Technological Infrastructure and Use of ICT in Education in ... - ADEA

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Technological Infrastructure and Use of ICT in Education in Africa: an overview 25 3. Understanding Media and Technologies ............................... In order to make choices about the educational use of technologies, it is worth differentiating between media and technologies, two concepts that are often used interchangeably. Such use masks important conceptual differences in the way the terms are used throughout this document. Tony Bates developed a useful grid to highlight the differences, and relationships, between media and technologies (Bates, 1984, p248). This table was amended by the TELI Research Team, and has been further amended for inclusion below. It is by no means a comprehensive map of the full range of media and technologies, but helps to illustrate the relationship between the two. This grid is complicated by rapid convergence in both form and functionality of many information, communication, and broadcasting technologies, as has been discussed above. This convergence, however, reinforces the importance of distinguishing between technology and medium, particularly when trying to understand potential educational roles for different technologies. Communication technologies are the means of delivering media messages. Using a simplistic analogy, the technology might be considered to be the type of pipe used, while the medium (or media) is the form of the substance (or combination of substances) flowing down the pipe. Thus, a key criterion in assessing the potential educational value of a particular technology is to understand which medium – or combination of media – can travel down the ‘pipe’ under evaluation and in which directions it can travel. This understanding can then be related back to predetermined educational goals and objectives in order to determine whether or not a specific technology can be used to support or enhance an identified teaching and learning environment. Naturally, this process will need to take into account financial constraints and cost-effectiveness. 3.1 .....Using Technologies to Support Education All education and training involves processes of communication between an educational provider and learners, and it is essential to develop an understanding of the modes of communication most appropriate to a particular teaching and learning process. Those deciding to use 3. Understanding Media and Technologies
26 Working Group on Distance Education and Open Learning 3. Understanding Media and Technologies Medium Face-toface contact Text (including graphics) Technologies for Delivery • Overhead projectors (manual or electronic) • Specialist technologies • All of the below Print Educational Applications • Seminars, tutorials, classes, workshops, and lectures • Learner study groups or selfhelp groups • Conferences • One-to-one interaction, either between educator and learner, learner and learner, or learner and mentor (especially in workplace) • Drama-in-education or theatrein-education sessions • Practical demonstration and activities • Books, booklets, and pamphlets (either already published or written specifically for a course) • Study guides, written either as stand-alone material or as ‘wrap-around’ guides to already published material • Workbooks intended for use in conjunction with other media materials (for example, audio or video cassettes or computer-based learning) • Newspapers, journals, periodicals, newsletters, and magazines • Printed learner support materials (for example, self-tests, project guides, notes on accreditation requirements or other aspects of courses, bibliographies, and handwritten/typed materials or comments passing between learners and educators) • Maps, charts, photographs, and posters • Written/printed correspondence
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