Information and Communication Technology is playing an important role in assisting teachers in their activities. They became a) more efficient, b) more precise and c) more comprehensive. The “Audio” ad is a clear illustration for this trend. Students’ acceptance of the “Audio” tool has been analysed and compared with the “traditional” correction and the “track change”. 57 students have answered a structured questionnaire using a web application for creating an online form. Results show a high relative importance for the “Audio” correction ( of), followed by the “track change” and the “traditional printed document” with and respectively. | Journal of Technology and Science Education TECHNOLOGICAL OR TRADITIONAL TOOLS FOR DOCUMENTS' CORRECTION? A CASE STUDY IN HIGHER EDUCATION Zein Kallas, Cèsar Ornat Escola Superior d'Agricultura (Universitat Politècnica de Catalunya, BarcelonaTech) Spain , Received July 2012 Accepted September 2012 Abstract Information and Communication Technology is playing an important role in assisting teachers in their activities. They became a) more efficient, b) more precise and c) more comprehensive. The “Audio” ad is a clear illustration for this trend. Students’ acceptance of the “Audio” tool has been analysed and compared with the “traditional” correction and the “track change”. 57 students have answered a structured questionnaire using a web application for creating an online form. Results show a high relative importance for the “Audio” correction ( of), followed by the “track change” and the “traditional printed document” with and respectively. Keywords – Information and Communication Technology (ICT), Audio correction tool, Analytical Hierarchy Process (AHP). ---------- 1 INTRODUCTION Information and Communication Technology (ICT) is changing modes of learning, collaboration and expression (Atkins, 2005). It has allowed enhancing and transforming information to be better assimilated. Most of teachers remain unaware of the high number of these non-traditional learning opportunities or are hesitant to use them (Bonk, 2009). These tools may play a significant role in helping teachers to improve the development of their subjects in an efficient and precise way (Lever-Duffy & McDonald, 2009). In this context, a rethinking of the use of communication technology in education by teachers is needed as a mean of a continuous adaptation to students’ preferences and a constant improvement of the transmitted information for learners (Raschke, 2003). Spector (2001) mentioned the potential allowed by these technologies
