ICT and Distance Education : Critiquing Modes And ‘Limitations’

Abstract

Technology enables people to enhance the quality of lives, it undeniably improves the standards of living, and it calls for better, speedier and effective communication. Technology can be used for educational purposes, and educational technology calls for an extension of the stereotypical classroom situation, leading to peer group interaction and emphasises on interactivity between teacher and taught; rather than on one way pedagogy and the teacher centred lay out of education. A Master's Programme Initiative in Educational Transformation in New Zealand integrated a computer management system, WebCT into a learner centred interactive community of K‐12 practicing teachers. The learner centred community model was advocated by Weimer, (2002). The initiative was to further dialogue among teachers for better training and upgradation of professional skills. This was a means to reflective practice so that teachers retrospect and introspect on their pedagogical skills. Training, education and the workplace have become significant matrixes of the educational ‘scenario’ in today's corporate world where learners are stakeholders. On line learning provides for teaching/learning which is dialogic. It creates an ambience for effecting space for dialogue and the enhancement of a dynamic learning community. Dabbagh and Bannan Ritland (2005) posit that learning is internet and Web based enabled. Web based technologies thus further the cause of interactive learning in a manner of ‘knowledge construction’. Dialogue is a ‘change agent’ changing us and the context (Wink 2000). For Dewey(1916) knowledge construction is a social process.

Citation

Guha, A.S. (2006), "ICT and Distance Education : Critiquing Modes And ‘Limitations’", Social Responsibility Journal, Vol. 2 No. 1, pp. 14-16. https://doi.org/10.1108/eb045816