New Challenges to Education: Lessons from Around the World
BCES Conference Books, 2021, Volume 19. Sofia: Bulgarian Comparative Education Society
ISSN 2534-8426 (online), ISBN 978-619-7326-11-6 (online)
© 2021 Bulgarian Comparative Education Society (BCES)
210
Uchechi Bel-Ann Ordu
The Role of Teaching and Learning Aids/Methods in a
Changing World
Abstract
The activity and method of teaching and learning identifies the input factors (students,
teachers, instructional materials), the process (research, leadership, student services), and the
output factors (employable graduates, knowledge creation and economic growth). Teaching
and learning activity is also seen in the skills, attitudes and research orientation of the
students. Negative physical and social conditions may affect the quality of effective teaching
and learning. It is important that an enabling environment be put in place for effective
teaching and learning skills. Furthermore, it is the responsibility of teachers to be sufficiently
trained on the use of teaching aids, and have full understanding of their subject in order to
pass on the right knowledge to students. The use of pictures, video clips, objects, internet
facilities help the students to have a real-life imagination of the context of what is being
taught. This leads to the reinforcement of learning: what we hear we forget; what we see we
remember; what we do we understand. Motivations for transforming 21
st
century learning are
the lack of preparation for life and work, emerging student characteristics, disengagement and
high dropout rates, lack of motivation, the changing conditions and needs of the 21
st
century
labour market, and global scenarios like economic and social crises, global diversity, and
climate change. By effectively delivering knowledge content, students acquire transferable
skills to be globally competent, think out of the box, and have an intelligent understanding of
the complexity of technology.
Keywords: teaching, learning, students, teachers, labour market, global competence
Introduction
Okebukola (2010) identifies that the activity and method of teaching and
learning includes input factors – teachers, facilities, instructional materials, students,
and curriculum. These input factors are combined in the process of teaching,
administration, research, quality assurance, and community impact. The output
shows the skilled and employable graduates, new knowledge created, responsible
citizens and economic growth. Teaching and learning activity is seen in the skills,
attitudes and research orientation of the students. In devising the most effective way
by which knowledge content can be delivered, leaners are taught technical skills,
exposed to career awareness about the labour market, equipped to have an intelligent
understanding of technology and stimulate creative thinking (Ogbulogo, George &
Olukanni, 2014). Recently, students have demonstrated poor interest towards
learning and ability to recall what has been taught (Joseph, 2015). This could be as a
result of the teaching methods used by the teacher during the teaching and learning
process in the classroom. In order to enhance teaching and learning activities, and
avoid learners getting bored during lecture sessions, teachers are encouraged to use
pictures, short video clips, and social media tools. These help students to have a
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vivid picture of a particular context. The diverse teaching methods used in today’s
world provide opportunities to enrich and develop teachers. A teaching method is an
effective way to organise learning and unite both the teacher’s and learner’s efforts.
It is important that teachers are creative and professionally developed to use and
combine these teaching methods.
Problem statement
There is an explosive growth in the volume of information available to learners.
Information is now in multiple forms like texts, graphics, video and audio. As a
result, teachers have become saddled with the challenge of how to teach learners to
make sense of the vast amount of information they find, identify credible sources,
question authenticity and accuracy of information, connect new knowledge with
prior knowledge, and discern its significance in comparison to what they already
understand (Facer, 2011).
Teaching aids
Teachers are great facilitators of knowledge and skills in the 21
st
century
teaching and learning profession (Joseph, 2015). Teachers use teaching aids to
enhance classroom instruction, extract learners’ attention and create a motivation to
learn. These teaching aids are devices (computer, DVD), instructional aids (book,
chalk board, picture), or objects (specimen, map, globe) that help the teacher to
effortlessly carry out the teaching-learning process. A lot depends on the creative
abilities of the teacher. The use of teaching aids can facilitate the learning process by
making it interesting and less time consuming. The use of teaching aids enables
learners to use their hearing or seeing abilities and actively perform something while
learning.
Types of teaching aids
On the basis of time-period
Conventional/traditional teaching aids: When technology had not yet
appeared in the form as it is available today – there was no electricity,
phones, computers or internet. Chalks, blackboards and ‘dust and mud
sketching’ were used by teachers as a standard teaching aid. Elements of
nature, actual objects and specimen were written and presented as teaching
aids. Books formed the traditional or conventional resource available to both
the teachers and learners.
Non-conventional/modern teaching aids: With the gradual technological
progress, non-conventional teaching aids became available to teachers and
students like computers, television/radio, and interactive whiteboard,
multimedia. The modern teaching aids present themselves in different forms.
A world of opportunities like teaching aids, games, activities and media have
become available to students. They have made teachers’ task both enjoyable
and challenging. The use of non-conventional teaching aids play an important
role in the teaching and learning process today.
