This document discusses the implications of information and communication technologies (ICT) for international collaborative learning and learning environments. It examines teachers' pedagogical practices with ICT, the relationship between pedagogy and ICT use, and how networked learning is integrated with traditional teaching methods. Key points include: 1) Teachers require knowledge of their subject, pedagogy, and ICT's potential to effectively integrate it; 2) ICT can enhance teaching when teachers understand how it affects their subject's representations and engages students; and 3) Balancing local priorities with international collaboration through communities of practice and resource/expert sharing benefits all partners.

1. ICT and Pedagogy:
Implications for international
collaborative learning and
learningenvironments
Margaret J. Cox
King’s College London

2. Focus of the paper
• What do teachers’ pedagogies include?
• What types of ICT resources and communications
technologies are being used by teachers and pupils
and for what purposes?
• What is the relationship between different types of
ICT use and teachers’ pedagogical practices?
• What ways is networked learning being integrated
with other more traditional teaching methods?
• Implications for international educational
collaboration and learning environments

3. Three main developments
• Technological
• Educational initiatives
• Applications to teaching and learning

4. Technological
developments
Educational
Initiatives
ICT as a subject
ICT to enhance
teaching and
learning
Educational
ICT resources
Implications
For teachers and leaners

5. Technological developments
• Reducing costs and increasing diversity
• Impact and migration from the IT industry
• Domination of commercial technologies
• Widespread use of office software in
education

6. Growth of IT resources
Decline in IT costs
1960s 1970s 1980s 1990s 2000s

7. Educational initiatives
• Major government policies regarding ICT
in education
• Different priorities from nation to nation
• Two main directions: IT as a subject and
ICT across the curriculum
• Extending the boundaries of educational
settings

8. Applications of ICT to teaching
and learning
• Vocational need to meet demands of the IT
industry
• Changing nature of ICT representations
• Networked technologies used for sharing of
peripheral educational activities
• Networked learning within single
institutions

9. Tutorial style software
Fixed model
Few variables
confirmation
of correct
answers
help for
incorrect
answers
USER
decisions
practice
choice of
variable
values

10. Simulations
semi-fixed model
range of variables
results of
hypotheses
and
investigations
USER
choice of
variables
and values
study relationships
hypothesise
investigate theories

11. Framework software
choice of model
learning framework
creation
and
analysis
of user’s
theories
USER
framework
develop model
choose variables
analyse data
build theories

12. What do educators understand by
teachers’ pedagogies
• Teachers’ ideas and beliefs about teaching
• Includes the whole practice of teaching
before and after the class activity as well
as during the teaching itself
• How ICT is used will have a positive or
negative effect on pupils’ learning
• Teachers’ pedagogies will affect how ICT
is integrated with other more traditional
teaching methods

13. Pedagogical reasoning model
Teachers’ knowledge,
beliefs and values
Teachers’
behaviours
Pedagogical
reasoning
Pupils’ knowledge,
beliefs and values
Pupils’
behaviours
Actions and activities
Learning outcomes
Affordances

14. Affordances
• The properties of a teaching and learning
system as perceived by the user which allow
certain actions and specific types of
behaviour.
• For ICT, affordances which are influenced by
the teacher and the learner would include
providing learning opportunities for the
student using different ICT environments

15. Pedagogical reasoning
• Subject content knowledge
• Knowledge related to general teaching issues, e.g.
teaching approaches, classroom management
• Curriculum knowledge - “tools of the trade”: schemes of
work, resources etc.
• Pedagogical content knowledge - their own special form
of professional understanding
• Knowledge of learners and their characteristics;
• Knowledge of educational contexts: groups, classes,
school and wider community
• Knowledge of educational ends, purpose and values and
their philosophical and historical grounds.

16. ICT hardware
• Stand-alone computers
• Computer networks in classes
• Laptop computers for personal uses in class
and at home
• Personal digital organisers
• Interactive whiteboard
• Measurement and control devices
• Range of other ICT devices: mobile phones,
Web pads, tablet PCs etc.

