2. Overview
ICTs in Education – Dilemmas and Realities
Role and Nature of ICTs in Education
Potential of ICTs
From Potential to Effectiveness
3. Dilemmas
Qs about Value of ICTs
Myths
Pressures
•Belief
•Doubt
•Wait
•Belief
•Doubt
•Wait
•Monolithic
•Automatic
•Computers
•Substitute
•Monolithic
•Automatic
•Computers
•Substitute
•Vendors
•Parents
•Business
•Techies
•Vendors
•Parents
•Business
•Techies
Realities
Analyze Educational
objectives
Determine Objective for ICT
Understand Potential of ICTs
Examine suitability of ICTs
Plan program of investment
Implement prerequisites
and corequisites
Evaluate and adjust
continuously
Decision
Maker
4. Necessity of ICTs
•Globalization of
•Economy
•Information
• Tech Innovations
• Knowledge-based
•Economy
•Society
•Escalating Demand
for Education
Effective Learning
For All
Anytime
Anywhere
5. ICTs for Learning Objectives
ICTs for What Purpose
Learning Objective Technology
Text Audio Video Computer Internet
Storage or display x x x x x
Exploration x x x x x
Application x x x
Analysis x x
Evaluation x x x x x
Constructing or design of
project
x x x
6. ICTs for What Purpose
ICTs for Teaching Objectives
Teaching Objective Technology
Text Audio Video Computer Internet
Presentation x x x x x
Demonstration x x x x x
Drill and practice x (e.g.,
Language
lab)
x x
Animation and simulation x x
Research x x x x x
Collaboration/ communication networked x
Management of student learning x x x
7. ICTs and the School
Technologies on Location Technologies at a Distance
Printed matter Correspondence
Slides, transparencies
Scanners
Digital notepads and white boards
Audiotapes Radio
Films and videos TV broadcasts
Digital books Web pages
CDs Web: Internet, intranet
Computer projection Webcast
ICTs for What Purpose
9. Potential:
1. Expanding Educational Opportunities
• Radio Broadcast
• Interactive Radio Instruction
• Television
• Virtual Schools
• Virtual Universities
10. Potential:
2. Increasing Efficiency
Issues
Dual Shift Systems
Multigrade Schools
Small Urban or
Rural Schools
Flexibility in
Learning Schedule
Solutions
Broadcast Radio
Interactive Radio
Educational TV
Virtual Online
Courses
11. Potential:
3. Enhancing Quality of Learning
Potential
• Motivate and engage learners
• Bring life to concepts and processes
• Foster inquiry
• Provide flexibility
• Allow application of information
• Provide access to world of
information
• Bring the world into the classroom
• Offer collaborative opportunities
and communication
• Offer tutored and individualized
learning
Solutions
• Radio and TV
• Multimedia Learning
Modules
• Virtual Labs
• Connecting to the Worlds
• Designing and Creating
Things
12. Potential:
4. Enhancing Quality of Teaching
Issues
• Difficult Profession
• No One-Shot Training
• Continuum
Initial Training
Lifelong Upgrading
Connecting
Solutions
• Multimedia Training
and Support System
• Training Videos
• Teacher Development
Portal
• Internet Resources
for Teachers
13. Potential:
5. Facilitating Skill Formation
• New Workplace Realities
• E-Training
Just-in-Time
Convenient Place
Up-to-Pate
User-centric
Solutions
Simulations
Competency-based
multi-media
Video and Interactive
media
Workplace Training
14. Potential:
6. Sustaining Lifelong Learning
Issues
Workers need to learn
new skills
Modern societies demand
constant updating
The “educated” can
become obsolete
Life-cycle pattern is
changing
Solutions
Radio and TV
Multimedia Packages
Online Courses
Open Universities
“Third Age” Universities
15. Potential:
7. Improving Policy Planning & Management
• Management of Institutions and Systems
– School: Admissions, student flow, personnel, staff
development, facilities…
– System: School mapping, personnel payroll, MIS,
communication, information, . . .
