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Effect of Information Communication Technology (ICT) on Students' Thinking Process in Iran
Seyed Ahmad Hashemi 1[*], Ezatolah Naderi 2, Ali Shariatmadari 2, Maryam Seif Naraghi2
1- Ph.D Student, Science &Research Branch, Islamic Azad University (IAU), Tehran, Iran
2- Science & Research Branch, Islamic Azad University (IAU), Tehran, Iran
ABSTRACT
Information Communication Technology (ICT) has been used as one of the most important tools of development in developed countries for many years. Quick changes in information era have faced all organizations and institutes, especially education, to challenges such as globalization, severe competition, resources shortage and unpredictable fluctuations. In order to cope with this situation, the education system needs some adjustment, reorganization, and communication technology use. Regarding the importance of ICT and its general and specific advantages, education can play the major role in ICT operations. So, there is a great need to consider this subject through systemic thinking in education, planning to establish virtual and smart schools, full concord and coordination among all institutes and public organizations, private sectors' cooperation, enactment of laws and comprehensive strategies,... to achieve the goal of changing ICT to the public culture. Observing these rules and strategies leads to efficiency and effectiveness of education system, equal educational opportunities for all in every educational levels, quantitative and qualitative improvements in education, boost teachers' and students' research morale, self-examination enhancement, improvement in comprehending and decision-making, training educated people and job creators and preventing brain drain. In this paper it has been attempted to define the key words first, and then with emphasis on systematic approaches, some necessary strategies will be presented.
Keywords: Systemic thinking, Information, Communication, Technology, Thinking process
Introduction
All aspects of human life are faced to new changes due to the growth of globalization and ever-increasing development of ICT. Human being has entered into an Information Society, where everyone can create, access, utilize, and share information and knowledge, enabling individuals, communities and peoples to achieve their full potential in promoting their sustainable development and improving their quality of life" (WSIS 2003, p.1). Education also as an instructional organization is severely affected by these changes; and, its existence and continuance would be in danger if it cannot adjust itself to these changes. ICT has been converted to the essential part of modern society in a short time. And it is a powerful educational tool that can play a catalyst role in the transformation of school education" (EMB, 1998, p. 1). ICT is having a revolutionary impact on educational methodology globally (Nwachukwu, 2006, p.p. 70-85). Today many countries have considered the knowledge of ICT and the proficiency in the basic skills and concepts of ICT parallel to reading, writing, and calculating as a part of central core of their education. This technology with its high power of processing, storing and transferring data and information has changed the quality of learning methods and, it has prepared suitable facilities for presenting educational services without time or place restrictions. Education system needs to restructure and revise in its out look and policy for confirming to new conditions, and it would not be possible without good use of ICT. It is understandable that, ICT provides opportunities for student teachers, academic and non-academic staff to communicate with one another more effectively during formal and informal teaching and learning activities (Yusuf, 2005, pp. 316-321). It is necessary to pave the way for performance and development of ICT in Iranian educational institutes as soon as possible. System-centered point of view about goals, parts' coordination, and leading them to achieve goals are the best and efficient approaches of in Iranian education system's productivity.
Concepts and words meaning
Systemic thinking means paying attention to cause and effect relation of phenomena and general look to organizational problems considering the organization as an integrated collection in order to achieve its goals.
Technology is the management of the input and output of a system. This management involves using methods, hardware, software and processing (i.e. such operations like calculating, controlling, making decision, evaluating and filtering)
Information means experiences, knowledge, proved hypotheses in pragmatic conclusions of researches.
Communication is the existence of mutual connection between all objectives, non objective, sectors instructional elements and people in society. One can think of ICT in education as a system that enables information gathering, management, manipulation, access, and communication in various forms (MOE, 2003).
According to these definitions ICT is: products management networks, processing, distribution and optimum consumption of information to increase the system's efficiency.
ICT has been created from the combination of three scopes of information, computer and communication, and is one of the prerequisites and major factors to coordinate between operations during producing.