17. ICT software
• Office software: word-processing, spreadsheets,
databases,
• Subject based simulations
• Computer based modelling
• Measurement and control
• On-line communications
• Web-based courses
• Researching on-line evidence
• Computer based assessment

18. Hardware
Software
Expanding range
of
Representations
systems
Different modes
of
Human computer
interactions
New forms of
knowledge

19. What do we know about ICT and
teachers’ knowledge?
• Teachers subject knowledge - greatest
attainment when teachers understand their own
subject in depth and detail
• Access to ICT resources- teachers who take the
initiative to acquire relevant ICT resources are
able to use them with more consequent benefits
to their pupils
• Teachers who understand the range and scope
of ICT can achieve greater integration and
higher learning outcomes

20. Relationship between ICT and
teachers’ pedagogical practices
• Teachers who were confident in using specific
ICT resources were able to plan and implement
appropriate learning activities
• Pedagogical practices of the teacher using ICT -
depended upon their subject knowledge, ICT
skills and their understanding of ICT
• Organisation - the class organisation had an
important impact on the attainment of the pupils
• Beyond the classroom - ICT pedagogy includes
all aspects of teaching, not just in the lesson.

21. ICT as a subject/across the
curriculum
• IT/ICT as a subject
– Insufficient teachers
competent to teach ICT
– Dominated by Microsoft
Office
– Insufficient time-tabled
time to teach ICT well
– Curriculum poorly
understood
– Quality of learner’s
achievements limited by
the above
• ICT across subjects
– Insufficient teachers
motivated to use ICT
– Lack of expertise in
how to use it effectively
– Lack of support from
school principals
– Competing for
resources with ICT
teachers
– Dominated by
Microsoft office

22. Integration of networked learning
• Use of the Internet for distance learning
• Web-based courses
• Extending pupil-pupil and teacher-pupil
communications:
– Email
– On-line assignments
– Pupil-pupil evaluations
– On-line evaluations
• Distance learning whole courses

23. Emerging issues
• Pedagogical conflicts
• Teachers’ subject knowledge
• Teachers’ pedagogical knowledge
• Teachers’ knowledge of the potential of ICT
• Pedagogical practices and affordances
• Access to ICT networking resources
• Managing a community of learners
• Balancing local and international educational
priorities

24. Pedagogical conflicts
• Using office based
software
• New knowledge and
new representations
• Challenges of
networked learning
environments
• Using subject based
software
• Using existing knowledge
and traditional
representations
• Abilities of teachers to
use ICT
National curriculum
requirements

25. Teachers’ subject knowledge
Teachers need to know
• that some ICT uses will change the nature and
representations of knowledge and of the way the
subject is presented to and engages the pupils
• the potential of ICT and networked resources not only
in terms of its contribution to pupils’ presentation skills
but in terms of its facilities for challenging pupils’
thinking and extending pupils’ learning in a subject
• how to prepare and plan courses and lessons where ICT
is used which will challenge pupils’ understanding and
promote reflection and thinking, in the subject

26. Teacher pedagogical knowledge
Teachers need to know
• how to organise pupils when using ICT resources within a
range of learning settings
• the relationship between a range of ICT resources and the
concepts, processes and skills in their subject
• how to obtain and select appropriate ICT resources to
meet a range of learning opportunities;
• how and when to decide on the four approaches to using
networked technologies

27. Four approaches to using
networked technologies
• Substitution approach
• Integrated approach
• Enhancement approach
• Complimentary approach

28. Loss of control of the learning
process
• Informal learning outside the formal
institution
• Learners’ access to other ‘teachers’ and
‘experts’
• Learners’ perceptions of the value of IT in
society
• Changing roles of the teacher

29. Balancing local and international
educational priorities
Within formal courses
• Using goal oriented international communities -
new on-line courses
• Using international communities of interest to
support networks of teachers at national and
international level
• Facilitating learners’ communities across
nations
• Communities of practice to contribute to
students on formal courses

30. Balancing local and international
educational priorities
Within informal learning
• Providing opportunities for informal learners
collaborating within a community of interest
• Providing specific Web-sites to support informal
learners to exchange ideas and knowledge
• Communities of practice could contribute to
students engaged in informal learning
• Educational collaborations need to benefit the
whole community of partners

31. Implications for learning environments
Learning
environments
Communication
resources
Simulations
Tutorial
software
Framework
software
The teachers
The learners
Learning
Affordances
Other
resources
Other
experiences

32. Possibilities for international
collaboration
• Setting up international communities of
practice
• Setting up international projects on course
development and evaluation
• Exchanging students and academics
• Providing professional development in the
uses of ICT
• Sharing best practice in using ICT in
teaching and research