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ICT in education: why it works, why it doesn’t.

/ICT in education: why it works, why it doesn’t.

ICT is developing rapidly. ICT in education is developing … differently. It is really fascinating to discover the reasons for these huge differences within one country, within one city or even within a similar group of schools (eg, private schools in a big city).In 2016 the majority of teachers (and certainly 100% of students) would not question the necessity of ICT in their schools. The question is no longer IF but HOW to introduce ICT in education most effectively. It is interesting to observe, however, how quickly the changes are: have a look at the following statement published in 2011 by one of the websites dedicated to technology in education (http://edutechdebate.org/): The inescapable conclusion is that significant investments in computers, mobile phones, and other electronic gadgets in education are neither necessary nor warranted for most school systems. In particular, the attempt to use technology to fix underperforming classrooms (or to replace non-existent ones) is futile. And, for all but wealthy, well-run schools, one-to-one computer programs cannot be recommended in good conscience.

See more at: Kentaro Toyama, There Are No Technology Shortcuts to Good Education – http://edutechdebate.org/ict-in-schools/there-are-no-technology-shortcuts-to-good-education/#sthash.DO1R7RJU.dpuf

Three years later, in 2014, the same website presents the picture:

Unbenannt

Obviously, the website does not represent a worldwide approach but it just shows the amazing diversity of opinions concerning technologies in the classroom. The change to this approach is clear worldwide – in some countries (or some schools) it started a long time ago, in others it is just starting. One of the most solid and reliable documents which explains these differences is Survey of Schools: ICT in Education, published in February 2013 by the EU. Its key findings show the essential ‘mix of ingredients’ which let ICT work most effectively in education:

1: POLICIES AND SUPPORT Developing specific policies to use ICT in T&L and implementing concrete support measures at school level affect the frequency of students’ ICT based activities for learning in the classroom: The Survey finds that students, as well as teachers, have the highest frequency of ICT use and ICT learning based activities during lessons when they are in schools which have policies about ICT integration in T&L generally speaking as well as in subject learning, using incentives to reward teachers using ICT, implementing concrete support measures including teacher professional development and the provision of ICT coordinators.

2: TEACHERS’ CONFIDENCE AND OPINIONS Teachers’ confidence and opinions about ICT use for T&L affect the frequency of students’ ICT use for learning: boosting teacher professional development makes a difference, and appears to be a condition for an effective and efficient use of the available infrastructure. The Survey shows indeed that students have the highest frequency of ICT use during lessons when they are taught by teachers with high confidence in their own ICT operational as well as social media skills and ability to use the internet safely and responsibly, having positive opinions about ICT use for T&L, as well as facing low obstacles and having high access to ICT infrastructure at school. Such teachers are defined in the Survey as digitally confident and supportive teachers.

3: STUDENTS’ USE OF ICT Students’ ICT use during lessons still lags far behind their use of ICT outside school, affecting their confidence in their digital competence. A key finding of the Survey shows that, across countries surveyed, students are more confident in their digital competence when they have high access to/use of ICT at home AND at school compared to students having low access/use at school and high access/use at home, or low access/use at both places.

The survey also examines each of these areas in more detail, as well as a combination of elements within each area to understand how they interact to provide the best possible ICT setting for high quality teaching and learning. The survey also identifies and analyses a range of important factors which influence how successfully ICT is deployed in school teaching and learning.

See more: https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf

By | 2016-11-01T08:47:37+00:00 February 18th, 2016|Categories: Allgemein|0 Comments

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