Learning and the Determining Factors of Its Quality: An Analysis of the Teacher’s and Technology’s Role in Gjirokastra

Abstract

Although researchers agree that the information and communication technology affects the quality of learning, they don’t share the same ideas when it comes to determining whether the quality of learning depends on and is influenced more by the traditional role of the teacher, the role of information and communication technology (ICT), or the combined influence of both. Then to what degree does the quality of learning reflect the role of teachers, ICT, or both of them? This study examines the teaching and learning process in schools in the Gjirokastra county. Its aim is to analyze two issues: 1) What is the level of teaching process in schools of these districts, and 2) If the observed level of teaching process is a result of the role of teachers, of the use of ICT, or of their combined influence. The analysis is conducted and tested using two models: The first model gives priority to the traditional role of the teacher, whereas the second model gives priority to the use of ICT. By using the parameters of the two models this study has arrived at three findings: 1) The quality of teaching process is of an average level; 2) The teacher-centered model is used more than the model that gives priority to ICT; 3) The level of teaching process in schools that give priority to the role of teachers is higher than in schools that possess ICT infrastructure and teaching materials. This study tries to argue that the variation in the quality of teaching process and the influence of teachers and ICT is accounted for by the use of ICT. However positively it may affect the quality of teaching process, the use of ICT remains limited in its influence if not combined with the teacher factor. Knowledge and skills of teachers in using ICT influence the role and impact ICT itself has on the teaching process. The teaching process is more qualitative when it is a result not only of the traditional role of teachers, but also of the effective use and integration of ICT.

DOI: 10.5901/jesr.2014.v4n1p239