I have never been a technical person, which is perhaps why I never thought of technology as an important part of teaching. When I remember back to my Primary school days technology was really not part of my classroom, other than the weekly computer class which admittedly was spent playing games.
I have always imagined my own Primary class to be similar to my own memories with technology playing little to no part in my classroom.
It was not until I started my topic of the impact if ICT in education that I realised that technology has become a vital part of my future students lives and should be an important part in my own classroom. Perhaps there is a different and more creative way that I could teach the fundamentals of education then my predecessors.
It has only recently become a real possibility in my mind that classrooms will have laptops for every student rather than books and pens and maybe in 20 years time children will not be learning to read using paper books but rather from technologies similar to kindles and Ipads.
For this reason I feel that it is important that teachers are educated on how to use such technologies and how to integrate these into their classrooms so that their teaching practice can improve and become enhanced by digital technologies rather than be hindered by technologies emerging.
In saying this I do feel that some of the "traditional" technologies such as "the chalkboard", now known as the "whiteboard" will still remain in our classrooms, as smartboards are too difficult to write basic notes and diagrams on. For this reason I feel that some of these traditional technologies will still remain in classrooms.
Tuesday, October 26, 2010
Thursday, October 14, 2010
Analysis
Analysis
ICT stands for information communication software. In education this means technologies such as email, search engines, smart boards, kindles and laptops. The introduction of such technologies has opened up a range of educational opportunities. However technology has also introduced a new set range of problems in our classrooms. Problems such as inequity of the technologies available at home and in the classroom can put some students at a disadvantage, as well as the obvious problem of the technical fluency (or lack of) of both the teachers and students.
Although it appears that teachers are making an attempt to keep up with modern ICT, they are still lagging behind in their technical skills. Teachers tend to favour low skilled forms of ICT such as word processor and PowerPoint’s, and do not access the higher skilled, and often better quality forms of technology.
Despite teachers’ lacking in ICT skills, it appears the inability to integrate ICT effectively into their classrooms that is the major problem teachers’ face in ICT. Teachers are given professional development in the area of technical skills, yet their pedagogy is left unattended to, so teachers with good technical skills are still unable to effectively integrate ICT into their classrooms to enhance student learning.
On the whole teachers are not using the technology available effectively to enhance student learning in their classrooms. It appears that teaching pedagogy has failed to evolve as technology has evolved. Technology is based around students centred and group participation styles of learning, whilst many teachers still remain teaching in a teacher centred style of learning. This means that the technology being used in classrooms (if any) is ineffective. Teaching pedagogy will need to change to accommodate the new forms of technology available in classrooms and will need to take on a student centred approach.
Although there is a large amount of technology available for our classrooms, and even in our classrooms, it appears that teachers are failing to include these technologies into their lessons. Teachers are remaining to teach in ‘traditional’ methods, with limited use of technology. The technology being used in classrooms is ineffective as teachers are remaining to teach in the ‘traditional’ teacher centred style learning, whilst technologies available are best used in student centred and group style learning. Schools and teachers will need to accept technology more widely into the classrooms, but for this to happen teachers must be willing to change the manner of which they teach. Unfortunately it does not appear as if this is the case across most classrooms.
ICT will change our classrooms in two main ways; technology will make information and educational experiences available that were previously unreachable and ICT will change the way future teachers teach and operate within their classrooms.
Technologies such as search engines and online books and articles will mean that future students will be able to access information faster and easier than past generations.
Smart boards married with other technologies such as virtual gaming and internet can mean that students will be able to take virtual excursions to places that previously were impossible.
New technologies work best in group and student centred learning styles. This means the role of the teacher as “the beacon of knowledge” as it has been in the past will have to change in order to accommodate student centred learning. Teachers will become more as mentors to the students, pointing students in the right direction and providing infrastructure for students to facilitate their own learning.
Are teachers technically trained enough?