Computer section is considered as hardware, provider of equipments and required tools of ICT, data as input and is run through the network, and the third section is telecommunication that connects the two other sections. Ultimately, the result of three sections combination is called informing which is used in different fields and teaching is one of them.
History of ICT:
The history of information and communication goes back to ancient time. Indeed when primitive human drew the hunting method on the walls of the cave he lived in, he was presenting and recording the information. Then, some think ICT history goes back to 2600 BC and some think that it goes back to the time when Egyptian began to write on papyrus leaves
Totally the historic items can be classified to three periods:
1. Before mechanic era. (1450-3000 BC)
2. Mechanic era. (1450-1840 AD)
3. Electronic era. (1840 AD-now)
With the creation of mass media such as radio, television, telephone, telegraph, and satellite, the role of information in human society has increased and after the creation of computer and the possibility of connecting computers to each other, the internet came to existence. The history of internet goes back to 1960s; when, USA Ministry of Defense considered a big research project to connect several major computers all over the America. Finally, in 1965, they started Arpanet project, and in 1969 Arpanet plan connected 30 computers all over the US by which professors and military experts transmitted information, then in a short time sending email became feasible, Roy Tomzinson developed the first email in 1971, since that time email has been the vast method of communication. In 1972 inter-networking group started to work by Vinton Carf, because of that he is called father of internet and in 1973 internet became international. Hence new technologies including multimedia, computer, internet, soft wares,... are known as ICT and because of its capability in transferring, processing, quick storing, it has changed human life miraculously, it has changed the methods of education, business and economy and has presented new concepts. This technology was used for educational purposes and computer was used in students learning since beginning of 1980 and in last months of 1980, schools could connect this technology to the network and other communicative technologies. Since 1990, ICT has become an inseparable part of countries' education system.
Importance and advantages of ICT
Nowadays, student's activity and thought-centered method are focused on. Sometimes teachers transfer information and skills to students and do not give them any chance to participate. If we let students to choose, comprehend and get the concepts, we will empower them in invention. New education theories emphasize on the role of students in learning. The kind of teaching is effective which provides learners with internal motivation, interest in knowledge learning, need for knowing, and curiosity in finding the solution for the problems. According to researches, learners who think independently and emphasize on learning, their learning process is more successful and consequently it is more constant. In contrast, learners who attribute their success or failure to the teacher, chance, fate or other external factors, are more probable to fail or to give up education. E-learning which is the result of ICT in education emphasizes on process-centered, self- governing and self-education. And, it would be performed by these instructional methods.
1. Electronic performance support system: These systems are used to train user; and, when comprehensive information is needed, all required things would be obviated by these systems. Their major specification is that they present training at required time and desired amount.
2. Synchronous virtual classroom: These classrooms are live environment in which trainees are connected and trained from different places via these classrooms.
3. Asynchronous virtual classroom: These classrooms are training environment in internet that people use, although it is in common for all, trainees refer to them when they need and get what has occurred in classrooms.
4. Web-based training: Web is a costumer/agent based environment that uses HTTP protocol for connection. Web-based training is done by this protocol with these conditions. ICT has many advantages in various aspects and fields and we point just to some of them briefly:
-Presence in national and international businesses: we can participate in desired economic activities.
-Reducing poverty: rapid development of universal knowledge by using ICT causes a vaster, easier and cheaper distribution, so all can benefit from information.
-It would expand competition and make it global.
-It improves the public part management.
-The cost of performing by ICT is less than hand done performance.
-The use of multimedia technology in doing activities would increase.
-Storing information capacity would increase inconceivably.
-Productivity will increase.
-Information transmission is done rapidly with no attention to time and place.
-It would reduce traffic since there is no need to go shopping.
- The tendency toward wise decision making will be produced.
Systemic approach to ICT
Education is a permanent, comprehensive, and for all activating for human evolution, culture richness, and nation elevation activities. One of the trained man's symbols is comprehension skill that would not be made in one period of education, rather his mind should change. Systemic thinking is the base of this skill; it is created and trained by ICT.
