The Usefulness and Validity of the Web and ICT As a Teaching Resource: Communicating Via

The usefulness and validity of the web and ICT as a teaching resource: Communicating via technology for learning and life.

By Dudley Siroto

The internet and many various ICT media are increasingly being utilised for their ability to transfer and share information over vast distances in quick time, however many believe this removal of direct teaching methods and more traditional learning can never be as useful or truly successful. This bibliography aims to briefly examine core uses of communication technology, primarily web based, and their success/failure, as well as the interaction between man and machine for learning and communication. The examples that follow are broken into 3 categories: Books, Academic articles (primarily web-accessed), and informative website links. All web links checked correct as of 22/03/2005.

Books

-Berge Z L., Collins P. (1995); Computer Mediated Communication and the Online Classroom. Hampton Press, New Jersey.

This book is quite unique in that the editors met online and only came face to face part way into editing, almost completing the entire book and having constant discussions online, representing the true scope for CMC. The first chapter usefully centres on the implementation of ICTs and CMCs in distanced learning practices, breaking down the ways in which people can learn using these media, the transfer and supply of materials as well as cost and functionality. Later chapters go on to look at aspects in further detail, including future ideas, cost problems and the lack of full proper learning infrastructure in some of the less central locations where these facilities are attempted to be integrated.

-Chidambaram L., Zigurs I. (2001); Our Virtual World: The Transformation of Work, Play and Life via Technology. Idea Group Publishing, London.

Chapter 4 especially provides great insight on the use of the internet as a casual and yet comprehensive tool for education, citing its use in conjunction with the MTV phenomenon and ability to be a 'cool' cultural method, albeit in a uniquely positive manner. The rest of the book also is relevant to any study on ICT for learning, pointing out its use and position within many aspects of society and how each can intermingle to create a cohesive whole, which would simulate society and as such help to create a more 'natural' feel to online learning.

-Collins J. et al (1997); Teaching and Learning with Multimedia. Routledge, London.

Acting as a resource to any who would wish to implement IT based learning, this book provides background to, and examples of, various PC based media for learning and development. From interactive stories to audio visual representations to go along with books and even full scale reference materials such as the Collins Interactive Encyclopaedia, the entire gamut of IT based learning is described and evaluated. Learning practices are also reviewed, with information on how to implement these media most effectively within a classroom environment. Rather than simply leave children to their own to learn this book outlines the importance of a physical presence as a facilitator for encouragement and aid whist the child enjoys their learning experience.

-Crang et al. (1999); Virtual Geographies: bodies, space and relations. Routledge, London.

This book is a collection of fourteen essays all broadly interested in the emergent use of the internet and Computer Mediated Communication (CMC). Many of the papers go on to describe how CMCs are facilitating a new and different human experience, breaking down previous boundaries to allow free transfer of communication and sharing. Also the idea that digitisation allows the integration of separate organisations such as computerisation and conversation, creating new 'space and flows' perfect for learning. The book also takes an emphasis on the ability of these connections to bring development to rural locations (Ch. 9) and how these new flows of information availability bring learning to those who would in the past have been without.

-Dierkes M., Hoffmann U. (1992); New Technology at the Outset: Social Forces in the Shaping of Technological Innovations. Westview Press, Colorado.

This book is a collection of papers on the topic of technological advancement and increased knowledge in the ICT industry, its forcers and effect on the public as a whole. The articles within the book have a broad remit and specifically focus on topics as individual as the paradigm shift, Frances 'contextual' technology approach as well as many social issues. Overall the book takes a positive view on the evolution of technology, seeing it as driven by rather than driving social, cultural and economic development, however indicating also that continual personal interaction is still needed to keep the operation valid and useful.

-Eisenstadt M., Vincent T. (1998); The Knowledge Web: Learning and Collaborating on the Net. Kogan Page Limited, London.

Reprinted and reflected upon during the 'Internet gold-rush' of the mid-late 1990s, this book set to combine the purely profit driven incentives of using the internet as a learning and knowledge receptacle with the government and free conglomerate based projects, their strengths and weaknesses. However the book does not look too kindly upon internet learning, claiming it to be a 'poor and infuriating media for learning', and that 'good old print' is still the most advisable way of transferring material and hoping to educate others, along with face-to-face learning technologies. The book acts as a way forward, indicating the current problems with the system and possible ways forward, many of which have been implemented today with faster transfer speeds and other upgraded technologies, bring people truly closer together.

