The paper "The Role of Information Communication and Technology in Enhancing Situation Learning" is a delightful example of an education essay.
Information Communication and Technology (ICT) plays a great role in enhancing situation learning (Lave & Wenger, 2000). Through the Internet, several materials from different cultures have been put together. As a result, the teachers have been able to incorporate this knowledge into the learning process. ICT has been embedded in the curriculum as it is a prerequisite for students to easily acquire information from anywhere easily making the learning process easy (Priscilla & Dawn, 2008). Apparently, ICT is been used across all other disciplines other than the ICT related for instance in research reporting (Lave & Wenger, 2000). The research is meanwhile situation based as the student could be science-based trying to solve a problem within a particular community. After undertaking the research, the student is able to apply the skills in ICT like the use of statistical package for social studies to analyze the data collected and present it to the concerned people for the solution.
Situated Learning Theory
Situated learning within the Information Communication and Technology environment, (ICT) is a pedagogical approach that fundamentally associates the ability to absorb, retain and assimilate knowledge with practical and meaningful activities, utilizing a physical and or social context. Generally, situated learning brings into consideration the context, activity, and culture. Further, it incorporates collaboration and interaction. This means that the learning process incorporates real-life experiences and examples (Brown, Collins &Duguid, 2009). The learning occurs in a contextual, meaningful collective of practice of like-minded individuals who have interests, skills, abilities and/or beliefs in common (Karalis, 2010; Lave & Wenger, 1991). By means of this collaboration, we encourage our human brain to connect with each other, bringing together the students by means of experience and activity. It also allows the students as well as the trainer or teacher to be part of the teaching experience. Moreover, this type of approach allows learners to improve their thinking and be able to improve the skills that they have learned(Karalis, 2010; Lave & Wenger, 1991). Besides, situated learning theory is helpful in the e-learning process since individuals/learners can learn through imitation, visualization, and socialization (Gail, 2004). The links between individuals eventually form “a common practice” (Karalis, 2010, p. 17). Situated learning is an appropriate gaze with which to apply to blended learning, e-learning or web-based education, owing to the immense growth of social networks and user-created web communities in schools and training institutions (Krumsvik, 2009). The learning theory also brings people together through a shared network. For instance, by making sure that all individuals have a blog/wiki space of their own in relation to their experiences within the topic different people are able to come together compare, discuss and examine different elements but all within a shared space and then create a final product. Additionally, a wiki gives us as the delivery people, the ability to set user creation facilities, the access, and levels so if we want to have peer moderators we can give them a bit more access to editing the content and design a bit more, it also a allows us to track the users input. As a result, This will give them a community of shared outcomes and goals and makes the peer-based learning as authentic as it can get without being there, we can host files, share resources and we will also have the ability to share video as we will purchase a group Vimeo account that all can have access to, we can keep the videos private to our users but still embed them so everything lives in the one space. That having been said, however, it is not appropriate to apply a situated learning lens to all aspects of learning with technology and web communities, as not all learning is undertaken in this way occurs as naturally as Lave and Wenger suggest, and not all practice in my school setting happens online (Lave & Wenger, 1991).
e-Learning Tools to bring about change
A number of tools have been used to bring about change in the situation learning process within the Information Communication and Technology. Among these tools is the Google search engine and e-books or journals (Brown et al, 2009). This is a tool that has enabled students to access learning materials from the internet. Another important for acquiring information is social media, for instance, facebook and twitter(Brown et al, 2009). Through social media, the students are able to exchange ideas and share knowledge. In addition, the students are able to have a group discussion with each other and find answers to their academic questions. This, therefore, implies that these tools allow group collective and individual learning. It has been useful to the students’ learning because they are able to learn about all the conditions needed in the application of knowledge, the students also get an advantage of being able to engage problem-solving skills, and invention when they learn from the Internet where the learning has been made electronic about different situations (Gail, 2004).
