning, to utilize ICT for professional development and to set networks for ICT model schools.


ICT Model Schools

http://inno.obec.go.th/project/ict/index.php


IT Princess

HRH Princess Maha Chakri Sirindhorn has established the IT Project as one of the rural development projects to improve the lives of Thai people especially the disable. Her belief is that IT if applied appropriately can be effective instrument for research and development and for enhancing the quality and reach of education.

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http://www.princess-

it.org/


The IT project concentrates on introducing computer technologies to school students, students with special needs and teacher training. The focus is on how to use the technology effectively and appropriately in rural areas. People with special needs gain benefits from the project. There are the establishments of a Research and Development Center for Assistive Technology and the Assistive Technology Service Center for People with Disabilities

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IT Princess


Tambon Net by Ministry of Interior

http://www.apdip.net/

projects/dig-rev/info/th

'Tambon', or subdistrict, is a group of villages. In Thailand, there are approximately 7,000 Tambons. The Ministry of Interior is determined to provide an Internet access to all Tambon Administration Offices in 2003 by making this service available to 1,000 Tambon offices in 2001, additional 3,000 offices in 2002, and another 3,000 offices in 2003.

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Tambon Net by Ministry of Interior

Initially, the project is intended to introduce Internet for the use of the Tambon officers, particularly in their communications with the Ministry. Nevertheless, to make a full use of the Internet, the government encourages all Tambon offices to make this service available also to community members. This Tambon Net now also complementarily serves the subsequently initiated 'One Tambon, One Product' project.

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Benefits of ICT

Walker R., Hewer S. & Davies G. (2006) identified the benefits of ICT as follows : ICT is motivating both for students and

for teachers. 1 l 2 l 3 I 4

http://www.ict4lt.org/en/

index.html/


ICT offers a wide range of multimedia resources enabling text, still images, audio and video to be combined in interesting and stimulating ways, both for presentation purposes in the classroom, using projection facilities and interactive whiteboards, and for independent learning in a computer lab.

Benefits of ICT

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Walker R., Hewer S. & Davies G. (2006) identified the benefits of ICT as follows :


ICT offers access to a rich resource of authentic materials : on the Web and also on CD-ROM and DVD.

Benefits of ICT

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Communication worldwide is made possible via email and videoconferencing with native speakers.

Benefits of ICT

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e-mail videoconferencing

Chapter1

Education

Transcript of Chapter1