EDTK 2030: Information and Communication Technologies in Education
                                                                                  Assignment 1: Affordances and Constrains of email as an ICT Tool for Learning
                                                                                                                E-tutor: Debra- Dreana Marshall Stuart
                                                                                                                         Student: Shonella Morgan
                                                                                                                              September: 13th 2015

 
            Introduction:
            Information and Communications Technology (ICT) provides greater efficiency for humans to communicate. Driscoll, (2001 as cited in Lim and Tay 2003, p. 431) admonished that the perspectives on technology is not just the hardware and software, but it can also facilitate instruction and it allows for greater human performance. Consequently, integrating ICT in the learning environment is dependent on these concepts: Attributes of affordances and constrains. These concepts are not the opposite of each other; rather they are dependent of each other because they both use students' abilities to complete learning tasks; thereby achieving the learning objectives, (Kennewell, 2001, pp. 105-106). Thus, understanding the attributes of affordances, learning theories that support ICT, the attributes of ICT constrains and providing recommendation and solutions are necessary for the teacher to effectively plan the setting for students' learning.
            Attributes of affordances play an integral role in understanding how ICT tools synergise in the learning environment. Using this working definition to describe attributes and affordance - it would be permissive to say that attributes are those abilities students have, and the affordances are those things that allow students to use their abilities for a desired outcome. Hence, the affordances bring out, or cause the action to take place. Kennewell, (2001, p. 106), states that, "The affordances are the attributes of the setting which provide potential for action". Hence, in the learning environment, ICT tools can facilitate learning, (EDTK 2030, 2015, unit 1). One such tool is the email which is a communicative tool, (Lin & Tay 2003, pp.428-431). Therefore, the affordances of using the email as an ICT tool for learning have the potential actions of students developing their communication skills; this communication can be between the student-teacher, and student-student. Other actions are sharing ideas, the teacher giving feedback on students' work or participation, and students asking questions. The attributes also of the email's use is that it can be synchronous - demands response immediately or asynchronous where the students have a specific length of time to respond. In addition, emails are cheaper, and multiple recipients can receive the information at one time. Further, there is no geographical barrier using this ICT tool, as students in remote locations can still have access to their learning. The affordance of using emails as an ICT tool for learning makes teaching and learning active, builds students' communication skills, and encourages participation and motivation,(EDTK 2030, 2015, Unit 1). The teacher in deciding to use emails must set the environment based on the models of pedagogy, social interaction and technology, for these do form a synergy with ICT in that there is collaboration, interaction, motivation, feedback and review, private spaces, and a large audience can receive the information shared.
 
            Moreover, these learning theories:  Activity based learning,  reflection based, principles of constructivist learning theory and social learning theory, all do support ICT because these theories are what the constructivist learning environment should have for the teaching -learning experience to be rewarding and  effective. Given the different ways people learn, then the teacher must plan for all learning styles. For example the activity base theory encourages students' participation using the ICT tool and students can better understand the concept of what is being taught.  Problem based learning allows students to reflect on the problem presented and finding the solutions by using existing and, or new knowledge. Thus students' engagement results in achieving learning goals. EDTK 2030, (2015, unit 2, p. 53) mentions that, "Communication tools such as Skype and email can be used by learners to obtain expert opinions in developing multi-perspectives on problems".
 The social learning theory developed by Lev Vygosky, emphasise that humans are social beings and they learn from their social interaction within their environment. Similarly, with the use of the ICT tools learners share and collaborate with each other the content of the lesson and together find ways of answering the questions. Hence, the email which allows for communication and dialogue is an ICT tool that can be used for instructional purposes, (EDTK 2030, 2015, Unit 1, p. 12).

            On the other hand, using ICT tools in the classroom do have constrains which regulates teaching and learning by setting structure to how students attempt the learning. Constrains therefore works in conjunction with the affordances of children's abilities to achieve the desired learning outcomes. It is therefore important for the teacher to plan and manage the setting to motivate students, also implement the curriculum content such that it fosters interaction and provides appropriate feedback of students' engagement with the activity using the ICT tools, (Kennewell, 2001). Constrains of the email provide the structure of how it will be use. However, the teacher may not be knowledgeable of how to set the problem to incorporate the tool, but to use the email for instruction; the teacher must outline the objectives. Hence, affordances and constrains are equally necessary for activity to take place, (Kennewell, 2001).  One example of affordance: In a class of two -four year olds, children will get a specific task of identifying all the objects that are red. Children will get baskets with objects to select the specific colour and place the objects in front of them. Here it is evident that affordance allowed for the action to happen while constrains provide the structure to carry out the action using children's abilities to compete the learning goals. On the contrary, there can be lack of or limited resources available in the setting that will affect the lesson from achieving its goal because students will not all be able to participate.
           

                 As a result, the teacher can make recommendations to overcome constrains and implement solutions. One recommendation would be to analyse the environment and acquired resources. The steps to take are:

1. Conduct needs assessment

2. Consult with staff and then parents

3. Make a list of possible funding agencies

4. Request resources

5. Provide training and feedback

6. Evaluate the students learning outcome

            Conclusion
                        Affordances and constrains of ICT tools both use students' abilities to achieve learning outcomes. Hence for the tool to prove effective it must be available to all students, have clear objectives, and conduct evaluation.
 

References
 
Carneiro,  R.,  Lefrere, P., Steffens, K. &  Underwood. J. (2011).  Self-Regulated learning in technology enhanced learning environments. A European perspective. Retrieved from: https://www.sensepublishers.com/media/933-self-regulated-learning-in-technology-enhanced-learning-environments.pdf
 

EDTK 2030. (2015).  Learning theories that guide ICT-Mediated Learning. Unit 2, p. 53. Retrieved from: http://2015.tle.courses.open.uwi.edu/mod/resource/view.php?id=7534&redirect=1
 
EDTK 2030. (2015). Development and Characteristics of ICT. The Concepts of Function, Attributes and Affordances. Unit 2,pp.1-34. Retrieved from: http://2015.tle.courses.open.uwi.edu/mod/resource/view.php?id=7526&redirect=1
 
Kennewell, S. (2006). Using affordances and constraints to evaluate the use of information and   communications technology in teaching and learning. Journal of Information Technology for Teacher Education, 10, 105-106. Retrieved from: http://www.tandfonline. com/doi/abs/10.1080/14759390100200105#.UcxYkOA3Pns
 
Lim, C. P & Tay, L.Y. (2003). Information and Communication Technologies (ICT) in an             Elementary School: Students’ Engagement in Higher
Order Thinking. Jl. of Educational Multimedia and Hypermedia. 12(4), pp. 428-431. Retrieved from:  http://www.researchgate.net/publication/49283580_Information_and_Communication_Technologies_(ICT)_in_an_Elementary_School_Students_Engagement_in_Higher_Order_Thinking