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On the basis of the sense organs involved
Teaching aids are also called audio-visual aids. Contemporary teaching aids that
are in use provide stimulation to ears and eyes together compared to the traditionally
used teaching aids that stimulated only one sense organ. The emerging teaching aids
involve other sense organs (Đurđanovi, 2015). These teaching aids are visual aids
(illustrations, textbooks, magazines), auditory aids (sound recordings from CDs),
audio-visual aids (combination of audio and video materials, DVDs).
Projected and non-projected aids
Projected aids include PPT, slides, film-strips, overhead projectors, TV/VCR as
they can be projected on screen to give an enlarged image of the material. They can
be used suitably for large and small groups. The large, bright and colourful images
make them more effective than a non-projected aid. Non-projected aids do not
require projection screens. Such materials are simply shown, hung or touched, e.g.
chalkboard, whiteboard, charts, posters, pictorial materials and models. They
provide first hand experiences, make the learners actively participate, stimulate
students’ interest, ensure better results and longer retention.
Teaching and learning methods in the past, present and future
Past education system
The education system in the ancient days was based on the Vedic, Brahmanical,
Muslim, British periods (Siljander, Kontio & Pikkarainen, 2017). Education was
compulsory in Vedic periods and students were handed over to the teacher.
Education was based on war, protection, arts and craftworks. Vocational education
emerged and was based on teaching and learning craftwork. The invasion of the
British contributed to the development of the education system. British education
gave more importance to the school system up-to-date. The British established
several schools and provided facilities in the education system. Significant changes
were made in the syllabus, methods of teaching, and the education system. Despite
this, access to education was the privilege of a few, with majority being denied in
many countries. Teaching and learning process was based on personal experiences.
Knowledge and basic social skills were developed by interacting with other people
and things (Siljander, Kontio & Pikkarainen, 2017). As a result, there was no room
for change or innovation beyond the level of knowledge and skills of the previous
generations.
Present education system
The present education has a great difference from the past. Yet, it is still not
playing a significant role to teach and develop the youth for the changing world
(Carneiro, 2007). The main aim of modern education is to develop skills and
knowledge to make money. School owners mostly measure success on financial
growth rather than value for students. Evidence shows that the present education
environment and system of teaching and learning are inadequate to address and
support 21
st
century learning needs (Carneiro, 2007). In most cases, education
system in underdeveloped countries is not evolving. Therefore, students graduate
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without the knowledge that is needed to make them better citizens or improve their
lifestyle and morals. Because of this business-minded system of education, students
are not qualified for proper jobs, and teachers are not ready to train students on
practical life skills. Job seekers are being disqualified during interview processes
because the education system fails to teach the basic skills and knowledge that are
required in real life (UNESCO, 2015). Nowadays, education gives more importance
to technology. Students are only graded based on examinations without an
understanding of what has been taught. This exposes the puzzle on whether students
are tested based on their ‘recall’ skills or actual intelligence. The present education
system does not adequately differentiate students’ knowledge and abilities.
Future education system
The future of the education system is uncertain still one can predict how it will
be shaped. Future educational systems are expected to transform from institutions
with strong emphasis on teaching to organizations with increased emphasis on
learning (Scott, 2015). Government authorities must be responsible and take proper
action to make some useful changes in the education system. The aim of the future
education system is not just to confront new challenges but to create a world for all
(Scott, 2015). The future system of education will give more importance to
countries’ development, students’ training, skills and professional qualities. The role
of teachers will be transformed from subject experts to guides and coaches
(Ericsson, 2012). Educated people are the main asset of a nation. Education plays a
vital role in developing personal and social life, and shaping tomorrow’s leaders.
However, it is feared that the education system is going backwards; that the poor of
society cannot risk taking out loans to fund expensive studies and, social mobility
will be determined by where people grow up and not by ability. There have been
talks regarding the role technology will play in the future of education. Although
traditionalists are fighting for children to go ‘back to nature’; teachers should be
open to embrace advancements in technology, ensure its usefulness in the classroom
and employ more effective ways using recent research about how people learn
(Scott, 2015). Education is becoming unpredictable and unsteady because future
jobs are not in existence today. To solve unexpected challenges, a future-oriented
curriculum should be developed to equip students with the right knowledge and
skills.
Global competence
Global competence is the capacity to examine local, global, and intercultural
issues; understand and appreciate others’ worldviews and perspectives; engage in
open, appropriate, and effective interactions with people from different cultures; and
act for collective well-being and sustainable development (OECD, 2018). It is multi-
faceted and includes cognitive development, socioemotional skills, and civic
learning. Four dimensions need to be developed for students to interact with others
both locally and globally (Scott, 2015; P21, 2013). The first dimension is the
capacity to critically examine and solve global issues such as poverty, trade,
migration, inequality, conflict. The second is the capacity to think critically and
understand different perspectives and world views. The third dimension emphasizes
on preparing youth to collaborate across different cultures and backgrounds to
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New Challenges to Education: Lessons from Around the World
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address any sociological, political and environmental difficulty. The fourth
dimension emphasizes on acting constructively to address issues of sustainability
and well-being. The world requires multi-faceted responses because of its
complexity (OECD, 2018). Skills in these dimensions are needed to examine and
work toward resolving issues with local and global significance.
