Ict Pedagogi

INTRODUCTION
As teachers reflect upon instructional methodologies and include online learning as an

instructional delivery mechanism, they must also reflect on their assessment strategies. The
opportunity for online education brings about new considerations in assessment. Online
assessment is more than just testing and evaluation of students. By keeping in mind some
basic tenets of assessment, online educators can adapt their assessment activities to provide
useful feedback, accountability, and opportunitiesto demonstrate quality.
Online assessment should be viewed as a system for evaluating student academic
achievement. The assessment process should be viewed as a system because there are many
components to measure. Just because it may be difficult to measure the amount of learning
does not mean that learning has not taken place. The idea is that if online instructors keep
improving their teaching strategies, the students will learn more
Pedagogical Consedaration
Pedagogical is focused on enabling learning and intellectual growth of students in

contrast to instruction that treats students as the object of curriculum implementation.
Successful learning pedagogy requires teachers to understand how students learn and must
have the capacity and autonomy to design, implement and assess educational activities that
meet the needs of individual and all students. E-learning pedagogy is one that incorporates
this form of learning pedagogy but goes beyond it to include a deeper study into the
incorporation of instructional strategies that take into account of real-time personalized
learning content-to-learner adaptability.
Online learning puts the burden on students to initiate the learning process. Students
must be responsible to read the material, explore the links, partake in the discussion, ask
questions, choose to learn the objectives, and set aside the time to learn. In an online
environment, the focus shifts away from the teacher and allows more sharing among the
students in the class. The interaction that takes place online mimics that of a small group
discussion. The educational experience can be more stimulating and encourage more critical
thinking than the traditional lectureor teacher.
Online instructors must be proficient in engaging students in communication via

synchronous (simultaneous presence, realtime, e.g., chat rooms) or asynchronous (sequential,
anytime, anywhere, e.g., email, threaded discussion forums) communication. Online
instructors must
also be able to engage students who are fearful of the technology. Many of the instructor-led
Internet classes rely heavily on the email and chat room systems. With the absence of a
classroom to serve as a meeting place, numerous students fear being lost in cyberspace
without the guidance of a warm body. To promote a sense of connection, chat rooms are used
to encourage social interaction between the participants while electronic mail enhances the
learning experience by building on the learner-instructor relationship (Perrin & Mayhew,
2000).
It is important to note that the proposed e-learning pedagogy is not intended to represent the
full spectrum of complex tasks that comprise teaching; rather, it represents instructional
activities that promote active student learning in the context of e-learning. It will focus on the
exploitation of information technologies to adapt to the varying learning scenarios and
diverse student needs. This paper visions the keys to effective e-learning pedagogy as sound
instructional strategies and consistent curricular design that is based on the principles of
relevancy and placement.
Pedagogy applies to all types of learning. Pedagogy is broadly defined as the art and
science of teaching and is anchored strongly at the heart of learning. Theories of pedagogy
pertaining to teaching or learning are well documented and will not be discussed in this paper.
Instead, this section will focus on the current status of pedagogy in Information and
Communication Technology (ICT). While e-learning has revitalized learning by transcending
the boundaries of traditional learning, the use of computers per se for learning or teaching
cannot make up for the poor pedagogy and content.
In relation to the new approaches to teaching, learning and the restructuring of

