Types of teaching according to the level of ICT application

Given the degree and manner of integration of information and communication technology (ICT) into the educational process, teaching can be classified into several different categories. Understanding the differences between these forms is crucial not only for planning and implementing modern teaching, but also for adapting teaching approaches to the level of teachers' digital competences and the needs and expectations of students. When reading this content, be sure to take notes that will help you in later activities and work. If there are any open questions that you think need to be answered or further analysed, be sure to note them!

A proper assessment of the place and role of technology in teaching helps in making decisions about the choice of methods, didactic resources and forms of activities that will support learning. We distinguish the following types of teaching:

1. Traditional teaching
This type of teaching is based on the classic "teacher in the classroom" model, without systematic use of ICT or with minimal technical support (for example, a projector, a simple presentation or a whiteboard). The main communication and transfer of knowledge takes place face to face, and the teacher is the central figure in the educational process who shapes the content, leads the activities and manages the interaction. Teaching materials are most often printed (textbooks, scripts, worksheets), and discussions and feedback take place in real time, without the possibility of subsequent review. Although this form still dominates in many educational institutions, especially in primary and secondary schools, it is gradually giving way to methods that include modern digital tools and emphasize a more active role of students.

Examples: 

• In an art history course, a professor gives a lecture in an amphitheater using only a whiteboard, markers and printed scripts. Students write down key concepts and ask questions during class.
• In a philosophy course, students read pre-assigned texts from a textbook, and analysis and discussion are conducted exclusively in person, without digital materials.

2. Computer-assisted instruction
This model represents a transition between traditional and more advanced digital forms of teaching. It involves the use of computers and digital tools to support the classical teaching process. Technology is used to display and enrich teaching content (presentations, multimedia), perform simulations of complex processes, conduct interactive exercises and quizzes, or as a supplement to face-to-face lectures. Most activities still take place in the classroom, and the basic organisation of teaching remains the same. The role of the teacher retains a central position, but students receive somewhat greater motivation and the opportunity to conduct independent research with the help of digital resources. Student autonomy in this model is still limited, but this approach often serves as a starting point for further digital transformation of teaching.

Examples:

• In a chemistry course, the professor uses animations and computer simulations of chemical reactions to show students processes that cannot be seen with the naked eye.
• In an economics course, the teacher presents the content via MS PowerPoint presentation and involves students in quick online quizzes (e.g. Kahoot) to test their knowledge, while the rest of the class is organised face-to-face.

3. Blended (hybrid) teaching
Hybrid teaching is a carefully designed combination of online and contact (classroom) teaching. It combines the benefits of digital tools with the benefits of live learning. Students attend part of the teaching in a physical space (lectures, workshops, consultations), while the rest of the content, activities and communication are carried out through e-learning systems or other online platforms. In this way, they gain greater flexibility, the ability to learn at their own pace and be more actively involved in the process. Effective blended teaching is not limited to simply sharing materials online, but requires careful course design, coordination between online and offline elements and thoughtful guidance of students through activities. If implemented well, this model also enables significant development of students' digital skills and better monitoring of their progress.

Examples:

• In the English phonetics course, students have live seminar exercises, and theoretical content, additional materials and forum discussions are available on the Moodle platform.
• In the theoretical archeology course, students participate in fieldwork at the site, while in parallel they analyse LiDAR data in an online environment and create a joint report.

4. Fully online teaching
In this model, the entire educational process takes place online, without physical contact between teachers and students. The organisation relies on digital materials (interactive scripts in H5P, interactive modules, multimedia), video lessons, forums, online assessment of knowledge and skills, and often synchronous activities such as virtual lectures or real-time consultations. Students have the opportunity to learn at their own pace and from anywhere, but this implies a high level of independence, motivation and organisational skills. The success of such a model strongly depends on the quality of content design, clarity of instructions, availability of technical and pedagogical support and the development of digital skills of all participants. Online teaching opens up space for greater accessibility of education and international cooperation, but at the same time it brings challenges in the area of maintaining motivation, monitoring activities and ensuring a sense of community among students.

Examples:

• In the Social and Humanistic Informatics course, students attend lectures and exercises exclusively via BigBlueButton, solve tasks in remote programming environments, and submit code through an LMS.
• In the Didactics course, students participate in online workshops via forums and virtual classrooms, write essays that they submit digitally, and receive feedback exclusively electronically.

Overview of valuation methods that best suit each form

Conclusion 

Understanding these different levels and forms of teaching allows teachers to more precisely plan, adapt and innovate their courses in accordance with institutional possibilities, pedagogical goals and digital competences of their students. Instead of one “ideal” model, it is crucial to think about flexible application and combining elements in a way that will best suit the specific educational context.

For those who want to know more!

More detailed information on this topic can be found in the course Pedagogy in a digital environment.