Nations, foundations, scholars, international organizations, and educators
around the globe are working to develop students’ knowledge, skills, attitudes, and
values that are relevant to global competence. Drivers of change that affect
teaching/learning for global competence are based on themes that cut across the
curriculum or transformed using existing lessons. Regardless of the subject or the
teaching/learning method, global competence requires a culture that engages
students to constructively interact with each other and their teacher on differing
perspectives and complex topics.
Teaching for global competence
To gain global competence, students need to be actively engaged in their
learning and have the opportunity to reflect. They need to learn how to cultivate
their curiosity and ability to think critically. To make informed decisions and
collaborate with different backgrounds, students must be prepared to deal with
complex issues like economical, socio-cultural, health environmental and
geopolitical concerns (P21, 2013). Students need to practice global competence
skills in the classroom and apply them to real-world topics. Textbooks, lectures, and
memorizing correct answers to factual questions have their place in students’
learning, but they must be paired with more active, engaging pedagogy to develop
global competence. Today’s learners learn in a conducive environment by using trial
and error methods to explore, express and exchange ideas using technology before
arriving at solutions (Facer, 2011).
Classroom culture
To foster global competence, effective classroom cultures must be created
where students have the freedom to respectfully express their opinions with their
teachers or fellow students, select which media to access, which tools to use, and
how, when and where to use them to support learning (Scott, 2015). Although digital
learning tools are now used to support student learning compared to the traditional
tools, only a few teachers have made use of these technologies in their ‘teaching’.
Technology in itself does not drive learning except learning tasks are clearly
defined. Benefits are rather derived from the collaboration, creativity and
communication that technology supports. Digital tools will affect what and how
students learn in the future (Redecker & Punie, 2013).
Students’ perceptions of one another can be influenced by who takes on
classroom duties, how teachers create teams for projects and how seating
arrangements are designed. This way, students are able to tap into the rich diversity
in the classroom and illustrate concepts in the curriculum using multicultural
examples. These concepts include human rights, cultural diversity, injustice,
inequality, and oppression.
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Instructional approaches are familiar to teachers and can be applied to develop
students’ global competence. Regardless of the instructional approach, teachers need
targeted professional learning opportunities to support education for global
competence. Instructional approaches for global competence include:
Structured discussions and debates
Students learn to openly express their perspectives, back up their opinions with
evidence, listen for understanding, and be willing to change their minds when
confronted with new information (Witherspoon, Sykes & Bell, 2016). To stimulate a
discussion or debate among students, the teacher uses a text, thought-provoking
video-clip or controversial image. They engage in class discussions by practicing
their communication, collaboration and argumentation skills, researching a
particular topic, defending opposing positions on global issues from multiple
perspectives, and raising awareness on global issues (Sun et al., 2015). Students
form two teams, one supporting a statement and the other opposing it.
Availability of anytime/anywhere learning
In the present and future system of education, the workplace, home, community,
‘on-the-move’ (mobile) offer powerful sites for flexible learning compared to just
the school environment (Carneiro, 2007). Learning activities are no longer done in
the classrooms alone as the demands for educational service delivery is increasingly
independent of location. The availability of smartphones and broadband networks
allow people to access learning irrespective of the time and location. There has been
a major shift from traditional educational institutions toward a more diverse and
complex system of learning using a wide variety of educational institutions and
third-party providers. Schools are expected to “reposition themselves in the
emerging learning landscape” (Gijsbers & van Schoonhoven, 2012). The school is
not the only place students learn. As leaning begins to move out of the classroom
into homes and virtual communities, students are able to link their learning into the
real world and become more self-directed. As students become familiar with digital
tools, they are able to engage in more diverse settings, interact with others, and
apply their knowledge in new contexts.
Conclusion
This paper has addressed the teaching and learning aids/methods related to
future learning and global competence. Irrespective of the multiple factors driving
change in the way students are educated, the fact remains that students are not
learning adequately under the present education system and are not being equipped
with the skills and knowledge needed to lead productive working lives. Learning
should be tailored to the needs of each student to help them reach their full potential.
This way, students will be able to interact with their own communities, deal
confidently with people from other cultures, while engaging in learning activities
throughout their lives. Just as teachers cannot revamp the education system alone,
nations must critically evaluate traditional education to determine whether schools
are living up to current expectations and equipping students to compete in a global
economy. Every nation can contribute to a global pool of expertise on how best to
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New Challenges to Education: Lessons from Around the World
216
implement 21
st
century learning based on its context. Education should prepare
students to develop transferable skills such as collaborating among themselves to
solve scenarios of real-world challenges, reflecting on their ideas, strengthening
their critical and creative thinking capacities, showing initiative, and exploring
analytical skills.
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Uchechi Bel-Ann Ordu, DBA Scholar, University of the West of Scotland, United Kingdom