Are teachers technically trained enough?
“No doubt, teachers have increased their personal and professional uses of computers (Project Tomorrow, 2008; van Braak, Tondeur, & Valcke, 2004).”
“Alongside these increases in teachers’ professional uses are increases in the reported instructional uses of computers in the classroom (National Education Association, 2008; Project Tomorrow, 2008). Unfortunately, when we look closer at these data, reported uses still tend to be “low-level” (Maddux & Johnson, 2006; Russell, Bebell, O’Dwyer, & O’Connor, 2003)”
“Shortcomings in the theoretical underpinnings of models and techniques being employed to analyse and describe pedagogical strategies used in the classroom with ICT. In particular, it was considered that there was a tendency to ignore teaching proficiency by emphasising ICT-related technical skills.”
While teacher training by IWB suppliers provides skills that might enable teachers to use the hardware and software, this has not been found to provide pedagogical knowledge for integrating IWBs into the curriculum and the classroom (Beauchamp, 2004).
My summary
Although it appears that teachers are making an attempt to keep up with modern ICT, they are still lagging behind in their technical skills. Teachers tend to favour low skilled forms of ICT such as word processor and PowerPoint’s, and do not access the higher skilled, and often better quality forms of technology.
Despite teachers’ lacking in ICT skills, it appears the inability to integrate ICT effectively into their classrooms. Teachers are given professional development in the area of technical skills, yet their pedagogy is left unattended to, so teachers with good technical skills are still unable to effectively integrate ICT into their classrooms.
References
Jones, A., & Vincent, J. (2010). Collegial mentoring for effective whole school professional development in the use of IWB technologies. Australasian Journal of Educational Technology, 26(4), 477-493. Retrieved from Education Research Complete database.
Maddux, C. D., & Johnson, D. L. (2006). Type II applications of information technology in
education: The next revolution. Computers in the Schools, 23(1/2), 1–5. Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
National Education Association. (2008). No Child Left Behind: Issue overview. Author.
Retrieved on March 16, 2009, from http://www.nea.org/lac/esea/index.html Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
Project Tomorrow. (2008). 21st century learners deserve a 21st century education. Selected
National Findings of the Speak Up 2007 Survey. Retrieved March 28, 2009, from http://
www.tomorrow.org/speakup/speakup_congress_2007.html Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
Russell, M., Bebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher technology
use: Implications for preservice and inservice teacher preparation. Journal of Teacher
Education, 54, 279–310. Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
How will ICT change future classrooms?
“the opportunities presented by ICT has prompted the use of ICT, initially to extend the outreach of quality education and deal with the increase in the demand for engineering education in the country” (Bhattacharya, 2003).
“The primary focus should be on:
Supporting teachers rather than replacing them. The role of teachers could change to that of resource material producers as well as a mentors and facilitators. Enhancing the capabilities of teachers by taking over the dissemination of resource material, increasing outreach, aiding interaction across larger groups of students and greater geographical distances.
Promoting synchronous and asynchronous learning for students using both offline and online interaction for students through two-way audio and video.” “Using technology simply to support lecture-based instruction falls far short of recommended best practice (Lawless & Pellegrino, 2007; Partnership for 21st Century Skills, 2007; Zemelman, Daniels, & Hyde, 2005). Although survey data may suggest that the “teaching process is fundamentally changing as professional development is taking teachers from learning how computers work to using technology to change how they teach”
My summary
ICT will change our classrooms in two main ways; technology will make information and educational experiences available that were previously unreachable and ICT will change the way future teachers teach and operate within their classrooms.
Technologies such as search engines and online books and articles will mean that future students will be able to access information faster and easier than past generations.
Smart boards married with other technologies such as virtual gaming and internet can mean that students will be able to take virtual excursions to places that previously were impossible.
