Dr.

Suppiah Nachiappan
Kuliah 12:ICT and Learning
• Many teachers tend to rely almost exclusively on
sequential, verbal presentations, combined with
private reading & writing activities.
• We can trace lack of motivation, resistance,
misperceptions, failure, and uninspired intellectual
work to the fact that many students cannot learn
well within the limited orientation provided them in
the classroom.
• Students learn best when they can address
knowledge in ways that they trust.
• Technology provides new capabilities to reconstruct
learning environments around specific learning
styles.
 O'Connor (1997)
 People first tend to use new technology in the same
way they were used to using older technology.

• Presentation software, like PowerPoint, can readily

add visuals to text.
• CD-ROMs offer encyclopaedic collections,
programmed instruction, or demonstrations.
• Electronic mail and Conferencing can extend
discussions beyond the classroom.
• Database programs and simulation games can
encourage considered thought before taking action.
• Adventure games (what if) and interactive learning
can stimulate new approaches to complex problems.
 O'Connor (1997)
• The chance for students to work with others has
been greatly extended - they can share ideas about a
project, contact scholars throughout the world and
seek and receive help.

• Surfing the Net is only the beginning of awareness

for students engaged in projects. Analysing what is
available and constructing additions and
alternatives, and designing editorialised centres,
adds more intellectual skills than simple resource
gathering.

• As websites become more interactive, students can

design ongoing research (where visitors participate in
responding) or informational sites.
 O'Connor (1997)
 People first tend to use new technology in the same
way they were used to using older technology.

• Presentation software, like PowerPoint, can readily

add visuals to text.
• CD-ROMs offer encyclopaedic collections,
programmed instruction, or demonstrations.
• Electronic mail and Conferencing can extend
discussions beyond the classroom.
• Database programs and simulation games can
encourage considered thought before taking action.
• Adventure games (what if) and interactive learning
can stimulate new approaches to complex problems.
 O'Connor (1997)
• ICT makes for good engagement. Engagement
is essential for good learning.

• ICT has the potential to promote

independent learning.

HOWEVER…
• Tasks have to be carefully constructed in
order to create the correct circumstances.
 As well as fully engaging pupils with ICT, we should
be trying to increase their general ability as learners.
 This can be easy to achieve and in some senses
supports the way that applications are designed.
 The key is to make the principles of independent
learning explicit to pupils and help them to analyse
how these are enhanced through the learning.

Independent learning involves:

• Problem-solving
• Inter-personal skills
• Industrious activity
• Self-motivation
• Creativity
• Being reflective.
 4 components interact:
• The teacher
• The student
• The curriculum content and goals
• The instructional materials and infrastructure.

 The Teacher – centered learning? Or / and

 The student – centered learning?
 “Lambaian Malar Hijau”
(Bersama Cikgu Jo dan Daneng)