Figure 1: Systemic approach to the Effect of ICT on Educational Factors
Explanation and description of information technology skills is the firs step in enabling students in information technology application. The next step is the amount of support and knowledge of teachers in designing programs and evaluation. The most important issue in this matter is the cooperation of teachers and educational technology for presenting students' integrated approach and making sure that all students engaged in program have required skills for the future. (Eisenberg 1999)
Student and ICT
Since students are of main factors of training process, they should learn how to pave the way for themselves and society dynamism by thinking. Schedule Supervisory Council in, 21st century, declared the required skills of students as follows.
-ICT learning
-Creative thinking
-Ability of communicating with others
-Ability of group work in face to face or distance
-Ability of making high quality products (ICT improves communication skill via written, talking, shows, and using information in a person)
Ultimately, it is necessary to use information technology to get these mentioned skills because ICT charges students with learning, and individual training programs become easier. Education system changes from vertical state to network; and, learning is defined as active forming of concepts. Student is more responsible for learning than before.
Teacher and ICT
Teachers' readiness is of the main factors of ICT entrance to schools. Their superficial familiarity with software and hardware is not enough for making basic changes in classroom. The teacher's role is not faded away, but also it would become more important. A leader teacher is a guider and eases the work; he teaches the methods of getting the knowledge, classifying, giving credits and organizing. Teachers are changed to ever learners and participants in international competition instead of classroom isolation. If we use new ICT tools it will provide a channel through which teachers can enrich their global awareness, which, in turn, strengthens teachers' design of effective learning environments (Smith & Doyle, 2002). With regard to recent challenges, the pre-service and in-service training of teachers should change dramatically and the curriculums should be compiled according to ICT. Because ICT helps teachers and other employees' skills improvement in various aspects:
1. Mends old skills
2. Completes the previous empty capacities
3. Creates new skills
4. Connects teachers' skills
5. Learning skill becomes a continuous process.
Curriculum and ICT
Students want to live in a century of information and globalization. They need such proficiency to cope with this dynamic period. So, the following causes should be taken into consideration in curriculums:
¬To enable students in solving problems
¬To enable them in group work activities, communicate to ones from other cultures, advancing global coherency and fostering philanthropy
¬To enable the students to require the issues that they need to learn and learn them efficiently.
Now the question is that if ICT should be considered as a course or a tool to ease learning? The education and ICT experts believe in weaved approaches, teaching and ICT standards should be joint at contextual standards which are curriculum directors. A nation, province and region curriculums should be coordinated with ICT standards, because ICT usually presents various sources to learners and teaches them how to coordinate their life with the changes resulted from ICT. The other important point is that comprehending the curriculum effects on ICT expansion and involves some steps:
1. Understanding stage in which students get to know and use ICT
2. Using ICT tools in performing assignment and projects
3. Start to combine and develop curriculum domains and ICT
4. Practical use of ICT
Equipment, Resources, and ICT
Learning environment parallel to ICT needs particular sources and facilities. Facilities are the foundations, like electrical wiring, computer, equipped and digital libraries, internet, light, air condition, room and place, so, we should consider some points:
- Educational activities related to information technology and communication are two groups1- computer oriented material , computerized tests , word-processes , graphical soft wares, webs, databases and those soft wares that are used for presentation and screening information. 2- remote communications soft wares related to subjects presented for education form related to distance learning , dispersed educational resources, Emails , videoconferences news bulletins , white boards and chat rooms. (Salmi 2001)
Teaching, Learning and ICT
Information and Communication Technology (ICT) has been proven to be a very important aspect of the teaching learning process (Ab. Rahim Bakar & Shamsiah Mohamed, 2008) and therefore, it is clear that new learning technologies can affect education through structural and organized methods. We see passive students in traditional methods. Learning styles are different for each student. The audio-visual method which is chosen habitually by student is accorded to his unique learning style. ICT with its special flexibility enables us to apply group work methods, individual methods, audio visual aids, assimilating, virtual trips, modeling, visiting museums virtually
Technology based education has the following privileges in contrast with the traditional education:
ICT application in teaching:
Brown, in survey related to information technology in office training, showed that computer oriented educations in governmental and private sectors were 29 percent in 1991 and they had increased to 60 percent in 1994, during this period exploitation of educational technology is also relevant and 12 percent of video projection facilities and 60 percent related to compact discs have been used (Brown ,2002, p.p. 327-320).
