Application of ICT for implementing Active Learning Methods at AU by Joseph Gesesse

I. Introduction
1.1. Brief Rationale
Information Communication Technology (ICT) has become the blood stream for effective and efficient service of any organization. As a result the private sector, governmental and non-governmental organization, etc. are using ICT in their day to day activities directly or indirectly. In line with this its usage in the teaching–learning process is remarkable. Specifically, ICT, which is an aggregation of different information related technologies, do have an important positive impact in implementing Active Learning Methods (ALMs). By doing so, the effort of facilitating the new paradigm shift in education, which is student-centered education, will be greatly enhanced.

Adama University, being one of the new universities in Ethiopia, is basically dedicated to the education and training of technical and vocational teachers. Accordingly students are expected to be competent enough in a work area where they will go in, by acquiring the necessary knowledge and skill in their stay in the university. To this end use of ICT in teaching learning process will facilitate the task of instructors in delivering the necessary skill to their students. On top of that, students will also be familiar with the technology so as they will in turn use it for their students.

Thus through this project, attempt will be made to identify the application level of ICT in education specifically in AU, analyze it with respect to its impact in facilitating ALMs and provide possible recommendation to wards improvement.

1.2. Statement of the problem
As indicated in the above section, the main reasons that initiate this action research project are the limited ICT usage in the teaching learning process in our university and the potential positive role that an ICT will have in the implementation of Active Learning Methods (ALMs) in a teaching learning process. Accordingly the level of ICT usage and its impact in teaching learning process will be clearly identified. Along this possible recommendation and actions will be made to enhance the teaching- learning process of the university.

1.3. Objectives of the project
The main objectives of this action research project are:

• To identify the implementation level of ICT at Adama University
• To identify problems associated with the use of ICT in promoting ALMs
• To identify possible causes of such problems.
• To provide possible recommendations in implementing ALMs using ICT

1.4 Significance of the project
The out put of the project will have a recognizable significance in increasing the motivation and participation of students, improving the performance of the instructor and implementation of ALMs using ICT. By ding so the overall performance of the university and the education system of the nation at large will be effective and efficient. This in turn will have its own input in the effort of achieving tangible development at a national level.

1.5. Methodology
The research methodology employed in this action research, namely source of data, data collection methods, analysis and interpretation procedures are discussed here as follows.

1.5.1. Sources of data
Data, which were believed to be relevant for the action research, is gathered from instructors, assistants and administrative sections of the University. But for the purpose of having very relevant and informative input, special attention is given to those instructors who are and have been candidates of the HDP.


1.5.2 Samples and sampling procedure
As it is cited in the above section, the data is gathered from sample constituting instructors, assistants and administrators of the University. A random sample is taken comprising of 57 instructors and assistants from different departments, two faculty deans with HDP background, and the Academic and Research V/President of the University.

1.5.3 Instrument and procedure of data collection
The team of this action research has designed three instruments of data collection.

Questionnaire
A questionnaire, which is assumed to illicit the required response, was constructed with five background questions and nine variables. The questions included in the questionnaire are both open ended and closed.

Interview
An interview with seven unstructured questions where prepared and were used to make a scheduled interview with the department heads and senior instructors with HDP background.

Observation
An observation of lessons has been organized to collect data about the existing situation of the teaching learning process especially with respect to using ICT

II. Data collection and analysis
As indicated above source of information was designed to be from teachers or assistants. However during the time of distributing the questionnaire, only 53, of which two of them were females, were available. Hence, the analysis is made based on the information procured from the questionnaire, interview and actual observation.

As a result subjects of 53 respondents from 3 departments were used for the study. The larger proportion of the respondents (38.5%) were second-degree holders where as a considerable number (30.8%) were first degree holders. The remaining (23.1%) and (7.6%) were technical assistants (Diploma holders) and non-respondents of qualification, respectively.

In addition to the above information it is also seen that 10 of the respondents to the questionnaire were not Higher Diploma Program participants.

