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A Case Study to understand the challenges and opportunities of technology enabled learning in Oman Chakraborty, Manishankar, Ph.D. Venkatraman, Raghuraman,

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Presentation on theme: "A Case Study to understand the challenges and opportunities of technology enabled learning in Oman Chakraborty, Manishankar, Ph.D. Venkatraman, Raghuraman,"— Presentation transcript:

1 A Case Study to understand the challenges and opportunities of technology enabled learning in Oman Chakraborty, Manishankar, Ph.D. Venkatraman, Raghuraman, Ph.D. Lecturer-Business Studies, Ibra College of Technology

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5 ICT The Importance of ICT Based Higher Education System for Students Information and communication technology. Provide various opportunities to higher Education learners. It removes the barriers of space and time by providing most of their courses on the web.

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10 Introduction to Information Communication and Technology Role of ICT in education sector Teaching in 21 st century ICT tools and usage ICT Stakeholders opportunities and benefits Learning the ICT way The way forward Conclusion Contents

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12 Introduction to Information Communication and Technology Information and communication technologies are fast and automated, interactive and multimodal, and they support the rapid communication and representation of knowledge to many audiences and its adaptation in different contexts. They transform the ways that students think and learn and give them greater control over how, where and when they learn.

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14 Role of ICT in education Pedagogies that integrate information and communication technologies can engage students in ways in many possible ways, enhance achievement, create new learning possibilities and extend interaction with local and global communities.

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16 BREAK SKIT By Dr.Mani By.Dr.Raghu

17 Role of ICT in Education

18 Authors Experiences https://www.facebook.com/pages/manishankarthetrainerblo gspotcom/ ?ref=hl (Face book page for community learning) https://www.facebook.com/DrManisPageForHisLearnerAnd Trainees?ref=hl (Face book page for institution focused learning) utu.be

19 Teaching in 21 st century

20 Teaching in 21 st Century

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23 ICT Tools and Usage

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25 IIICT Tools and Usage Student and mentor activities were observed on the Facebook group page. Four student activities wereobserved on the page, which were either administrator-driven or mentee-driven (See Table 1). Five mentor activitieswere prevalent on the page and were driven by either mentor or mentee (See Table 2). ACTIVITY TYPE OFACTIVITYEXAMPLE Respond to prompts/Facebook activitiesAdministrator-driven Response to “What did you guys think about our first fieldtrip? Share your favorite moments and funny stories here”“The trip was very challenge, but was a eye opener becausenow I know I am afraid of heights. But in all it was pretty coolI learn a lot about the people I knew and the people im gettingto know! Environmentors going hard in the paint! Leave youflying (singing voice)”Ask questions aboutresearch proceduresMentee-driven “Where can I test water for different minerals?”Share feelings about theclub or projectMentee-driven “Red bean plants are so cool, this will be my third year doingthis experiment and it just gets better with time…” “I reallyenjoy the environmental project we are doing”“EnvironMentors ROCK”Posting non-science,non-project/club relatedcommentsMentee-driven “the cookies were awesome!!!!!” Table 1. Student Activities on the Facebook page

26 ICT Tools and Usage Student and mentor activities were observed on the Facebook group page. Four student activities wereobserved on the page, which were either administrator-driven or mentee-driven (See Table 1). Five mentor activitieswere prevalent on the page and were driven by either mentor or mentee (See Table 2). ACTIVITY TYPE OFACTIVITYEXAMPLE Respond to prompts/Facebook activitiesAdministrator-driven Response to “What did you guys think about our first fieldtrip? Share your favorite moments and funny stories here”“The trip was very challenge, but was a eye opener becausenow I know I am afraid of heights. But in all it was pretty coolI learn a lot about the people I knew and the people im gettingto know! Environmentors going hard in the paint! Leave youflying (singing voice)”Ask questions aboutresearch proceduresMentee-driven “Where can I test water for different minerals?”Share feelings about theclub or projectMentee-driven “Red bean plants are so cool, this will be my third year doingthis experiment and it just gets better with time…” “I reallyenjoy the environmental project we are doing”“EnvironMentors ROCK”Posting non-science,non-project/club relatedcommentsMentee-driven “the cookies were awesome!!!!!” Table 1. Student Activities on the Facebook page

