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VOICE RECORDING:
THE EMERGENCE OF TECHNOLOGY IN THE PEDAGOGY AND ITS EFFECT ON FACE - TO - FACE TEACHING AND LEARNING

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References

Krendl, K.A., Ware, W.H., Reid, K.A., and Warren, R. (1996). Learning by any other name: Communication research traditions in learning and media. In D.H. Jonassen (Ed.),  Handbook of research for educational communications and technology.

Seels, B., Berry, L.H., Fullerton, K., and Horn, L.J. (1996). Research on learning from television. In D.H. Jonassen (Ed.), Handbook of research for educational communications and technology. New York: Macmillan Library Reference.

Weaver, G.C. (2000). An examination of the National Educational Longitudinal Study Database to Probe the Correlation between Computer Use in School and Improvement in Test Scores. Journal of Science and Technology.

Salem, H. (2000). The impact of the use of computers as an assistant in the teaching of statistics education on the development of statistical skills among students in third grade secondary trading,MA Thesis, University of Ain Shams, Cairo (2000).

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Out of the 40 students interviewed, 36 (90%) indicated that they used technology while 10% said that they still used face-to-face in their studies. Figure 5 shows the distribution of their responses:
From the studies, it can be established that the students prefer technology as a teaching and learning tool to the face-to-face method. Also, their responses indicated that they preferred using online devices and mobile technology to the other available facilities.

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Twenty-one students indicated that on daily basis, they use technology in their studies; eight said that they did so, at least, 4 days a week while two indicated that they used technology once a week, as indicated in Figure 4 below:

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To answer the above questions, the researcher used the systematic sampling method to select 45 students from a population of 120 in the economics class at the Staffordshire University. A questionnaire was designed and administered to them. Out of the 45 questionnaires distributed, 40 were returned; and they were analysed, using SPSS.  For clarity and precision, the results were presented in pie and bar charts.

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To analyse the dominance of technology, the respondents were asked what made a new subject in class most interesting to them, and 34% chose the Internet, followed by television programmes (24%), teachers (26%), and textbooks (12%). The rest (4%) indicated that none of the above interested them. Figure 2 below shows the distribution of responses.

Figure 2: Responses from the 45 students

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All the 40 students (100%) indicated that they used technology in their studies. In all, 16 students indicated that they used online media such as YouTube and various collaborative blackboards in their studies. Ten students indicated that they used mobile devices; and only six students said that they used documents and cameras, as shown in Figure 3 below.

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1.      Findings

The main findings of the research are that:

I. Among the available technological tools, the Internet was the students’ preferred choice;
ii. The use of textbooks by students as sources of knowledge has declined because they prefer other sources such as the Internet and television documentaries;

iii.  All the students sampled use one type of technology in their studies.

iv.  Online media (such as You Tude and mobile technology) are mostly used;

v. In all, 90% of the students indicated that they used one form of technology.

2.      Recommendations

In view of the research findings—which indicated the effective use of technology as compared to the face-to-face teaching and learning method—the study recommends that:

I. The use of technology in the business faculty should be extended to other aspects of the curriculum;

ii. The use of technology in teaching with the computer as an educational tool should be expanded;

iii. Teachers should be trained to use technology for teaching theory-based subjects.

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2. Literature Review                                                                                             Among others, the term “face-
to-face education” connotes classrooms, teachers, desks, paper and pencil. However,
the pedagogical exigencies of the 20th century led to the
introduction of technology as a teaching and learning tool, mostly multiple
media (pictures, television programmes, overhead projectors, and filmstrips, motion
pictures, videos, and computers), which undermines the traditional method of
teaching and learning. In evaluating the impact of technology on teaching and learning,
Atawaim (2000) revealed that there is a significant statistical difference between students using computer as an
educational tool and their counterparts using the traditional method. This claim
was supported by Abu (2005) who used multimedia software to teach Geometry and concluded
that his approach was comparatively better than the traditional pedagogical method.
Salem (2000) also investigated the use of computer technology
in teaching statistics and concluded that there was a significant statistical
difference between it and the traditional pedagogical method. In separate
investigations, Obaid (2001), Ghazzawi (2002), and Abdul-Majid (2002) concluded that using multimedia software technology was more advantageous
than the traditional face-to-face pedagogical method.  

Lyle and Parker (1961, cited
in Krendl et al., 1996) investigated how television entertainment affected children
and concluded that there was an overwhelming collective evidence that film and
television facilitated learning (Seels et al., 1996). 