Szatmary in his comprehensive researches about the application of new technologies in education came to this conclusion that combining new technology in education is the great achievement for higher education ( Szatmary 2002 ).
To increasing average and effectiveness of information technology in education paying attention to following points is essential:
The others applications of technology from the view point of Dosi are as follow:
B. ICT application in students learning:
Figure 2: The quality of ICT influence in changes and innovation
Through the following educational technologies one can prepare a better condition for students better learning
Text: the most usable tool in web and presenting education content
Documents: graph like Excel software, articles and essays like acrobat documents in PDF, educational slides like Power Point
Audio and video: using current audio-visual technology speed lines
Email: for declaring disciplines, marks, notices... to trainee
Chat: if all students are on line simultaneously, they can transmit information
News group: discussions about groups' favorite subjects and other possibilities like bulletin board, whiteboard, audio/ video conferences, simulation and data base. So, we can claim that the promotion of students informational literacy, the promotion of problem solving and thinking, facilitating group work and encouraging them to learn the materials actively, are among the most important results of ICT in teaching and learning process.
Research and ICT
One of the symbols of a trained man is his searching mentality; and, this quality is not gained in formal classrooms, but trainees would be qualified through application of the structure of ICT. If information which is the bases of a research is easily usable for all, they'll automatically tend to search.
Electronic searching enhances searching mentality in students and teacher, converting libraries to electronic and virtual ones make internal and external information available and electronic journals are good chances for them. ICT helps in many aspects:
1. Ability to use information is enhanced
2. Ability to choose related information is enhanced
3. Recognition ability of the students is enhanced
4. Students, teachers and managers become sensitive to information
5. Group searching will be formed
Figure 3: How association of IT and motivation to use it influences searching mentality.
As it is shown in Fig. 3 when ICT is weak and motivation is low, repeating previous subjects and matters is dominant. When ICT is strong and motivation is high, searching comes to naught. In desired condition the strong ICT makes searching mentality applicable for students and teachers; so, if they use ICT and are motivated enough they will be able to search more. But, because in education department ICT is weak and motivation is low, repetition of previous matters is more visible. Hence, the required credit should be made for ICT settlement and teachers and students should be motivated through training classes.
Management and ICT
If we consider Herbert Simon's discourse that management is decision making, we will understand the importance and role of ICT in management. Since, decision making is a process in which information plays an important role. After preparing needed information, you can combine them for making decision. ICT causes people to select the information related to decision, process it and finally use it. Researches have shown that training people about using ICT is essential in their management effectiveness. Getting efficient skills of new technology is profitable and affect decision making. Now, consider how ICT enhances management (decision making):
Figure 4: Decision making and ICT
Environment and ICT
How teachers and students coordinate and run the school for learning ICT is a part of learning philosophy, on the other hand it involves parents, families, agencies, industry and public, social, religious, occupational organs cooperation.
Furthermore, the international environment effect should not be forgotten, and more important is that the acceptance of ICT culture in a society affects the school atmosphere and culture. And ultimately, our environment and philosophies determine the manner of information and communication combination in a school.
Output (educated and thoughtful students) and ICT
Abilities, concepts, and skills are three different parts of mastery in ICT. Each activity which is accompanied with ICT includes elements of each of these knowledge types. Learning concepts and, ICT skills and thinking ability are not gained without a systemic thinking. If we consider the subject through systematic view point we understand that mastery in ICT combined with skills, concepts, abilities, and comprehending ICT efficiently enable students to use ICT for solving problems and benefit from their ICT knowledge in new conditions. More importantly, it will be fully integrated into the academic curriculum in order to prepare students for the world of work (Glenda Gay and et al. 2006, p.p. 6-17). This combination is the basic factor for students learning in long term which leads to knowledge production, and well educated and creator students and its main result is preventing brain drain.
