Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723270
Title: The influence of information technology on teaching and learning strategies in the delivery of tertiary education in Trinidad and Tobago
Author: Ramroop, Amelia
Awarding Body: Anglia Ruskin University
Current Institution: Anglia Ruskin University
Date of Award: 2016
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Abstract:
The rapid growth of computing technology internationally has resulted in millions interacting with computers on a daily basis. I am contending that the use of computers is having an influence on the education system in particular tertiary education. This research focused on the delivery of tertiary education using ICT in Trinidad and Tobago. It highlighted the teaching strategies with the aid of ICT in the classroom to encourage the students to become fully engaged learners at tertiary educational institution in Trinidad and Tobago. It was also evident from the findings that each learner encapsulates a combination of all four categories of learning throughout his/her experience; however, one always comes to the forefront whilst learning. In order to enhance the learning process of the students in the various categories of learning, technology must be harnessed so as to support the learning process. This research also capitalized on the positive attitudes that will be developed if lifelong learning is to be achieved by tertiary level students in Trinidad and Tobago. The challenges faced by society- locally, regionally and internationally- by adopting technology would become part of the curriculum in a way that students develop a positive attitude towards the usage of ICTs and consequently be able to engage in debates surrounding ICTs. The outline approach to the research takes the form of a phenomenology philosophy a subjective ontology, an inductive approach and an exploratory design. The strategy adopted was that of a case study approach. The research was a cross-sectional study where a mixed method approach was utilized. The time horizon was one of a cross sectional. The data collection instrument used was questionnaires. The findings of the research led to important propositions. There needs to be a shift from ‘Education for ICT’ to the use of ‘ICT for Education’ and for ICTs to be integrated throughout the curriculum, blending their use with other tools and resources to support student learning. It involves using ICT to improve teaching and learning. The major emphasis of ICT infusion in pedagogy should be such that it tends to improve learning, motivate and engage learners, promote collaboration, foster enquiry and exploration, and create a new learner centred learning culture.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.B.A.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.723270  DOI: Not available
Share: