Lopes (2003). Exploration of the Use of ICT in College Classroom.

Lopes, V. (2003). An Exploration of the Use of Information and Communication Technologies in the College Classroom. Retrieved March 10, 2008, from here.

Author remarks on possible best practice:

“… a hybrid course structure in which web based assignments and activities were combined with face to face instruction provides an excellent means of meeting the needs of today’s learners.”

Role of instructors:

“… teachers play the central role in the successful incorporation of ICT in classrooms …”

“… teachers’ perceptions about and use of these technologies have a major impact on whether colleges will reach their goals for technology usage.” (per Buckley 2002)

Issues concerning adoption:

“… initially for some teachers there was a huge learning curve involved with the use of ICT.”

“… vast amounts of time to develop materials and resources.”

“A lack of institutional and technical support was often reported as a barrier to the use of ICT.” (per Cardenas 1998, Beggs 2000, Kagima & Hausafus 2001)

Benefits of ICT:

“interactive learning experience”

“visualization aids”


“aids in the organization and structure”

“facilitate collaboration and communication”

“ease in revision”


“… these technologies are instruments for and not the substance of education.” (per Sharpe & Hawkins 1998)

Therefore, instructors and learners shouldn’t be bogged down with dealing with or learning the particular ICT being used for course delivery.

Students are attracted:

“… intellectual excitement, interpersonal concern and motivating components provided by teachers in the classroom was what students valued most in learning.”

Instructors not sharing insights with colleagues:

“… teaching is primarily a private profession. There is little “community” among teachers in regards to sharing the knowledge and skills of the teaching profession.”

Author mentions use of mentors for dispersing ICT know-how.

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