Feedback and ICT
Many systems are self-governed or self-adjustment ones. They put themselves in order and compatible in such a way that they can produce their own particular out put.
The influence of ICT on evaluating enables teachers to report the knowledge of students about ICT and their ability in using it. Students are responsible for evaluating themselves continuously to compile a personal curriculum proportionate to their favorite learning methods. This evaluation is in moderation, for both teachers and students, and presents a holistic view of all students' status in schedule. They record the documents on network, so their successes and preferred learning methods codify the curriculum and school policy or course of action. Evaluating students and personnel represents school learning management.
Considering self-examination and, self-controlling ICT helps us from these aspects:
1. Speeds up accessing to information.
2. Makes quick feedback.
3. Adjustment and knowledge changes are made easily.
4. Standard deviation is ascertained.
5. Students and teachers find out their weak points.
6. They manage their weak points well.
By this view, ICT entrance to education combined with precise observation and control have their particular outputs which are thoughtful and job creative students.
Conclusion
ICT involves producing management networks, processing, distributing and optimum information application to increase system efficiency which is a powerful element in new educational opportunities. If we assess the ICT role in education through systematic approach in Iran you will find out that ICT in all input, process and output stages has positive influence; beside that, this influence on the total system is the same.
To eliminate the obstacles in developing and establishing ICT in Iran educational system, we need to compile strategic and comprehensive rules, coordinate organizations and ministries, get help from private departments, train skilled personnel, support financially and develop telecommunication which leads to equal educational opportunities and access to education for all in every levels, improves quality of education, efficiency of education system, increase self-governing, prevent brain drain and trains job creators.
Here in this part based on valuable experiments of other countries presented a set of suggestions for development of ICT in Iran:
a) Virtual school: it is an educational unit which tries to present education through internet, lines and computers. It is mostly the same as face to face training. In such schools courses are presented from afar through internet, students are from different countries, they can transmit information, there is no need of physical presence of trainee and trainer in classrooms, lessons are taught, except in teleconferencing in which sitting in front of computer and special language are needed, at every time that students need them. In this method there is a specified definition for all factors like manager, teacher, student, enrolling, evaluating, connecting to teacher and classmates and digital libraries.
b) Smart school, is a kind of school which has face to face teaching properties and also distance learning in one place. Teaching is done in classrooms and presenting lessons by new technologies like CD, computer programs, searching and other media beside books. Students continue class activities in virtual libraries, web sites, and information banks. They accomplish the projects in a searching group and parents also participate in learning activities and it is very important.
c) Learning management system: this system is for observing trainees' education and some tasks like choosing credit course, enrollment, collecting information about trainee's advancement, exams and evaluating system are performed through this system.
d) Learning content management system: this system arranges matters in schedule that should be transferred to trainee. Via this system we can eliminate or modify some courses according to new conditions and trainee can request the observed content and it is possible through this system.
So, to achieve mentioned goals in Iran we should pay attention to some suggestions:
1. Organized interaction of different ministries and organizations, and management and programming to achieve strategic goals in ICT.
2. Codifying comprehensive rules and policy settlement of ICT and modifying complex laws
3. Allocation of more country budget to education
4. Changing centered education system to decentered one
5. Encouragement and participation of private department in using ICT in education
6. Training teachers, managers, guiders and teaching groups about ICT in education
7. Emphasizing on ICT in education by schedule makers
8. Emphasizing on ICT in in-service training periods for all personnel
9. Using scientific resources, especially researches conducted in and out of country to compare and compile courses suitable with ICT approach
10. Developing parents' knowledge in order to promote the culture of ICT use.
11. Support from universities to related skills and specialties in ICT usage in education especially preparing content and appropriate soft wares
12. Expanding telecommunication network and protect educational software creator rights.
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موضوع: مقالات كنفرانس هاي خارجي
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تاريخ: 28 آبان 1388
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