New technologies work best in group and student centred learning styles. This means the role of the teacher as “the beacon of knowledge” as it has been in the past will have to change in order to accommodate student centred learning. Teachers will become more as mentors to the students, pointing students in the right direction and providing infrastructure for students to facilitate their own learning.
References
Bhattacharya, B. (2003, March). Country paper on improvements in educational productivity promotion through e-learning. Paper presented at the Asian Productivity Organization-sponsored seminar on ‘New Multimedia Strategies for Productivity Promotion – With Special Focus on e-Learning’, Taipei, Republic of China. Cited in Bhattacharya, B. (2008). Engineering Education in India- the role of ICT. Innovations in Education and Teaching International Vol. 45, No. 2, 93-101.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77, 575–614.
What is ICT? What does this mean for education?
What is ICT? What does this mean for education?
“Students perceived ICT as an integrated working tool, that is, a tool they used daily for writing, to communicate with fellow students, and to collect information.” (Rasmussen, I., & Ludvigsen, S. 2009)
“All levels of the educational system studies have found that computers in education have changed the use of learning resources toward an increased use of multiple ICT resources (e.g., Kozma & McGhee, 2003). Findings from studies that have investigated how such resources are actually used find that although some profit, others experience major problems in their efforts to orient themselves because in their experience the complexity becomes too high (e.g., Hartley & Bendixen, 2001). These findings suggest that the introduction of ICT has introduced new obstacles as well as amplifiers for learning. In other words, educational practises are not unaffected after the introduction of ICT.” (Rasmussen, I., & Ludvigsen, S. 2009)
My Summary
ICT stands for information communication software. In education this means technologies such as email, search engines, smart boards, kindles and laptops. The introduction of such technologies has opened up a range of educational opportunities. However technology has also introduced a new set range of problems in our classrooms. Problems such as inequity of the technologies available at home and in the classroom can put some students at a disadvantage, as well as the obvious problem of the technical fluency (or lack of) of both the teachers and students.
References
Hartley, K., & Bendixen, L. D. (2001). Educational research in the Internet age: Examining the role of individual characteristics. Educational Researcher, 30, 22–26.
Kozma, R. B., & McGhee, R. (2003). ICT and innovative classroom practice. In R. B. Kozma (Ed.), Technology, innovation, and educational change. A global perspective (pp. 43–80). Eugene, OR: International Society for Technology in Education.
Rasmussen, I., & Ludvigsen, S. (2009). The Hedgehog and the Fox: A Discussion of the Approaches to the Analysis of ICT Reforms in Teacher Education of Larry Cuban and Yrjo Engestrom. Mind, Culture & Activity, 16(1), 83-104. doi:10.1080/10749030802477390.
Teaching pedagogy
Teaching pedagogy
“Furthermore, if and when technology is used, it typically is not used to support the kinds of instruction (e.g., student-centred) believed to be most powerful for facilitating student learning (Cuban, Kirkpatrick, & Peck; 2001; International Society for Technology in Education [ISTE], 2008; Partnership for 21st Century Learning, 2007).”
“Alongside these increases in teachers’ professional uses are increases in the reported instructional uses of computers in the classroom (National Education Association, 2008; Project Tomorrow, 2008). Unfortunately, when we look closer at these data, reported uses still tend to be “low-level” (Maddux & Johnson, 2006; Russell, Bebell, O’Dwyer, & O’Connor, 2003)—that is, those that support traditional, teacher-directed instruction (e.g., using PowerPoint to present a lesson, searching the Web for information resources) or that focus on the development of students’ technical skills (Tondeur, van Braak, & Valcke, 2007b).”