-French D. et al (1999); Internet Based Learning: An Introduction and Framework for Higher Education and Business. Kogan Page, London.

Written from a more academic standpoint compared to a number of the texts, this book is designed with educators and trainers in mind, but does not require any previous experience with ICT in order to comprehend. The authors have provided within the book a framework for implementing previously studied and researched methods of online teaching to generate a web-based course of study, providing a learning grounding to the internet and work to use it for further study. Links and outlines are provided on the provision of electronic classrooms, and their use as a relaxed teaching environment to supplement classroom learning. In all the book produces a positive view of what it considers to be a valuable and extensive teaching resource.

-Green E., Adam A. (2001); Virtual Gender: Technology consumption and identity. Routledge, London.

Though the title suggests a main gearing towards gender issues this book actually covers the whole ethos behind interaction and learning through new means, especially via PC's and 'artificial' communities, as well as more 'mundane' forms of technology. A fundamental issue raised and expanded upon within the text refers to the ability of using 'impersonal' media such as email for communication, and how it can break down gender inequalities, allowing all sexes to contribute and interact fully without the interference of gender stereotype.

-Haughey M., Anderson T. (1998); Networked Learning: The Pedagogy of the Internet. McGraw-Hill, Canada.

This book is the third of a four part learning series on the use of advanced technologies in class as a learning media, this one specifically focusing on the use of the internet and small-scale networks as social and information esourcing as well as discussion groups. Specifically stating that the use of technologies within learning is not necessary the book still however clearly and efficiently outlines the many positive points of e-learning and networked groups. Chapter 1 is particularly useful, outlining the current uses of networked learning as well as clearly defining what it constitutes exactly, following on to say and mention some of the expanding ways in which larger networks such as the internet are integrating with current smaller ones to further enhance learning and facilitate new methods and learning processes.

-Howard, P N., Jones S. (ed.) (2004); Society Online: The Internet in Context. Sage, London.

Rather than simply the relaxed and theoretical discussion found in many other texts, this book provides a basis in analytical methods and studies to find, often in mathematical/'actual' terms the true extent to which new networked functions can aid interaction and participation. Focusing on many different studies, from voting turnout to religious worship online, the authors highlight the positive impact virtual transmission has had on expanding interaction and sharing within a global context. The book is not entirely positive however, and sites the problems still present within the online realm such as 'bullying' and spamming, which although to a degree to represent a tie with 'real world' activities threaten to diminish the good work possible through virtual communication and learning.

-Inglis A., Ling P., and Joosten V. (1999); Delivering Digitally: Managing the Transition to the Knowledge Media. Kogan Page Limited, London.

Designed as an introduction to, and management handbook for the transition of many learning centres from face-to-face/distance learning to varying forms of digital delivery. Rather than simply analyse the current status of e-learning and development, which it does very well, it also cover the whole back story of the reasons behind the transfer to digital media and the evolution of such projects. Also highlighted are the possibilities of future advancements within the realm of the internet and more advanced technologies which could be implemented to better teach/train individuals, such as virtual reality and different forms of audio/visual presentation.

-Jones S G. (ed.) (1997); Virtual Culture: Identity and communication in Cybersociety. Sage, London.

As well as highlight the good uses of the internet for interactivity and dispersal of information over large areas this book also points at the over-use and improper realisation of these forms of teaching. Specifically in chapter 1 it is argued that learning requires information to be conveyed and overviewed with those trying to learn and that teaching is not the 'accumulation of matter', referring to raw data and information, rather that it is constrained by us. It is concluded that without proper human interaction and conversation within the virtual domain it will become a hollow shell with no depth to its teachings, a case of teaching without learning.

-Reeves B., Nass C. (1996); The Media Equation: How People Treat Computers, Television, and New Media Like Real People and Places. Cambridge University Press, Cambridge.

The authors argue, and concisely reflect the opinion that, media can and is often treated by people just like another person. Humans interact on a personal level to computers and other media when they are personally engaged with them. Studies conducted and researched within the book seem to show that interaction through a media rather than within physical proximity of the person is just as valid and produces the same feelings of empathy and interest with the material and people involved. Even when the teacher is actually a program, if directly focused upon the user will react fully and personally.

-Turkle S. (1996); Life on the Screen: Identity in the Age of the Internet. Weidenfield & Nicolson, London.

