SERENA BROWNE - 320038458

EDTK 2030 - Information and Communications

Technology Education
Course coordinator: Dr. Rehana Seepersad
E-Tutor: Loretta Simon
Assignment 1
Due date: 03/10/2020
 THE UNIVERSITY OF THE WEST INDIES

Undergraduate Coursework Accountability Statement (To be completed by student)

ACADEMIC YEAR: 2020/2021 SEMESTER: 1

COURSE CODE: EDTK 2030 TITLE: Information and Communications Technology Education

NAME: Serena Browne ID: 320038458

1. I hereby certify that I am the author of the attached item of coursework and that all
materials from reference sources have been properly acknowledged.
2. I understand what plagiarism is and what penalties may be imposed on students found
guilty of plagiarism.
3. I certify that this paper contains no plagiarized material.
4. I certify that this is my own work and that I did not receive any unfair assistance from
others (including unauthorized collaboration) in its preparation.
5. I certify that this paper has not previously been submitted either in its entirety or in part
within the UWI system or to any other educational institution.
6. In the case of group work:

a. I certify that the individual work of each member of the group has been clearly
indicated;
b. that where no such indication has been given, I take the responsibility for the work as
if it were the section of the paper for which I am solely responsible; and
c. that I have not collaborated with any members of the group to breach the University’s
regulations.

Signature:
Serena Browne

Date: 3rd/10/2020

Assignment 1 - 10 marks
Discuss the affordances and constraints of email as an ICT tool for learning. In your answer,
be sure to define and fully describe all terminology used, and that your work is
grammatically and structurally sound.

To earn high marks, and more importantly, to address the question completely, you must
read the CRITERIA on the left on the rubric, and then provide an EXCELLENT response.
Excellent means you fully address all elements listed in the criteria column for each row of
the rubric (content, relevance and analysis, technical aspects). Be sure to read every rubric
clearly, BEFORE you begin your assignments and discussions.

 RUBRIC

Criteria Excellent Good Poor

Content of the introduction, body and 4≤ 4≤ 2≤
conclusion is substantive and closely supports
your thesis or topic    
Relevance of discussion and literature presents 3≤ 2≤ 1.5 ≤
an in-depth analysis; and shows critical
reflection
Technical aspects of citing and referencing 3≤ 2≤ 1.5 ≤
subscribe to APA 6th edition (work is professional
in appearance and grammar).
TOTAL 10-9 8-6 5-0
 Learning has evolved from the antiquated “sage on the stage” teacher centred practices to

more student centred practices. It continues to be dynamic and has been greatly enhanced by the

use of ICT tools. ICT tools have helped to make learning interactive, more interesting, accessible

and asynchronous. According to Tinio (2003) as cited by UWIOC (2020) ICT refers to

Information Communication Technologies which include a range of technologies and other

resources that are used to create, communicate, store, disseminate and manage information. ICT

comprises sets of tools or platforms that possess specific characteristics which allow them to be

used for different purposes in data processing, and creation and communication of information. It

further states that ICT tools provide users with programs that can perform specific tasks such as

communicating, representing, and processing. Email is a widely used ICT tool.  Email also

known as electronic mail is one of the most widely used features of the internet, it allows one to

send and receive messages from anyone with an email address anywhere in the world

Christensson (2014). Email accounts such as Gmail, Microsoft and others have expanded their

platforms to allow numerous other features outside of messaging. Like other ICT tools, email

also has affordances and constraints. According to Salomon (1993) as cited in UWIOC (2020),

an affordance is the perceived and actual properties of something, essentially being those

properties that determine how the element could be possibly used in a specific situation.

Kennewell (2006) added that affordances comprise the attributes of the object or phenomenon

that provide a potential for action. Whereas a constraint , according  Kennewell (2006) as cited

by UWIOC (2020) regulate the actions that could be supported by the element. As observed,

affordances facilitate learning while constraints hinder learning. As an ICT tool for learning,

emails have affordances which include fostering collaboration, asynchronous communication

and feedback and catering to a variety of learning styles, emails also have constraints such as

unreliable internet connection and lack of and improper use of knowledge.