27 ICT Tools and Usage Student and mentor activities were observed on the Facebook group page. Four student activities wereobserved on the page, which were either administrator-driven or mentee-driven (See Table 1). Five mentor activitieswere prevalent on the page and were driven by either mentor or mentee (See Table 2). ACTIVITY TYPE OFACTIVITYEXAMPLE Respond to prompts/Facebook activitiesAdministrator-driven Response to “What did you guys think about our first fieldtrip? Share your favorite moments and funny stories here”“The trip was very challenge, but was a eye opener becausenow I know I am afraid of heights. But in all it was pretty coolI learn a lot about the people I knew and the people im gettingto know! Environmentors going hard in the paint! Leave youflying (singing voice)”Ask questions aboutresearch proceduresMentee-driven “Where can I test water for different minerals?”Share feelings about theclub or projectMentee-driven “Red bean plants are so cool, this will be my third year doingthis experiment and it just gets better with time…” “I reallyenjoy the environmental project we are doing”“EnvironMentors ROCK”Posting non-science,non-project/club relatedcommentsMentee-driven “the cookies were awesome!!!!!” Table 1. Student Activities on the Facebook page

28 ICT Tools and Usage Student and mentor activities were observed on the Facebook group page. Four student activities wereobserved on the page, which were either administrator-driven or mentee-driven (See Table 1). Five mentor activitieswere prevalent on the page and were driven by either mentor or mentee (See Table 2). ACTIVITY TYPE OFACTIVITYEXAMPLE Respond to prompts/Facebook activitiesAdministrator-driven Response to “What did you guys think about our first fieldtrip? Share your favorite moments and funny stories here”“The trip was very challenge, but was a eye opener becausenow I know I am afraid of heights. But in all it was pretty coolI learn a lot about the people I knew and the people im gettingto know! Environmentors going hard in the paint! Leave youflying (singing voice)”Ask questions aboutresearch proceduresMentee-driven “Where can I test water for different minerals?”Share feelings about theclub or projectMentee-driven “Red bean plants are so cool, this will be my third year doingthis experiment and it just gets better with time…” “I reallyenjoy the environmental project we are doing”“EnvironMentors ROCK”Posting non-science,non-project/club relatedcommentsMentee-driven “the cookies were awesome!!!!!” Table 1. Student Activities on the Facebook page

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31 References Agee Scrivener, A. &Holisky, D. A. (2000).Technology across the curriculum at George Mason University. EDUCAUSE Quarterly, 23(4), Boles, Stephanie R. (2011).Using technology in the classroom. Science Scope, 34(9), Boling, Erica.,Castek, Jill., Zawilinski, Lisa., Barton, Karen., &Nierlich, Teresa. (2008). Collaborative literacy: Blogs and Internet projects. The Reading Teacher,61(6), Clark, R. E. (1983). “ Reconsidering research on learning from media ”. Review of Educational Research, 53, Clark, R. E. (1994). “ Media will never influence learning ”. Educational Technology Research and Development, 42(2), Dede, C. (1996). “ Emerging technologies and distributed learning ”. American Journal of Distance Education, 10(2), 4-36 Faseyitan, S., Libii, J. N., &Hirschbuhl, J. (1996).An inservice model for enhancing faculty computer self-efficacy. British Journal of Educational Technology, 27(3), Holcomb, Lori B.,& Beal, Candy M. (2010). Capitalizing on web 2.0 in the social studies context.TechTrends, 54(4), Kozma, R. (1991). “ Learning with media ”. Review of Educational Research, 61, Kozma, R. (1994). “ Will media influence learning: Reframing the debate ”. Educational Technology Research and Development, 42(2), R. Krishnaveni and J. Meenakumari, “ Usage of ICT for information administration in higher education institutions-A Study, ” International Journal of Environmental Science and Development, 2010,vol.1,no.3 Massy, W. F. &Zemsky, R. (1996).Information technology and academic productivity.Educom Review, 31(1), Mee Chin Wee and Zaitum Abu Bakar, “ Obstacles towards the use of ICT tools in teaching and learning of information systems in Malaysian universities, ” The International Arab Journal of Information Technology, 2006, Vol3, No. 3 Pulkkinen, J. (2007). Cultural globalization and integration of ICT in education.In K.Kumpulainen (Ed.), Educational technology: Opportunities and challenges (13-23). Oulu, Finland: University of Oulu.

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