The information concerning the use of ICT application by the university’s instructors and technical assistants , as it is obtained from the questionnaire, reveals that majority of them, 45 (81.81%) does not use ICT.

Instructors/ Technical Assistants who use ICT for their class lessons are very less in number. And the reasons why these Instructors and Technical Assistants do not use ICT application for their class lessons are figuratively given below.

Reasons:
Lack of resources: 38 (76%)
Lack of know how: 5 (19%)
No management support: 7 (14%)

As it can be seen from above the major reason for the less usage of ICT application (as 76% of the respondents agree) is the unavailability of the required ICT materials at the instructors’ disposal. The respondents claim that they do not have enough management support. As 14% the respondents agree, lack of management support is the other significant problem.

The results of the interview also reveal the same fact. Respondents, who have enough work experience has given the following reasons for their “no” answer of the following question “are you preparing and delivering a power point presentation of your lessons?” :

- Lack of facilities especially lap tops and LCDs
- Very unbearable work loads which hinders the presentation of power points.

And the result of the interview further shows that, staffs in each department with enough work experience and higher academic qualification do have the proper know how of using the existing ICT resources. This is shown below.


- Are you in a position to manage ordinary application software’s like word processing, excel, access, PowerPoint etc? Yes: 8 (100%), No: 0 (0%)
- Are you preparing handouts for your students by your selves? Yes: 6 (75%), No: 2 (25%)
- Do you prepare and use power point presentations? Yes: 2 (25%), No: 6 (75%)

Almost all of the interviewee 100% has said that they can manage ordinary application software like word processing, spreadsheet and database management systems. And 75 % of the respondents prepare hand out by themselves while only 25% actually do prepare and use power point presentations. But when this is compared with the results of the questionnaire, in which teachers/ assistants are subjects, it can be easily traced that there are problem of using the ICT resources in the case of less experience and low academically qualified (new staff) in using the resource.

The fact that ICT application helps for active student participation is supported by the results of the questionnaire respondents, as shown below.

To what extent you think that the use of ICT helps student participation?

- Great extent: 37 (70%)

- To extent: 11 (20%)

- Not at all: 5 (10%)


The majority of the respondents (70%) agree that using ICT helps considerably for active and proper participation of respondents. And only 10% f the respondents denied the very usage of ITC for the promotion of active learning. The response of interviewee for the question, “how do you think that using ICT helps your students’ participation?” properly backs the above fact. Some of the responses are:
- By giving handouts to the students for their independent reading, much time will be reserved for important issues in a class
- By motivating students for active participation.


III. Actions Taken and Their out come
After analyzing and understanding the collected data, taking actions was the next step considered by the team. Accordingly the team tried to see impact of application of ICT in teaching-learning process. And an observation was carried out by selecting a class using an instance of ICT applications (handout and power Point presentation). By taking such action the following facts are revealed:

• The teacher complete his work on time
• More than 95% of the students also complete their work (group, class) and their presentation with in a given time.
• Students were interested and motivated in that day lesson and they learnt more attentively
• Student participation was very high
• Both teacher and students were familiar with this new technology.

To sum up our actions shows us the possibility of using ICT in our university and its positive impact in promoting active learning.

IV. Conclusion and recommendations

Conclusion
The above analysis and actions taken reveals the following conclusions:

• Using ICT in the teaching-learning process promotes active learning in every aspect
• As our research shows, most of the university’s instructors and technical assistants do not have problems in managing most of the standard application software like word possessing and power point. But they are not applying in their lessons. The basic reasons raised were:
  - Lack of essential ICT facilities like PCs, laptops, LCDs
  - Poor resource management system
  - Less personal commitment to the job.
  

Recommendation
According to the output of the research the team recommends the following points to be taken as actions for the next steps:

• As a first step the university officials have to manage the ICT resources effectively so as each individual instructor and technical assistant has an opportunity to utilize them
• Each instructor and technical assistant has to be committed and creative to use ICT to incorporate active learning methods in their lessons
• The University’s top management has to allocate financial resources to purchase ICT equipments and alleviate their scarcity.

