The Emergence of Icts as Learning Technologies

ABSTRACT. Scholarship about the value of engaging teachers in learning and instruction with ICT, the introduction of technology into practice-based learning, the factors affecting the quality of interactive learning experience, and the quality of learning in interactive educational courseware has increased and consolidated, especially in recent years. This paper discusses the major trends in scholarship about the rapid growth of the use of ICT for educational purposes, the positive effects of using e-leaming course material, and the computer-based learning as a component of electronic media in the delivery of learning materials in an educational context.Keywords: ICT, computer-based learning, education, technological tools1. IntroductionI am specifically interested in how previous research investigated the potential of ICT for changing the role of teacher in class, the interface quality of interactive educational courseware, and the knowledge acquisition process. The theory that I shall seek to elaborate here puts considerable emphasis on the correlations between learning styles and technology preferences, the success of educational programs involving web-based technologies, the recent developments in e-leaming applications, and the increased integration of technological tools in educational programming. The mainstay of the paper is formed by an analysis of the utilization of ICT as a learning tool and as a learning goal, the implications of technological change for education, the nature of the technology-based activities in which young people engage, and the development of effective interactive educational courseware.2. Technology-based Systems that Enable Broad Access to Educational OpportunitiesLearning styles provide information about individual differences in learning preferences (learning styles and preferences influence the effectiveness with which individuals learn). Emerging web technologies may create engaging learning environments. Learners' individual characteristics influence their preferences for using technology (Hunter, 2012), whereas the use of appropriate technology positively influences the academic performance. Today's students are ready to experience new technologies in their study routines, being flexible in stretching their learning styles (David, 2012), and accommodating varying instructional strategies. (Saeed, Yang, and Sinnappan, 2009) The education community must be responsible purchasers and consumers of educational technology: the educational community can encourage developers to conduct usability testing and make findings easily accessible, and must put more pressure on developers to conduct and report the results of usability tests. Educators should take a stronger interest in learning about the usability of the technology they purchase. Technology is often perceived as a way to improve efficiency and productivity. Providing consumers with information about known problems and solutions can lessen technical support costs. Improving the usability of educational technology may solve some of the difficulties associated with integrating technology into schools. (Buzhardt and Heitzman-Powell, 2005)Advances in technology are creating societal changes (Radulescu, 2013) which require new approaches and practices (Magrini, 2013a), education being a key arena for radical change. Claims made about young people and their technology experiences are driving the debate about educational change. There are some common technology-based activities engaged in frequently by a majority of respondents. The activities engaged in may be influenced by both the life stage of the young person and the interests s/he wishes to pursue. There is significant variation in the ways in which young people use technology. (Bennett and Maton, 2010) E-leaming removes the need to travel to a traditional institution or be confined to a specific class schedule. The growth in e-leaming has created a market for commercialized educational content creators. …