A major affordance of emails as an ICT tool for learning is that it allows for

asynchronous communication and feedback between students and teachers. Emails allow

individuals to stay in contact regardless of time and space, therefore emails can be used to

convey information after school hours while students are at home. According to Emma (2019)

the use of emails for learning has allowed teachers and students to stay in contact, provide

information, announcements and feedback. As a result emails have become an essential

component of the student to teacher interaction. Students have utilized emails to send notices and

ask questions. Teachers have also utilized emails as means of keeping students informed while

they have been unable to attend school for example during illness .Within the Caribbean context

many secondary and tertiary school teachers have utilized emails as their major mode of

communicating procedures and providing feedback for school based assessments and internal

assessments. This provides a more convenient and less costly method of evaluation than printing

materials. 

The use of emails as a part of learning also affords one the opportunity to collaborate

with others. According to Chanmin (2008) the use of emails allows for engaging, cooperative

learning that facilitates large lecture classes. Similarly, UWIOC (2020) states that the social

construction perspective states that the affordance reflects the perceived and actual

characteristics of the element that can facilitate social interaction among students, thus enabling a

social presence to be experienced among teachers and students. It further states that Wang (2008)

noted that with computer-mediated communication for example emails, it is now possible for
collaborative activities that can span classrooms and even international boundaries to be

included, this contributes to the development of a sharing and cooperative learning environment

where a sense of community prevails. Collaborative learning has numerous benefits at the

individual and community levels. According to UWIOC (2020) Vygotsky’s theory of social

development posits that there are two developmental levels. The first is the actual level of

development of a child’s mental functions, and the second developmental level is the level of

development that could be achieved when the child was assisted by a more competent person.

Vygotsky (1978) called this difference between an individual’s actual development and potential

level of development the zone of proximal development ZPD. Therefore as students, teachers

and even students across geographical borders engage in social interaction via emailing they will

be able to learn from each other. When students interact with other students who are more

knowledgeable than they are, they expand upon their own knowledge. This is beneficial as there

is an exchange of information, students expound upon their knowledge, and students at a higher

level of ZPD are able to solidify their information. Furthermore, such collaboration also prepares

students for the world of work. Collaboration via emails can also foster social citizenship and

harmony among differing groups as students come into contact with individuals from varying

cultures and backgrounds. These interactions foster sensitivity and appreciation which allows

individuals to function in a diverse world. 

Another major affordance of emails is that they cater to a variety of learning styles.

According to Durcheid & Frehner (2013) emails allow the use of texts, pictures, videos and

instant interactions while also providing features to assist with one’s spelling and grammar.  As a

result the use of emails cater to individuals multiple intelligences, Slavin (2018) identifies
multiple intelligences as the variety of ways in which an individual learns these include; visual,

linguistic, interpersonal, intrapersonal, logical, musical, bodily and kinesthetic. As a result

students varying learning needs can all be catered to as emails are multimodal tools. Therefore

no child is left behind.  Emails also allow students to reflect on what they have learnt as students

can always review information shared with them as messages are retrievable once they have not

been deleted.

On the other hand the use of emails as an ICT tool can also result in constraints for

learning as oftentimes individuals may not have the infrastructural support to facilitate the use of

emails. According to Wang (2008) as cited by UWIOC (2020) technological perspective of

affordances refers to reliable systems where the online environment is available continuously,

with fast operation and easy access. Therefore a technological constraint will refer to the

unavailable, unreliable, slow operation of online environments. Oftentimes many students do not

have technologies such as cellphones, laptops or tablets to access emails. Similarly, depending

on students’ location their internet service may be inconsistent while some students may not have

access to the internet at all. It is essential that learning is inclusive and that students are not

excluded because of circumstances beyond their control. During the abrupt closure of schools on

Nevis, as a result of the COVID-19 pandemic, through surveys it was recognized that there were

numerous students and teachers who did not have access to electronic devices or proper internet

services. According to the St. Kitts-Nevis Observer (2020) at the onslaught of the pandemic

computer and internet service were provided to students and teachers who did not have access to

enable students and teachers to continue with online education during the school closure.
 Lack of knowledge and the improper use of emails as ICT tools also hinders learning. 