• Management of Policy Making
– Storage and analysis of data
– Construction and assessment of policy scenarios
– Tracer studies and tracking systems
16. Potential:
8. Advancing Community Linkages
Growth in ICT Access
0
200
400
600
800
1000
1200
1400
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Main telephone lines (millions) Mobile cellular subscribers (millions) Personal computers (millions) Internet users (millions)
Millions
17. Potential:
8. Advancing Community Linkages
Telephones, Cellular phones and PCs per 1,000 inhabitants
0
20
40
60
80
100
120
140
Africa America w/o US
& Canada
US and Canada Asia Europe Oceania WORLD
Telephone subscribers/100 Inhabitants
Cellular subscribers/100 Inhabitants
PCs/100 inhabitants
18. Potential:
8. Advancing Community Linkages
Internet hosts and users per 10,000 inhabitants
0
1000
2000
3000
4000
5000
6000
Africa America w/o US
& Canada
US and Canada Asia Europe Oceania WORLD
Internet Hosts/10,000
inhabitants
Internet Users/10,000 inhabitants
19. Potential:
8. Advancing Community Linkages
• ICT access varies within countries
• Disparities is magnified by gender factor
• ICT access contributes to escape from poverty
• ICT access for all requires attention to
– Infrastructure
– Cost
– Laws and regulations
20. Radio Stations and Receivers
Digital
Satellite
Radio
Crank Radio
Crank/Solar
Radio
Suitcase Radio Station
22. Women-Friendly Telecenters
• Within accepted culture; fosters harmony
• Women do not have to travel far
• Center meets needs of men and women
• No childcare problem
• Space is roomy and provides privacy
• Staff is well integrated
24. From Potential to Effectiveness
1. Educational Policy
2. Approach to ICTs
3. Infrastructure
4. ICT-Enhanced Content
5. Committed and Trained Personnel
6. Financial Resources
7. Integration
8. Piloting and Evaluation
25. Conclusion
• To Tech or not to Tech Education
• ICT ―― Education More Effective and►
Responsive
ICTs
X
26. “We do not think anymore of the
spectacle of printing every time we
read a book, the phenomenon of TV
every time we watch a movie, or the
miracle of the telephone every time we
make a call.
The ultimate success of ICTs for
learning will be attained when we stop
marveling about the ICTs and apply our
minds and emotions to the wonders of
learning.”
27. Iceland University of Education
• Student population 2002-2003
– Distance learning students: 1339
– Traditional on-campus students: 891
• Distance learning - undergraduate: 822
– Distance; primary school B.Ed on campus: 462
– Distance; primary school B.Ed distance: 401
• The Department of Graduate studies - only distance
learners 517
28. Reasearch on distance education
• How is the use of ICT affecting the
way the institution goes about
organizing teaching and learning?
• How is the use of ICT affecting the
way the teachers perform their
teaching activities?
• How is the use of ICT affecting the
way the students perform their
learning activities?
29. Activity Theory applies well
• The activity system as a unit of
analysis
– has been used to research the
effectiveness of everyday learning
environments
– the relationship between the individual
participant and the activity system’s
purpose
• Activity as mediated by tools is
central
http://ceo.cudenver.edu/~brent_wilson/acttheory.html
30. The Activity Theory model
www.edu.helsinki.fi/activity/6b0.htm
Object
Subject
Tools
Division of labor
Rules
Community
Outcome
31. Teaching and learning as
activities
• Break teaching and learning down into tasks – (M.
Allyson Macdonald 2003)
• Identify the tasks as performed on the web in
distance learning and teaching
• Get a better understanding of how ICT-tools
used to mediate teaching and learning are
affecting the task
• Identify underlying conceptions of learning in
activities performed or planned by the teacher –
and mediated through ICT-tools
32. Twining’s CPF (computer practice framework)
• Developed to evaluate to what extent ICT use is
affecting learning activities
• How much? In what purpose? In what way?
• When used as a learning tool:
– Support
• Improving efficiency – no change of content
– Extend
• Content and/or process are different – but ICT not
necessary
– Transform
• Content and/or process are different – not possible
without ICT
33. ICT as a tool for teaching and learning in
distance education
• Possibilities and constraints of the tool?
