So what does that mean for us as teachers? Classroom teachers of the Twentieth First Century require flexible and reflective pedagogical practices to engage, educate and develop students into adaptive, creative and connected learners. 3
ICT is “an inadequate term” to define the dynamic, fluid and multi-contextual nature of a wide range of technologies (Loveless, 2003).
Catalyst for change ICT is a catalyst for change and a cause for concern and anxiety amongst teachers (Watson, 2001). The great innovation has not been effectively scrutinised or evaluated (Somekh, 2000). Future research needs to address the question of why should teachers use technology? (Robyler & Knezek, 2003).
Ethical Use and Interaction There are ethical issues such as web safety, interaction, bullying, censorship that conflict with the communication, and inquiry skills that ICT are enhancing This is particularly evident with web 2.0 technologies such as wikis and blogs.
Ethical Use and Interaction The need to supervise internet content and the risks involved are evident. ICT use is managed and controlled by the coordinator. The need for the email and the network to be filtered.
Teachers “Some people are quite frightened by the technology” (Karina). “Now I have the smartboard I cannot live without this” .
Professional Development Flexible PD is preferred. Informal professional development is already occurring in terms of colleague to colleague sharing ideas. PD is difficult when implemented in isolation for lack of validation, accountability, support and strategic thinking for future pedagogical directions.
Without a vision, explorations can be directionless and can be exhaust precious resources and time in futile ventures.
Limitations in using ICT
Careful and proactive selection of ICT prevents some of the drawbacks in the use of ICT such as reliability or ethics.
New ICT practices can only be introduced in phases.
Schools should provide resources for self-learning to teachers yet access to resources are still an impediment.
Role of teachers as IT experts is a limitation .
Schools need to provide holistic support and conceptualise teachers as professionals not mere technicians.
Teachers are more important than other resources which can include ICT.
Professional Development Locally contextualised Pedagogy specific Collaborative Sustained Self efficacy Systems based Personal and professional relevance Supported with technical assistance and maintenance.