As i’ve been working through the module booklets this week I have come across a number of concepts that have greatly challenged my mind-set towards ICTs and pedagogy. More than the anything else through this sentence from the workbook stood out to me:
It’s not the ICT you use; it’s what the learners and teachers do with the ICT that counts…. In short, it doesn’t matter if you’re using an Interactive White Board (IWB), Minecraft, a QR code, a 3D printer, mobile phone, Chrome book, or some other technology. The ICT you are using should NOT be your prime concern.
I believe that Deanna had some similar thoughts on this also. Check out here post here.
This reinforced in my mind my thoughts from earlier on in the semester: ICT cannot be used just for the sake of it. Research has indicated that to successfuly implement ICT successfully in their classrooms teachers must …’understand what visual literacy is and rethink what learning to read and write means in the 21st century’. (Goodwyn et al 1997; Reid et al, 2002). Also, as suggested in this weeks workbooks, ICT is most effective when it is part of and embedded in the curriculum. There is no point using ICTs if there is nothing behind it, it becomes simply a waste of time and resources; instead ICT should be integrated in such a way as to require purposeful application and meaningful engagement with the technology. For example:
while pupils are using a desk top publishing package to create a school newspaper they are also developing their ability to communicate more effectively. This provides both a context and a meaning for the ICT activity. Taking the IT out of context and teaching IT skills separately, not only decontextualises ICT but also places additional burdens on curriculum time. The use of ICT therefore should be a meaningful part of an activity where it is used to consolidate or extend pupils’ learning. (Lewisham ICT Training for Teachers,2006)
According to this article, to implement ICT successfully in their classrooms teachers also need to:
- identify how ICT can be used to meet specific objectives within the English curriculum to improve pupils attainment (Moseley et al,1999)
- understand that successful use of ICT depends on other factors such as pupils’ work in the classroom away from the computer, discussions between pupils and between pupils and their teacher, and the ways in which pupils interact with each other at the computer (Mc Cormick and Scrimshaw,2001 cited in Becta, 2005)
Part of this I think is utilising the RAT Framework. Reflecting on the usefulness and effectiveness of each ICT you plan to use before and after the lesson will successfully ensure that ICTs are being used to assist learning and encourage to students to engage with the content rather than simply using technology as a time-filler or reward.
PS. Check out this TEDx talk about the future of education and its relationship to ICT, it’s awesome!