training practices for e-learning, current theories of pedagogy in the ICT era require urgent
review. The pressing need to develop pedagogy appropriate for ICT is well documented
(Becta, 2002; Lynch, 2001; Ofsted, 1999). Although research has been carried out to develop
pedagogy for integrating the use of technology into teaching, its development has lagged
behind the massive investment in hardware, software and teacher training in using ICT
(Newton & Rogers, 2001). Current pedagogic changes to integrate educational technology
seem to be evolutionary rather than revolutionary (Hennessy et al., 2005; Cuban, 2001; Kerr,
1991).
The pressing situation is not helped by the complex psychological nature of learning.
Literature reviews on pedagogy assert that models of learning pedagogy held by researchers
and academics have become more complex over time. This results from incorporation of
cognition and meta-cognition (Watkins and Mortimore, 1999), complex interactions between
curriculum, assessment, and pedagogy, and effect of these interactions on student educational
and social outcomes (Carr et al., 2000). Complex inter-dependent interactions between
teaching and learning processes, curriculum, assessment and pedagogical approaches further
complicate the situation (Carr et al., 2000). This together with the multi-faceted nature of
knowledge and the mystifying and foreign characteristics of its nature make such a
demanding task more difficult (Rowan et al., 2001).
Thus, aiming to build upon the proven and tested pedagogical theories, we see a need
to devise new pedagogical models that grow directly out of current e-learning practice or out
of designs of real e-learning curriculum materials. This view is also reflected in (Kelly, 2003)
who sees opportunity for new pedagogy model to potentially create stronger link between the
research study and the practice environment, where presumably, learning materials are being
used by students and teachers in realistically scalable ways. In particular, our focus is on new
pedagogical ways of learning and organizing that blossom from inclusion of ICT in the
learning environment.
Therefore, the aim of this paper is to present our research findings, produce new
scientific knowledge and generate innovative, theory-based pedagogical methodology in the
field of educational technology. It is through this conservative form of research, based solidly
on established theory and applying proven research methods, that we can add new knowledge
incrementally and cumulatively (Wilson, 2005).
Based on the theory the writer can conclude the aim of pedagogical consideration as follow :
Help them become better monitors of their own learning.

Help break down feelings of anonymity, especially in larger courses.
Point out the need to alter study skills.
Provide concrete evidence that the instructor cares about learning.
Assessing Interaction
When discussing the assessment of the quality of online courses, one recurring theme
is the loss of the face-to-face relationship between a teacher and a student. Many believe that
the lack of face-to-face contact will impact student learning and student perceptions of
learning (O'Malley & McCraw, 1999; Roblyer & Ekhaml, 2000; University of Illinois, 1999).
Where the face-toface contact is missing, instructors must find a way to provide the
interaction, especially for students who require motivation from the instructor.
Teacher/student interaction is a crucial component of assessment. The traditional
classroom depicts the teacher at the front of the room, transferring information to the students
in the form of lecture or notes. Online delivery also utilizes instructional notes, audio, video,
and discussion. In fact, Draves (2000) states that there is more interaction between and
among students and the teacher with online learning than with traditional instruction.
Students are more apt to ask questions and participate in a threaded discussion group online
than they are in a public forum. Asynchronous online discussion allows full participation by
the classroom members at their own convenience. The instructor may browse through the
discussion notes and glean the results of student understanding, leading to assessment of
learning outcomes.
One assessment device designed specifically for distance education is the "Rubric for
Assessing Interactive Qualities of Distance Learning Courses" developed by Roblyer and
Ekhaml ( 2000). This rubric helps to assess the level of a course's interactivity by looking at
four separate elements of interaction: social goals, instructional goals, types and uses of
technology, and impact of interactivity-changes in learner behaviors.
Draves (2000) continues to state that students will learn more, better, and faster than
what they do in today's traditional classroom because of having the foremost authorities at
their fingertips and having more personal attention, interaction, and individual feedback from
the teacher. Online assessment is not just tracking the number of views or "hits" on a site or
by each individual student. In other words, 'just showing up" does
not constitute learning. What the student is doing online is what should be measured.
Participation is easy to measure online because online course software can tally the number
of times that students view a particular page, how many minutes the student is on the site, etc.
Learning outcomes, however, are more difficult to measure.
References
Becta (2002) Young People's Use of ICT (Coventry, Becta).

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of
learning. Educational Researcher, 18(1), 32-42.
Carr, M., McGee, C., Jones, A., McKinley, E., Bell, B., Barr, H. and Simpson, T. (2000).
Strategic research: initiative literature review: the effects of curricula and
assessment on pedagogical approaches and on Educational Outcomes. Wellington,
Ministry of Education.
Hennessy, S., Ruthven, K. & Brindley, S. (2005). Teacher perspectives on integrating
ICT into subject teaching: commitment, constraints, caution, and change. Journal
of Curriculum Studies, vol. 37 (2), 155-192.

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INTRODUCTION

As teachers reflect upon instructional methodologies and include online learning as an

Pedagogical is focused on enabling learning and intellectual growth of students in

Online instructors must be proficient in engaging students in communication via

In relation to the new approaches to teaching, learning and the restructuring of

Help them become better monitors of their own learning.

Becta (2002) Young People's Use of ICT (Coventry, Becta).

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