Basic concepts of ICT

Sharma and Barrett (2007) indicate that the term blended learning originated in the business world with regard to corporate training then was used in higher education (MacDonald, 2006) and finally it emerged in language teaching and learning. Blended learning refers to events that combine aspects of online and face-to-face instruction (Rooney, 2003). As referred by the University of Western Sydney (2013), blended learning can enhance access and flexibility for learners, increase level of active learning, and reach better student experiences and outcomes. For teachers, blended learning can improve teaching and class management practices. A blended experience might include:

• face-to-face and online learning activities and formats

• traditional timetabled classes with different modes, such as weekend, intensive, external, trimester

• well established technologies such as lecture capture, and/or with social media and emerging technologies

• simulations, group activities, site-based learning, practicals

Graham (2004) believes a course designer should consider prior to designing a blended learning course the following:

1. The role of live interaction. How crucial is the face-to-face component of the course? Undoubtedly, in ELT it would seem fair to say students place a great deal of emphasis on this element of the course and that it is vital.

2. The role of learner choice and self-regulation. How much guidance should the students be given when it comes to choosing the type of blended learning course they participate in, regarding university courses?

3. Models for support and training. How to support and train both instructors and students in a blended learning environment as well as providing technological support.

4. Finding balance between innovation and production and how to do so in an inexpensive way.

5. Cultural adaptation. Should the materials be adapted to suit local audiences?

6. Dealing with the digital divide. Can affordable blended learning models be developed to accommodate those at the bottom of the socioeconomic spectrum?

Sharma (2007) recommends for blended learning to be effective the two component parts should be integrated with the technology complementing and not replacing the efforts of the teacher.

 

UNESCO (2013) believes that mobile technologies can expand and enrich educational opportunities for learners in diverse settings. Today, a growing body of evidence suggests that ubiquitous mobile devices, especially mobile phones and, more recently, tablet computers, are being used by learners and educators around the world to access information, streamline administration and facilitate learning in new and innovative ways

BYOD is an approach in which students and teachers bring their smartphones, tablets, and other mobile devices into the learning environment. The BYOD movement is driven by the increasing numbers of students and teachers who own mobile devices and the opportunity that this creates both to provide innovative blended learning and mLearning, and to support the student experience in the classroom.

Digital Literacy

Páez (2008) points out that digital literacy is no longer conceived as the acquisition of skills and abilities to use a Web browser, for example. It now connotes more complex professional competences such as critically assessing the information provided in the sources and means of communication, being selective about those sources, evaluating its content and assessing its usefulness.

Taking into consideration the UNESCO ICT Teacher Competency Framework Modules, I believe that not all teachers and students in Venezuela have the digital competencies to live and work in the 21^st century. First, I doubt that all teachers in Venezuela are aware of policies related to the implementation of ICT in Education.  Second, there is uncertainty that all teachers are able to integrate the use of technology into the curriculum. This is particularly the case in primary and secondary education. Third, there is no clear evidence that all teachers in Venezuela know where, with whom, when, when not and how to use ICT for classroom activities and presentations.

Prato and Mendoza (2006) indicate that many teachers in Venezuela who have access to ICT are not sufficiently prepared to make effective use of them. Which is a problem, not only from the pedagogical point of view but also economic as bringing all this technology to schools and communities translates into an expensive investment which must be efficiently. Therefore, it is imperative to train teachers and students in the use of ICT effectively.

I consider that the lack of infrastructure to implement ICT effectively is the main issue in our local context. Also, there is no training provided to teachers and students to efficiently use ICT. Finally, I think there is lack of confidence among some teachers and students in the use of ICT.  I guess they fall in the technophobe category. 

Considering that digital media sources are used daily as part of life and work, we understand that the amount, choice, range and complexity of information can be vast. This then can lead to poor selection of sources and time wasted on re-tracing materials. Navigation skills and information management can guarantee that up to date, significant sources are located in an accessible format and sources are well organised and documented to enable effective retrieval, as and when required. The influence and omnipresence of digital media mean that synthesis and critical assessment of a diverse selection of resources are also important skills. Also, ethical and legal use of information and maintaining the security and privacy of the user’s and others’ information are vital.

Bawdon (2008) developed a valuable conceptualisation of digital literacy which includes four elements: underpinnings, background knowledge, central competencies, and attitudes and perspectives:

Underpinnings: Foundational literacy; Basic ICT skills

Background knowledge: The nature of information – forms, sources/origins, understanding of the ‘publication chains’, authorship, provenance

Central competencies: Finding/searching; Navigating; Synthesising; Critically analysing; Creating; and Communicating

Perspectives: Independent learning; Ethical use of information (respect for privacy); and Ethical behaviour in digital communication.

Digital literacy as an important part of transliteracy.  It is the literacy of convergence, unifying literacies past and present across different platforms, media and cultures. This implies we all have a contribution to make in being able to support our own and each other’s digital literacy development but also acceptance of where we have all come from and who we want to be both now and in the future.  What is comforting about transliteracy is that it includes and values other measures of what it means to navigate the 21st century life. It isn’t tied to a particular concept or piece of technology and it has space for the relationship we have with technology that at times feels just like an inevitable dystopian future of job losses.

It is also worth noting that digital literacy is not a stationary concept: as ICT changes, what it means to be digitally literate also needs to evolve to ensure that students develop and apply skills in appropriate new technologies for information discovery, transfer, analysis, review and communication.

Besides, most students today have more knowledge about technology than their teachers, but most have not had instruction on how and when to use technology appropriately.