Turkle see's the computer as a 'looking-glass' in an Alice in Wonderland sense. When alone with the computer, interaction is with a simple mirror of yourself, learning and interaction being purely a reflection on your own mind. However once a connection is established through networks to the wider world you step 'through the looking glass' where a whole world of possible, deep, interactions can take place. Chapter 9 is especially valid, making a strong case for the connection of real-world locations and interaction to their simulated presence within cyberspace.

-Watson R. (1990); Film and Television in Education: An Aesthetic Approach to the Moving Image. The Falmer Press, Hampshire.

The author in this book attempts to introduce the reader to, and provide a solid framework of the use of visual media such as film and TV within and by education authorities and academic institutions. He carts the history of film within learning, from early unsuccessful attempts in the 30's through to the present and possibilities for advancement in the not to distant future. A very favourable picture of learning through the visual 'art' of the camera is given, summed up in the quote "camera as eye, camera as pen, camera as accessible to everyone of whatever ability as an expressive to observe, record and create with", reflecting the idea of the camera as the new best learning tool, using the highly suggestible and malleable visual medium through which to conduct teaching and learning.

Articles

-Curtis D D., Lawson M J. (2001);Exploring Collaborative Online Learning. JALN Volume 5, Issue 1 – February.

Within this paper an investigation was carried out to determine the extent to which evidence of collaborative learning. Evidence was sought, as outlined in other sources, of certain behavioural interactions that characterised successful collaborative learning. The ultimate conclusions saw that collaborative learning is present and correct within online interaction, however there is a marked difference between this and face-to face interaction.

-Fuller D. et al. (2000); Internet Teaching By Style: Profiling the On-line Professor. Educational Technology & Society 3(2).

An excellent paper which covers a recent research project into a large number of teacher’s experiences with internet based learning, including both their own and its strengths and weaknesses. Rather than simply blanket the teaching styles and experiences the report attempts to study as many of them individually as possible, analysing which methods of teaching are best suited to working online, splitting them into the Brigg’s and Gregorc’s criteria for teaching and teacher personality. The study finds that wide arrays of styles favour online teaching, mostly those which require an element of inclusive learning, whilst those who prefer to teach in a more random and adaptive style find the internet to be a restrictive medium.

-Hopper K B. (2004); Education, Teleconferencing, and Distance Learning in Respiratory Care. Respiratory Care. April. Vol. 49 No 4.

Telecommunication, this article claims, has been an important factor in RC education, ranging from long-distance video conferencing in the past to internet-based programs currently. Research indicates that students who learn at a distance do not learn better or worse than students in traditional classrooms, although student attrition is a serious problem in Internet-based courses. Online courses are time consuming to develop and deploy, effectively serve limited numbers of students per course, and are not suitable for some topics and learners. Ultimately the article sees ICT as an additional and integrated system within the learning program, however as a support with emphasis based on learner-centred programs.

-Koul R., Rubba P. (not given); An Analysis of the Reliability and Validity of Personal Internet Teaching Efficacy Beliefs Scale.

This paper is a scientific report on the construction and research surrounding the examining of the validity of a Personal Internet Teaching Efficacy Beliefs Scale (PITEBS). This scale is designed with teachers in mind and users a test sample of 389 secondary school and higher educators in order to study the possibility of creating the scale. This ultimately proved to be a success and is available for implementation within schools and education centres for discerning the possible success rate of their staff in Internet-based teaching. In the compiler’s conclusions they state that although a success, those who take the course and test may not constantly be able to achieve certain continued success in this field as the constant evolution of technology and use of different resources could impact on their teaching ability.

-Lee S D., et al. (1999); Online Teaching: Tools & Projects. JISC Technology Applications Programme.

This article acts as a forward to The Grid (National Grid for Learning) and especially the internet as a teaching resource, examining and listing its current uses within today’s teaching profession. The internet is seen to the authors to be a necessary tool in today’s world for learning and life, and argue that it is widely used by other professions and places of work, and as such should also be used in learning to allow the broadest scope of methods to be used as possible. An early passage stating “Technology has revolutionised the way we work and is now set to transform education. Children cannot be effective in tomorrow's world if they are trained in yesterday's skills. Nor should teachers be denied the tools that other professionals take for granted,” outlines the general view of the article, and the will to provide learners with all the skills available.

-Petre M. et al. (N/A); Innovations in large-scale supported distance teaching: transformation for the Internet, not just translation. Open University, Milton Keynes.