2. Definition According to Dunmill and Arslanagic (2006 pg 7) “ICT as a term encompasses a range of human-devised hardware, software and telecommunications technologies that facilitate communication and sharing of information across boundaries and which may be used to generate arts experiences and objects”.
3. Computer Literate “To be ICT literate can be described as possessing the set of skills and knowledge required by individuals to enable meaningful use of ICT appropriate to their needs. In the context of teaching and learning, ICT literacy can be described as the ICT conceptual and functional skills to support learners and teachers to further participate in work and society in the future” (Dunmill and Arslanagic 2006 pg 22 ).
4. Teacher Training Many teachers are not truly ICT literate or trained in ICT as they only use technology for simple tasks such as PowerPoint, emails, word processing and internet research. “While there is no shortage of research on the lCT needs of teachers in general, there is little on the professional development needs of Australian lCT teachers”(Lyons 2007 pg 1)
5. ICT teachers are not keeping up with the trends of current and future adolescents especially in an educational setting. Social Networking is an important part of the lives of “Generation Y”. Many teachers believe that an ICT-rich curriculum is using the internet for research and creating a PowerPoint or typing it up on Microsoft Word or email communication to one another.
6. Whilst the internet is a very important tool for students and educators, the world of Information Communication & Technology is much larger and indepth than that. “Curriculum change is necessary if the world of the classroom is to keep pace with the world outside. It is also necessary to have a clearly defined theory which allows teachers to commit themselves intellectually to the change” (Cain 2004 pg 219).
7. Restrictions Many teachers are restricted in the types of facilities that their schools have. Some schools have an abundance of computer laboratories and others have interactive whiteboards, data projectors in classrooms, teachers have school-provided laptops and then a range of peripheral equipment readily available. Other schools are not so fortunate, due to lack of funding or lack of training for the teachers to utilize such equipment.
8. Teacher Obligation A range of ICT is currently used readily used in educational facilities. “New developments are emerging everyday and so if there is any chance of keeping our students up to date with them; we need to do the same… we as lCT educators must never lose sight of the fact we play a very significant part in ensuring that we prepare our students for the technological changes which will occur in the future” (Hilkemeijer 2007 pg 13)
9. ICT and Pedagogy Throughout this discussion around ICT and its application in the dance classroom, the Internet and its use during blogging processes and the rise and use of YouTube in education will be included. In addition to Digital Literacy, the inclusion of ICT in the VELS curriculum, the exclusion of arts from the initial phase of the National Curriculum and hardware and software possibilities available for teachers.
10. Dance Technologies There are a variety of dance technologies available. These include: Motion technologies for use in film like Happy Feet, video games (Wii, Dance Revolution, Dance Central and Dancing with the Stars) TV shows as teaching tools Music editing software
11. Dance Technologies Event record keeping technologies such as photo story, I photo, Windows movie makers and Animato Use of Web 2.0 such as Edmodo and the effective use of E-Portfolios such as Yacapaca and Wikispaces rather than journaling and hardcopy note keeping.
12. Other educational uses included online dance notation using dance and technology for students in remote areas such as Elluminate Pod and Vodcasting.