In light of the above arguments,
the overarching question arises on whether the use of technology is better than
the face-to-face pedagogical approach. The following questions guided my
research: 

          I. Do students prefer the use of
technology to the traditional face-to-face method? 

                                                                                                                II. What type of technology do
students want to use? 

                                     III.  Has the use of technology made any
significant impact on teaching and learning?  

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2. Literature Review                                                                                             Among others, the term “face-
to-face education” connotes classrooms, teachers, desks, paper and pencil. However,
the pedagogical exigencies of the 20th century led to the
introduction of technology as a teaching and learning tool, mostly multiple
media (pictures, television programmes, overhead projectors, and filmstrips, motion
pictures, videos, and computers), which undermines the traditional method of
teaching and learning. In evaluating the impact of technology on teaching and learning,
Atawaim (2000) revealed that there is a significant statistical difference between students using computer as an
educational tool and their counterparts using the traditional method. This claim
was supported by Abu (2005) who used multimedia software to teach Geometry and concluded
that his approach was comparatively better than the traditional pedagogical method.
Salem (2000) also investigated the use of computer technology
in teaching statistics and concluded that there was a significant statistical
difference between it and the traditional pedagogical method. In separate
investigations, Obaid (2001), Ghazzawi (2002), and Abdul-Majid (2002) concluded that using multimedia software technology was more advantageous
than the traditional face-to-face pedagogical method.  

Lyle and Parker (1961, cited
in Krendl et al., 1996) investigated how television entertainment affected children
and concluded that there was an overwhelming collective evidence that film and
television facilitated learning (Seels et al., 1996). 

In light of the above arguments,
the overarching question arises on whether the use of technology is better than
the face-to-face pedagogical approach. The following questions guided my
research: 

          I. Do students prefer the use of
technology to the traditional face-to-face method? 

                                                                                                                II. What type of technology do
students want to use? 

                                     III.  Has the use of technology made any
significant impact on teaching and learning?  

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1. Introduction                                                                                                                                                                                                                                                                                                                                                                                                                                        
 
The term “technology” is used to indicate
anything other than chalk-and-talk or paper-pencil. It is, therefore, used not
only to include computers and software but also anything from fuzzy-felt boards
to mechanical gadgets as well as multimedia (including television, tape
recording, films and slides). The role of technology as
an educational tool in contemporary times has generated tremendous excitement
within and outside higher education. To some, it is an opportunity to provide
learning to new audiences; and to others, it is an avenue to fundamentally
transform the face-to-face teaching and learning approach. Those supporting
technology-based pedagogy have argued that its adoption was the result of rapid
interest in life-long learning, lack of access, capacity and budget constraints
hindering face-to-face teaching and learning. The expansion of the Internet as
a potential course-delivery platform, creating a significant incentive for
universities to develop online programs, has facilitated efforts at improving
pedagogy as such.

A debate is, however, raging on whether the
adoption of technology in pedagogy has made any significant impact on teaching
and learning. In their research, Wetzel et al. (1994, cited in Storck and
Sproull, 1995) indicated that there is little or no difference in student
performance regarding instruction per television as against the face-to-face technique
or between instruction by video and the face-to-face approach. Within that
context, this paper explores the integration of technology
into pedagogy, using the Staffordshire Business School as a sample. 

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1. Introduction                                                                                                                                                                                                                                                                                                                                                                                                                                        
 
The term “technology” is used to indicate
anything other than chalk-and-talk or paper-pencil. It is, therefore, used not
only to include computers and software but also anything from fuzzy-felt boards
to mechanical gadgets as well as multimedia (including television, tape
recording, films and slides). The role of technology as
an educational tool in contemporary times has generated tremendous excitement
within and outside higher education. To some, it is an opportunity to provide
learning to new audiences; and to others, it is an avenue to fundamentally
transform the face-to-face teaching and learning approach. Those supporting
technology-based pedagogy have argued that its adoption was the result of rapid
interest in life-long learning, lack of access, capacity and budget constraints
hindering face-to-face teaching and learning. The expansion of the Internet as
a potential course-delivery platform, creating a significant incentive for
universities to develop online programs, has facilitated efforts at improving
pedagogy as such.

A debate is, however, raging on whether the
adoption of technology in pedagogy has made any significant impact on teaching
and learning. In their research, Wetzel et al. (1994, cited in Storck and
Sproull, 1995) indicated that there is little or no difference in student
performance regarding instruction per television as against the face-to-face technique
or between instruction by video and the face-to-face approach. Within that
context, this paper explores the integration of technology
into pedagogy, using the Staffordshire Business School as a sample. 