Oftentimes, teachers expect that students being “technological pros” are efficient in all things

technology, however many students are unable to use emails. Similarly, some teachers are not

proficient on the use of emails and as such some information is never conveyed to students.

According to Bhebhe & Maphosa (2016) it is essential that teachers of the 21st century are

versed in Information Communication Technology or else students will be hindered from

learning thereby impeding students from functioning in modern society. Furthermore, individuals

especially students use emails to engage in activities that not only hinder individuals from

learning but make individuals unwilling to engage in the learning process. According to

Danielewicz-Betz (2016) students often use emails to send inappropriate messages and also use

abbreviations for words and short hand. These practices distract students from the learning

process and negatively impact their writing skills. Similarly, Fort (2014) posits that students

often use emails to bully others and as such many are fearful of participating in learning

activities. It is essential that students monitor students’ use of emails to ensure equality and

safety for all students even outside of the context of the classroom. 

ICT tools such as emails have become a vital component of learning. There are many

affordances that can be gained from the use of emails in the learning process such as

collaboration, inclusivity, the creation of an engaging learning environment and asynchronous

communication and feedback, however constraints such as lack of infrastructural support and

lack of knowledge and improper use of knowledge. It is therefore essential that a collective effort

from staff, education officers, students, parents and community members to reduce the effects of

constraints of ICT tools.

References
Bhebhe, S., & Maphosa, C. (2016). Examining Teachers’ Computer Literacy and Utilization of
ICTs in Teaching and Learning at Primary School Level. Journal of Communication,
7(2), 231-240. DOI: 10.1080/0976691X.2016.11884902
Chanmin, K. (2008). Using email to enable e3 (effective, efficient, and engaging) learning.
Distance Education, 29, 187-198. https://doi.org/10.1080/01587910802154988
Christensson, P. (2014). Email Definition. Tech terms. Retrieved from https://techterms.com
Danielewicz-Betz, A. (2016). (Mis)use of email in student–faculty interaction: Implications for
university instruction in Germany, Saudi Arabia, and Japan. Jaltcalljournal, 9(1), 23-57.
https://files.eric.ed.gov/fulltext/EJ1107960.pdf
Durcheid, C., & Frehner, C. (2013). Email communication. Retrieved from
https://www.researchgate.net/publication/280703829_Email_communication/citation/do
wnload
Emma. (2019). How Classroom Email Use Benefits Students. Learn Safe. Retrieved from
https://learnsafe.com/how-classroom-email-use-benefits-students/
Fort, A. (2014). Why Teachers are Against E-mails in the Classroom. E-Learning Industry.
Retrieved from https://elearningindustry.com/why-teachers-are-against-e-mails-in-
the-classroom
Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th Edition). Pearson
Publishers.
St. Kitts & Nevis Observer (2020, April 21). Coronavirus: Schooling in SKN Becomes Virtual.
St. Kitts & Nevis Observer. Retrieved from
https://www.thestkittsnevisobserver.com/virus-schooling-in-skn-becomes-virtual-free/
UWIOC (2020). Learning Theories that Guide ICT-Mediated Learning Unit 2. EDTK2030
Information and Communication Technologies in Education 35-70.
https://2020.tle.courses.open.uwi.edu/pluginfile.php/43212/mod_resource/content/1/FOU
N%20Unit%201.pdf
UWIOC. (2020) Development and Characteristics of ICT Unit 1. EDTK2030 Information and
Communication Technologies in Education 1-34.
Educationhttps://2020.tle.courses.open.uwi.edu/pluginfile.php/43212/mod_resource/cont
ent/1/FOUN%20Unit%201.pdf