Use of Information and Communication Technologies - Essay Example

Use of ICT Introduction Information and Communication Technologies (ICTs) has an ever-greater role in peoples’ everyday lives and businesses. To facilitate customized, interactive, and collaborative models of learning, the education sector has considered applying use of ICT. Further, higher education institutions internationally have increasingly implemented the use of ICT; ICTs have become part of on-campus delivery (Ehlers & Schneckenberg, 2010, p.12). This study seeks to give highlight about ICT facilities provided by higher education institutions (HEIs) and some of the ICT facilities implemented in Anglia Ruskin University. ICT Facilities Provided By Higher Education Institutions (HEIs) By And Large, higher education institutions, apply ICTs purposely for, a) The improvement of course materials; b) Communication amid tutors, students and the outside world c) Delivering and sharing of education related varied contents d) Delivery, creation of lectures including even presentations; e) Student enrolment f) Academic research g) Managerial or administrative support Positive ICT investments and policies are undoubtedly beneficial to HEIs, even if ICTs have not managed adequately to replace classroom-based instructing models. Generally, ICTs offer effective access for various target learners besides academically termed as vehicles meant for enhanced pedagogical experiences. This is especially to distance learners whose separation between them and their respective HEIs id due to space as well as time (Surry, Stefurak & Gray, 2011, p.45). In most HEIs, some of the major ICT facilities used include, 1. Network Technology Together with the ever-rampant utilization of ICTs in basic education, most students get to campus with higher hopes in terms of technology uses and corresponding pedagogies. The gaps that exist between higher educational practices and student social media abilities are likely to broaden unless respective administrators ensure educational practices that bring about adequate reforms. Generally, from a pedagogical outlook, network technology such as social media tools avails greater potentials for both collaborative and interactive learning. Tools that employ networking knowhow avail students with an open as well as an innovative development platform (Surry, Stefurak & Gray, 2011). In addition, it also avails an opportunity for aiding collaborative and interactive ways of learning mainly for those having exceptional needs (Surry, Stefurak & Gray, 2011, p.46). 2. Wireless Technology The enhancement of a wireless knowhow such as mobile wireless expertise has ensured generation of a significant level of excitement among academicians and practitioners. Reason being, it leads to a shift in the academic environment from out-dated settings to mobile learning (m-learning) settings (Ehlers & Schneckenberg, 2010, p.14). Certainly, augmenting numbers of HEIs provide courses using wireless technology (for example, m-learning) as an substitute to learning and teaching tools. However, despite such interests in wireless technologies in HEIs, there is insufficient academic research on the use of wireless technologies in the HEIs setting. 3. Computer-Based Application Computers utilization in HEIs brings about the issue of eLearning. To many, eLearning is a confusing issue with no straightforward definition of whatever it comprises. In the UK, most HEIs seek to drive technology, training and implementation of eLearning. These institutions do this with appropriate services and appropriate settings via support for considerable training and education programs. Generally, eLearning refers to the utilization of the Internet and new multimedia technologies to improve and advance the quality of learning through facilitating access to services and resources as well as remote collaboration and exchanges (Garrison & Vaughan, 2013, p.165). It implies the application of software designed to handle specific learning aspects prepared by a lecturer (Garrison & Vaughan, 2013). In some instances, the eLearning software may comprise a core set of characteristics. The set may include the learner management functions like progress tracking, learning materials delivery, diverse communication forms and assessment of learners. It may also embrace planning, searching tools, organization as well as time tabling facilities and online help. The most recent eLearning software appears to avail almost identical sets of answers. However, newer enhancements such as that related to the Semantic Web; provide Web-based applications developers that have the potential to offer more smart access and management functions (Ehlers & Schneckenberg, 2010, p.14). Additionally, most eLearning applications offer a learning space that provides opportunities for student-based learning approaches. Thus, they can ensure a HEI the potential to achieve its core mission. 