Many educators believe that technology has the potential to solve many of the
pressures associated with the societal change in attitude and delivery of education
(Franklin and Peat, 2001). Considering the growing understanding of the potential of
the internet and communications technology (ICT) to connect learners with learners
as well as with instructors, and to provide them with interactive and engaged
learning experiences, the transformation of teaching and learning in HE is inevitable.
As new educational technologies become available, re-thinking conventional
practices around teaching and learning is of paramount importance as resources
gradually diminish and demand for access to better quality higher education
dramatically increase.Information overload is a serious concern in an information-
based, technology-driven society. So much information is available in the form of
facts, concepts, rules and procedures. For educators, the rapid changes in
information and technology present several challenges. Information literacy skill has
become one of the essential skills as the other 3R’s (Reading, writing, and arithmetic)
in order to judge what information is “essential” and what content information has
to be included into their curriculum. All these require educators to train their
students to search for, access, retrieve, interpret, synthesize, organize, and
communicate information, as well as to become independent, life-long
learners.According to Garrison and Vaughan (2008) higher education must start
delivering on its promises of providing learning experiences that engage and address
the needs of society in the twenty-first century. The good news is that the
government of Botswana is fully committed to the widespread adoption of ICTs in all
sectors of society, including education. Subsequently, the University of Botswana has
developed the required technological infrastructure including the acquisition of an
LMS (Blackboard/WebCT), with a view to advancing one of its aspirations to develop
a student-centred, intellectually stimulating, and technologically advanced teaching,
learning, and research environment (University of Botswana, 2004). This study is
around developing a model to tap the potential of new and emerging technology by
blending it with the traditional face-to-face teaching and learning environment at
UB.Environment seems to have an impact on a person’s intellectual development. As
a result, it is likely that the rapid societal and technological changes can have a huge
impact on how students think and learn. Neuroscientists are advancing their
research into areas relevant to education. Dr. Gary Small, one of America's leading
neuroscientists and experts on brain function and behaviour in a new book called
‘iBrain: Surviving the Technological Alteration of the Modern Mind’ argues that daily
exposure to digital technologies such as the internet and smart phones can alter how
the brain works (Small, 2008). According to him, as we continue to learn, our brains
continue to develop and create new pathways and new connections which are
continually shaped, reshaped and controlled by advancing societal and technological
advances. Recently, social networking applications such as blogs, wikis, and twitter
have seen an unprecedented uptake by many people, especially by the youth.
Growing in an interactive, socially interconnected technology environment, as
compared to such passive activities as watching television or listening to a lecture
can cause a huge change in the demographics, interests, needs, expectations and
work habits of today’s student population. When technology and its impact is
ubiquitous and pervasive in all aspects of our life, our classrooms need to reflect
what goes on around outside. Schools must try to bridge the gap between
classrooms and real-world scenarios. In the world of pervasive Internet, and the Web
2.0 social networking technologies2 , learners are also evolving into a new genre—
the so-called “digital natives” who want to be in constant communication with their
peers, expect individualized instruction and a personalized learning environment,
which automatically adapt to their individual needs. In a recent study by Researchers
at the University of Maryland on the impact of cell phones, social media and the
Internet on American college students, 200 students were asked to give up all media
for one full day (The New York Times, April 23, 2010). The study found that after 24
hours many of them showed signs of withdrawal, craving and anxiety along with an
inability to function well without their media and social links; these, in fact, are
symptoms similar to drug and alcohol addictions.
