Digital Communication: Information Communication Technology (ICT) Usage for Teaching and Learning

Digital Communication: Information Communication Technology (ICT) Usage for Teaching and Learning

Gedala Mulliah Naidoo (Department of Communication Science, University of Zululand, South Africa)
Copyright: © 2020 |Pages: 19
DOI: 10.4018/978-1-5225-9304-1.ch001

Abstract

Many educational training institutes are adopting information communication technologies (ICTs) as a part of their teaching and learning strategies. There are many reasons for this adoption, such as the implementation of eLearning, which is becoming a more prominent form of delivery in the education sector, also providing students with a global competitive edge. However, South African educational institutions still face many disparities in effectively implementing eLearning. The chapter impresses on the importance of the usage of ICTs for teaching and learning. It is vital to learn the challenges lecturers and teachers face using ICTs to enhance the teaching and learning environment; the effective usage of ICTs for eLearning implementation for teaching by lecturers and how students respond to these new digital formats. Technology Acceptance Model (TAM) in conjunction with the Constructivism Theory (CT) are also discussed while promoting digital compliance.
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Background

The advancements of technology, particularly in the ICT sector have brought some great possibilities for teaching and learning. However, ICTs are dynamic; it is proceeding at a rapid pace and in some instances, we are trying to play catch-up. Therefore, the influence of ICT has enhanced eLearning into becoming more prominent and growing in an accepted form for lesson delivery. Furthermore, ICT has transformed the teaching and learning space by removing classroom/lecture hall restrictions, allowing for the use of various teaching and learning methods. UNESCO (2009) indicated that HEIs have been experimenting with technology for the sole purpose of teaching and learning.

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