Other tools such as the virtual world Second Life offer an excellent opportunity to create simulated learning environments utilizing audio and visual multimedia. Training situations may be created; a good example is the Imperial College Hospital in the UK. This is a medical training facility that uses simulated auscultation techniques and critical medical care scenarios within the virtual reality program Second Life (Boulos, Hetherington, et al. 2007; Heinrichs, Youngblood et al. 2008). Already used for many years in simulated pilot training, with the increasing sophistication of graphical interfaces; accurate and realistic situations may be produced without the inconsistencies of real-life situations (Dev, Youngblood, et al. 2007).
Wiki is yet another tool that is used when it comes to getting people to understand and synthesize their understanding and to do it as part of a group. One most commonly used form of the wiki is the blog which as stated earlier brings together teachers and learners in very different situations. Wiki gives everyone a glimpse into the context that everybody else is working within.
However, not all of the initiatives involve highly-collaborative skills. Besides, not all learners use their blogs in a manner that facilitates deep learning in a social context; a fact that is reflected in research (Comas-Quinn, Mardomingo, & Valentine, 2009; Norton & Hathaway, 2008).
A key issue regarding situated learning in this context is that much of the web learning is disjointed and largely unsupported by staff as well as lacks integration with the rest of the school curriculum, so true learning collegiality just doesn’t occur in this case. It is believed that it is essential that the students have access to the multi-literacy skills they need with which to engage with web-based communities of practice, and this factor is simply not acknowledged in the whole-school curriculum, which teaches a more traditional form of literacy. School staff is largely unskilled in multi-literacy theory and in Information Communication and Technology use. A community of practice in the school needs to occur at an adaptable and meaningful level with teaching staff as they utilize web-based technologies in order to learn about online learning and reflect on their own practice using web-based initiatives (Krumsvik, 2008; Slaouti, 2007; Wilson & Stacey, 2004). Only when this supportive community of practice is up and running, can consensus on the definition, importance and teaching of multiliteracies across the curriculum using web-based technologies happen for the benefit of all learners.
Boulos, M. N. K., L. Hetherington, et al. (2007). Second Life: an overview of the potential of 3‐D virtual worlds in medical and health education. Health Information & Libraries Journal 24(4): 233-245.
Brown, J. S., Collins, A., &Duguid, P. 2009. Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42.
Comas-Quinn, A., Mardomingo, R., & Valentine, C. (2009). Mobile blogs in language learning: Making the most of informal and situated learning opportunities. ReCALL, 21(1), 96–112.
Dev, P., P. Youngblood, et al. (2007). Virtual worlds and team training. Anesthesiology clinics 25(2): 321-336.
Gail W. 2004. Online interaction impacts on learning: Teaching the teachers to teach online. Australasian Journal of Educational Technology, 20(1), 33-48
Heinrichs, W. L. R., P. Youngblood, et al. (2008). Simulation for team training and assessment: case studies of online training with virtual worlds. World Journal of Surgery, 32(2): 161-170.
Karalis, T. (2010). Situated and transformative learning: Exploring the potential of critical reflection to enhance organizational knowledge. Development and Learning in Organizations, 24(1), 17-20.
Krumsvik, R.J. (2008). Situated learning and teachers’ digital competence. Education and Information Technologies, 13(4), 279-290.
Lave, J., & Wenger, E. 2000. Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press
Norton, P., & Hathaway, D. (2008). On its way to k–12 classrooms, Web 2.0 goes to graduate school. Computers in the Schools, 25(3/4), 163-180.
Priscilla N. & Dawn H. 2008. On Its Way to K–12 Classrooms, Web 2.0 Goes to Graduate School. Computers in the Schools, 25(3-4), 163-180
Slaouti, D. (2007). Teacher learning about online learning: Experiences of a situated approach. European Journal of Teacher Education, 30(3), 285-304.
Wilson, G., & Stacey, E. (2004). Online interaction impacts on learning: teaching the teachers to teach online. Australasian Journal of Educational Technology, 20(1), 33-48.