4. Web-Based Tools There exist various web-based tools, which applied in HEIs. A perfect example is the Web 2.0 whose employment seem to advance daily in institutions. The Web 2.0 directory, for instance, comprises over 3,000 entries. Despite this fact, several educators manage to cope up with the leverage and proliferation of this complex application to perfectly lecture and communicate with their students. In addition, most of these apps are easily available software tools to HEIs and have a little technology threshold, rendering them easy on tight and sophisticated IT or departmental personnel resources and budgets. Normally, web-based tools like Web 2.0 and social software tools are in most cases not freeware and might need some IT investment; most, however, have low-cost or free versions (Surry, Stefurak & Gray, 2011, p.46). Despite that, the key significances of these tools still are the capacity to easily connect with students and widely share information through widespread web 2.0 interfaces. Generally, the list of the web-based tools has the likelihood to change and grow very soon. Hence, web-based apps act as valuable starting platforms for students looking to explore beyond Twitter and Facebook in the classroom. ICT Facilities Implemented In Anglia Ruskin University This comprises an example of a HEI based in the UK that has widely applied and implemented the use of ICTs in its education system. To ensure student satisfaction, this university has ensured a further improvement in all the areas of their service delivery. This is via IT provision that has augmented student satisfaction to approximately 89%. Approximately 2000 students, for instance, attended sessions of IT familiarization that the university runs during the initial fortnight of the autumn semester courtesy of the institution’s Library and Student Services (Garrison & Vaughan, 2013, p.174). Generally, some of the major ICT facilities used by Anglia Ruskin University include: 5. Desktop Computing The university has managed to complete the rollout of Windows 7 desktop to their staff and students six months prior to the deadline of Microsoft’s support of Windows XP. Approximately, 1,700 laptops and PCs underwent complete replacement during this project. Mainly, the institution widely utilizes desktop computing in its learning system, which has prompted it experienced a considerable decline in the number of desktop computers independently obtained by faculties in the past three years (Garrison & Vaughan, 2013, p.173. Year Number of PCs Bought 2011 491 2012 153 2013 97 Figure 1.0- Number of PCs Purchased Between 2011 and 2013 6. Wireless Networking (Wi-Fi) The University currently offers eduroam to all its campuses through its Wi-Fi network. The service has enabled staff as well as students access the Internet and the University’s networks from the Wi-Fi facilities of any other involved institutions worldwide. Likewise, visitors from other involved institutions can use the University’s Wi-Fi network for accessing the Internet and their own facilities. Anglia Ruskin University has enhanced the Wi-Fi network through improving capacity and coverage (Garrison & Vaughan, 2013, p.173). This is evident as depicted by the table below relaying utilization of Wi-Fi in various branches of the University between November and December 2013. Cambridge Chelmsford Daily Average Number of Users Staff’s Number 3870 1901 345 425 Students’ Number 3461 1226 Types of Wireless User Registered Students 14,034 Staff 1,593 Guests 134 Eduroam Visitors 4,990 Desktop Connections 400 Total 21,151 Figures 1.1- Summary of Wi-Fi use in Anglia Ruskin University 7. Classroom Audio-Visual, Media and Video Conferencing The University has managed to complete audio-visual facilities implementation in teaching rooms. Each has a connection of standard desktop computer through a reliable control system, to either display panels or fix projectors, which are interactive. The design of the facilities ensures easy connection of portable devices like laptops (Garrison & Vaughan, 2013). In addition, approximately 90% of the teaching rooms their monitoring encompasses employing central management system for pre-emptive preventative maintenance. The University’s target it to ensure 100% coverage by the end of 2015. Furthermore, in 2013, the institution installed new video conferencing systems (five) and managed to upgrade two video conferencing systems (Garrison & Vaughan, 2013, p.174). Therefore, students and staff can make calls directly from desktop computers to the University’s video conferencing suites, thereby offering greater flexibility to users. 8. Online Systems Anglia Ruskin University has managed to ensure a mobile App and redevelop the student portal; the students’ uptake for these facilities has been excellent (Garrison & Vaughan, 2013). However, this project could have significantly been a success if the University had used a dedicated IT procurement specialist to help in the purchase of the new systems (Garrison & Vaughan, 2013, p.174). Conclusion Certainly, inclusion of ICT facilities and programs in HEIs has been of benefit to students and even staff members. This is because it eases the delivery method of information to students. Further, it simplifies work in most of the HEIs managerial offices. HEIs worldwide should therefore consider implementing ICT use just like Anglia Ruskin University that has done the implementation and has benefited from it. Works Cited Ehlers, U.-D., & Schneckenberg, D. 2010. Changing cultures in higher education: moving ahead to future learning. Heidelberg, Springer. Garrison, D. R., & Vaughan, N. D. 2013. Blended learning in higher education framework, principles, and guidelines. San Francisco, Jossey-Bass. Surry, D. W., Stefurak, J. R., & Gray, R. M. 2011. Technology integration in higher education: social and organizational aspects. Hershey, PA, Information Science Reference. Read More