DISCUSS THE AFFORDANCES AND CONSTRAINTS OF EMAIL AS AN ICT TOOL FOR LEARNING
Source: Wix.com
Introduction
Information and Communications Technology (ICT) has allowed people to form means of communication in many exciting and competent ways. ICT can be defined as a cohesive term which encompasses any communication mechanism or application including but not limited to television, computers, radio, network software, network hardware and cellular phones. These all may have different services or uses connected with them such as distance learning or teleconferencing. ICTs, when referred to are usually used in a specific context such as health care or education among others. The internet is just one of many technologies within ICT that augments education and learning. Being a dominant source for information, there are many affordances made accessible as a result. The term affordance in ICT can be used to define the exclusive qualities of the many tools made available through the range of ICT technologies, the possibilities they offer and the instruments that help them to be used to execute different functions (Wang, 2008). Norman (1998) shared his view of affordance when he said, "...the term affordance refers to the perceived and actual properties of the thing, primarily those fundamental properties that determine just how the thing could possibly be used" (p.9). The constraints control the properties via set methods and standards in an effort to create conditions which direct and set boundaries on the activity in question (Kennewell, 2006). The internet facilitates the use of email as a means of communication being one of the most used methods ever omnipresent and widely used within organizations, and by extension society.
According to UWIOC, EDTK 2030, Unit 3 (2020) email can be described as an important tool of communication within any network setting. Asynchronous communication is achieved as one user can send a message to another which can be accessed in their own time and at their own discretion. Identifying both the affordances and constraints linked to the use of email as an ICT tool for learning help us to cement our overall perception of its competency to facilitate the teaching and learning outcomes directly related to the abilities of the participants in question (Kennewell, 2006).
Affordances and Constraints of Email as an ICT Tool for Learning
One affordance of using email would be the fact that it is not restricted to any one place as this technology is found world-wide. Through its use, students and teachers can enhance the development of a learning space that allows them to share and create within their own online community. From a social construction perspective, it can aid social contact among students and between the students of a class and the teacher (EDTK2030 Unit 1, 2020).
Numerous studies have shown that the use of these online communities help to influence the perception of e-learners to see the use of email in education as a social experience (Donnelly, 2017). Another affordance is that email promotes the ability to communicate with the wider school community such as with parents and staff. The cost to this communication is low and can cut back on the method of hard copies being sent out to families and cutting back on printed staff memos. Information is received quickly and can be referenced with ease when needed. Responses can also be sent and received in a timely manner. One possible constraint of using email are the human factors of emotions and actions. Some students may not use email in the way it is meant to be used. Email may be used as a tool in cyber-bullying another student or others may lack the ability to adapt to electronic communication within the classroom environment and do not feel compelled to participate at all. The reality is there is nothing to encourage a student to participate or to make certain they do. Another constraint could be the lack of ability of some parents, teachers or even students to use emails aptly and receive or send information. There may be individuals who do not have adequate literacy skills or a working knowledge of writing appropriately to read, understand and respond which can put them at a disadvantage. A third might be network reliability which in these times of COVID19 have proven to be a key issue for many to receive and respond to information sent (Subhashni, 2008).
However, there are some ways that constraints may be limited. Teachers can try to encourage group work to help bridge that gap between those that willingly communicate and those that do not. Others that may not be as 'tech-savvy' as others can be helped along by their peers and learn new skills along the way. Schools can give teachers or students the option of receiving hard copies of information in place of an email or providing on site computer rooms to facilitate those with internet restrictions or issues. With respect to the cyber-bullying, a no bullying stance taken by the school can help stamp out any activity that happens. School counsellors can also be available for students in an online capacity who may need a safe space to talk about their experiences and who may need to feel assured that they have a safe space to stand up for themselves. This facility will help them feel less alone in the situation and can help bring light to the situation with the administrative bodies who can then take action (John & Sutherland, 2005).
Conclusion
The effectiveness of email as an ICT tool for learning is fully dependent on the affordances and whether or not they facilitate the learning assignments or means of communication. The fact is that the use of email can be a valuable asset to the education division. Both teachers and students need to understand the benefits of this tool and learn how to use it efficiently. When used to its fullest capacity, ICT affordances allow all users to augment their ability to learn, allow teamwork and means of exploration using email as a means of communication and a mode of sharing information (Kennewell, 2006). It can help students develop social skills and help the teacher disseminate learning material. Ensuring proper solutions or suggestions are put in place to address constraints are paramount to using email or any other ICT technology successfully in the online learning environment (John & Sutherland, 2005).
References
Donnelly, R. (2017). Blended problem-based learning in higher education: The intersection of social learning and technology. Psychosociological Issues in Human Resource Management, 5(2), 25-50. doi:http://dx.doi.org.library.open.uwi.edu/10.22381/PIHRM5220172
EDTK2030 Information and Communication Technologies in Education. (2020). Unit 1: Development and Characteristics of ICT. [Essential Reading]. UWI Open Campus. Retrieved from https://2020.tle.courses.open.uwi.edu/pluginfile.php/37548/mod_resource/content/3/EDTK2030_Unit%201_Development%20and%20Characteristics%20of%20ICT%20%281%29.pdf
EDTK2030 Information and Communication Technologies in Education. (2020). Unit 3: Use of the Internet and the World Wide Web in Communication. [Essential Reading]. UWI Open Campus. Retrieved from https://2020.tle.courses.open.uwi.edu/pluginfile.php/37563/mod_resource/content/2/EDTK2030_Unit%203_Use%20of%20the%20Internet%20and%20the%20WWW.pdf
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Norman, D. A. (1988). The psychology of everyday things. Basic Books
Subhashni, A. (2008). A review of benefits and limitations of online learning in the context of the student, the instructor and the tenured faculty. International Journal on E-Learning, 7(1), 5-22. Retrieved from https://www.researchgate.net/publication/237143888_A_Review_of_Benefits_and_Limitations_of_Online_Learning_in_the_Context_of_the_Student_the_Instructor_and_the_Tenured_Faculty
Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45, 411–419. Retrieved from https://doi.org/10.1080/14703290802377307