“Using technology simply to support lecture-based instruction falls far short of recommended best practice (Lawless & Pellegrino, 2007; Partnership for 21st Century Skills, 2007; Zemelman, Daniels, & Hyde, 2005). Although survey data may suggest that the “teaching process is fundamentally changing as professional development is taking teachers from learning how computers work to using technology to change how they teach”
“When considering both analyses of large samples of data and interactional case studies of ICT use over time, two types of results emerge: (a) educational practises remain stable in many schools even with the introduction of ICT, and (b) ICT changes the type of skills and competencies needed. Interactional studies, which produce the second observation, contribute insights into how new educational practises emerge and into the relation that these practises have to the tools in use, such as the introduction of ICT tools as part of a reform.” (Rasmussen, I., & Ludvigsen, S. 2009)
My summary
On the whole teachers are not using the technology available effectively to enhance student learning in their classrooms. It appears that teaching pedagogy has failed to evolve as technology has evolved. Technology is based around students centred and group participation styles of learning, whilst many teachers still remain teaching in a teacher centred style of learning. This means that the technology being used in classrooms (if any) is ineffective. Teaching pedagogy will need to change to accommodate the new forms of technology available in classrooms and will need to take on a student centred approach.
Referencing:
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in
high school classrooms: Explaining an apparent paradox. American Educational Research
Journal, 38, 813–834. Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77, 575–614. Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
Maddux, C. D., & Johnson, D. L. (2006). Type II applications of information technology in education: The next revolution. Computers in the Schools, 23(1/2), 1–5. Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
National Education Association. (2008). No Child Left Behind: Issue overview. Author. Retrieved on March 16, 2009, from http://www.nea.org/lac/esea/index.html. Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
Project Tomorrow. (2008). 21st century learners deserve a 21st century education. Selected National Findings of the Speak Up 2007 Survey. Retrieved March 28, 2009, from http:// www.tomorrow.org/speakup/speakup_congress_2007.html Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
Rasmussen, I., & Ludvigsen, S. (2009). The Hedgehog and the Fox: A Discussion of the Approaches to the Analysis of ICT Reforms in Teacher Education of Larry Cuban and Yrjo Engestrom. Mind, Culture & Activity, 16(1), 83-104. doi:10.1080/10749030802477390.
Russell, M., Bebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54, 279–310. Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
Tondeur, J., van Braak, J., & Valcke, M. (2007b). Curricula and the use of ICT in education:
Two worlds apart? British Journal of Educational Technology, 38, 962–976. Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
Are schools accepting ICT in their classrooms?
Are schools accepting ICT in their classrooms?
“Teachers of the 21st century use roughly the same tools as those who came before them (Cuban, 2001).”
“Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful.”(Ertmer & Ottenbreit-Leftwich, 2010)
“Teachers’ uses of technology are rarely linked to the student learning outcomes they are designed to facilitate” (Lawless & Pellegrino, 2007).
“Although survey data may suggest that the “teaching process is fundamentally changing as professional development is taking teachers from learning how computers work to using technology to change how they teach” (CDW-G, 2006, para. 3, emphasis added), current data from classroom observations do not support this view (Andrew, 2007; Bauer & Kenton, 2005)
My Summary
Although there is a large amount of technology available for our classrooms, and even in our classrooms, it appears that teachers are failing to include these technologies into their lessons. Teachers are remaining to teach in ‘traditional’ methods, with limited use of technology. The technology being used in classrooms is ineffective as teachers are remaining to teach in the ‘traditional’ teacher centred style learning, whilst technologies available are best used in student centred and group style learning. Schools and teachers will need to accept technology more widely into the classrooms, but for this to happen teachers must be willing to change the manner of which they teach. Unfortunately it does not appear as if this is the case across most classrooms.
Referencing
Andrew, L. (2007). Comparison of teacher educators’ instructional methods with the
constructivist ideal. The Teacher Educator, 42(3), 157–184. Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
Bauer, J., & Kenton, J. (2005). Toward technology integration in schools: Why it is not
happening. Journal of Technology and Teacher Education, 13, 519–546. . Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
Cuban, L. (2001). Oversold and underused: Reforming schools through technology, 1980–2000.Cambridge, MA: Harvard University Press. Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77, 575–614. . Cited in Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Academic Search Premier database.
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