ICT for active learning by Haile Demessie

Information is becoming perpetually principal to the developing economy. Higher institutions heavily depend on information for the attainment of their foremost objective, which is, building the capacity of the student mass. We found our selves in the era of information without which life is becoming increasingly demanding.

The medium for transmitting and receiving information in other words communication is achieved with the help of modern electronic communication. This technology ensures information transfer and dissemination bidirectional.

In regard to this electronic distance education or eLearning has a great impact in educating the people at work or at home encompassing all rages of age groups. The special advantage of this learning Technology is that learners accomplish their studies on their own time and pace.

Developing countries like Ethiopia has currently a very strong position to benefit from this technology. A number of ICT deployments are ongoing in the country. The spacious fiber optics telecommunication backbone set up encompassing great distance across the major cities and rural area of the country is one of the remarkable turning points which would assist all sectors of the economy. In connection with this, the WoredaNet, a Network which encompasses some six-hundred districts all over the country is expected to contribute a lot in connecting the public by building their capacity. The university Net in Ethiopia is one of the national networks which would take the lion’s share in the active learning processes for building the capacity of the mass.

Finally, eLearning is becoming an integral part of the new University curriculum and the country is get ready to embark on the implementation of this new curriculum. Pilot eLearning course modules are taking place at the University of Addis Ababa, Faculty of Technology. The other institution which has no less embarked on this piloting stage is the Ethiopian Civil Service College. The effort made by other private higher institution putting in place eLearning is also an inseparable part which I want to mention at this point of time.

ICTs in education: The need to move up the gear (by Alemu Abebe)

Reform is the guiding principle for national policies in the area of economy and education. It is a vital step that countries need to implement in order to create a powerful growth. Actually, this is a common responsibility of every one of us. The job may be finished when every worker, every business, every citizen as a consumer enjoys the benefits of reforms.

In the education sector, these reforms can be expressed in terms of the use of modern technologies and in incorporating these technologies in to the curricula. These former refers to the application of modern technologies in education and training. The later implies the integration of ICT curriculum in the education system of a given country. Both the application and integration of the new technologies in to the system, scales up the development endeavour of a given country. The application, in this case, of the technologies also means electronic learning (e-Learning).Some people, some times, remove the letter “L” and name it “e-earning”. I think this works!

The application of e-Learning methods through the use of information and communication technologies in education and training changes the way of learning and teaching. It provides a grandiose contribution in the processes of reform, innovation and overall economic development of a given country. Through the integration of new technologies, education and training can become more accessible and more flexible, offering good opportunities to all and at all educational levels. That is why, these days, information and communication technologies and their integration in the education and training systems are no longer an issue of discussion. Rather, the focus now is placed on the methodological and pedagogical implications linked to their use for learning/training and teaching purposes. As a result of the advent of ICTs and their integration in to the educational system, learning/training is seen as a social process which offers better opportunities to collaborate with other learners/trainees, to facilitate interaction with the content, to receive guidance from teachers/trainers and tutors.

This new phenomena even makes it easy to give accessibility for people with disabilities having time, age, and space constraints. Many people including students and teachers have been benefted from several initiatives aimed at facilitating the teaching-learning processes. Teaching and learning is now becoming more and more interactive allowing people to interact with each other or with machines.
The integration of ICTs in education and training and their implications for active learning (of teachers and students) widen(s) up the importance of e-learning as a tool, to complement ongoing reforms in the education and training sector. Therefore, it is reasonable to conclude, that in order to benefit from the application and integration of ICTs in the education and training system of our countries we need to move the gear up!

References:
1. White, Gerry. E-Learning: Australia’s achievements in education and Training. Unpublished.
2. Alemu Abebe [et al].(2004). Information and Communication Technologies (ICTs) in education and training: An assessment of alternative content delivery methods for Ethiopian Technical and Vocational Education and Training (TVET) , MoE, Unpublished
3. Darkwa,Osei and Mazibuko,Fikile. Creating Virtual learning communities in Africa: Challenges and prospects. Unpublished.