– McLuhan: The medium is the message
– David Wood 1998:
• computer-based teaching systems have
their roots in assumptions about theories
of how students learn
• any limitations of the theory will be
inherited by the system
• intelligent users of such systems in
education must measure their promise
against our general knowledge of how
people learn
34. Internet is the main tool in distance
education today
• Learning to understand the possibilities
that lie in the tool
– Access to resources
– Publish learning products
– Communicate and collaborate
– Multimodal representations, multimedia and
hypertext possibilities
– Technical constraints caused by e.g.
bandwidth
35. Available tools for teaching
tasks
• Main categories
– E-mail
– E-mail list servers
– Conference systems
– Course management tools or course-
ware: WebCT - closed
– Web-editors - open or closed webs
– Team or project management tools:
• Lotus: QuickPlace
• Microsoft: SharePoint
36. Sub categories – ICT-tools
– The computer
• Word
• PowerPoint
• Excel
– The Internet
• Discussion webs
• Interactive database
• blog
• Chat – MSN
– Management systems
• Drop box for assignments in WebCT
• Managing assignments – grades, feedback
37. Distance-teaching as activity or task
Teaching activities ICT-tool Effect of ICT
Structure learning
process
Word linear text-file
Hypertext
Text with icons
Supports
Extends
Extends
Provide resources List of books and
journals
Hypertext links to
sound and videofiles
and interactive
assignments
+textfiles
Supports
Extends
Transforms
Reading instruction Word linear text-file
Hypertext
Text with icons
PowerPoint slides
with or without talk
Supports
Extends–Transforms
Supports
Supports
38. Distance-teaching as activity or task
Teaching-activities ICT-tool Effect of ICT
Assignment
instruction
Word or PPT
WebQuest with links
web page with icons
and photos
Supports
Extends
Extends
Feedback and
evaluation
Closed grading
system WebCT
Interactive exams
Open space to share
documents
Supports
Extends
Transforms
Motivation and
enhancing
empathetic
atmosphere.
Cultivate the social
Creating nice
learning environment
on the web.
Take part in
students’ discussion
Chat – MSN
Using pictures
Using sound - talk
Extends–Transforms
Supports
Transforms
39. Distance-learning as activity or task
Learning-activities ICT-tool Effect of ICT
Discussion E-mail
E-mail postlist
Threaded discussion
webs
Supports
Transforms
Collaborative
projects
Telephone
E-mail
Chat
File-exchange by
attachments
Share Point
Supports
Extends
Transforms
Present learning
products
Word file as
attachment
PPT-presentation
Webs - digital
portfolios
Supports
Supports
Transforms
40. Distance-learning as activity or task
Learning-activities ICT-tool Effect of ICT
Find and evaluate
relevant resources
Search engines
Databases
Supports
Supports
Peer support Chat
E-mail
Telephone
Discussion webs
Sharing documents
Supports
Extends
Transforms
Self-reflection e.g.
writing learning logs
Word file log-book
Write learning-log og
open blogsite on the
web and making links
to co-students
Supports
Transforms
41. Underlying learning theories
• Behaviourism – transfer of knowlegde
model
– Linear structure of the learning process
– Reading textbooks
– Answering questions
– Getting the right answers from the teacher
– Course webs used to exchange files
– Discussion used to ask the teacher to clarify
content FAQ
42. Underlying learning theories
• Social constructivism
– Dialogue as a learning tool
– Collaborative assignments
– Foster the learning community
– Build around meaningful activity
– Work with the available tools
– Publish the learning products and
sharing them with co-students –
stressing the social construction of
knowledge
43. ICT-tools – inherent learning theories
• WebCT built on transfer model
– Not easy to present and share documents
with co-students
– Collaborative groups are supposed to
work on closed area
– Students are supposed to send the
teacher their assignment and get
direct/personal feedback and grade
– Tool for interactive multiple choice
exams
44. Tools for constructive learning
• Open web-sites where the teachers
provide for resources and tools needed to
learn
• Use authentic tools available on the
Internet
• Share Point for team work
• Lotus knowledge rooms Weigler
• Blog-sites
• Digital portfolios
45. Authentic learning on the
Internet
• Learning as an authentic activity
• Using the tools available in the respective culture
• Learning from real communities on the web –
– how they work – rules
– Which tools they are using and in what purpose
– How they collaborate – division of labour – and distributed
cognition
46. Reasearch on distance education
• How is the use of ICT affecting the
way the institution goes about
organizing teaching and learning?
• How is the use of ICT affecting the
way the teachers perform their
teaching activities?
• How is the use of ICT affecting the
way the students perform their
learning activities?
47. Activity Theory applies well
• The activity system as a unit of
analysis
– has been used to research the
effectiveness of everyday learning
environments
– the relationship between the individual
participant and the activity system’s
purpose
• Activity as mediated by tools is
central
http://ceo.cudenver.edu/~brent_wilson/acttheory.html
48. The Activity Theory model
www.edu.helsinki.fi/activity/6b0.htm
Object
Subject
Tools
Division of labor
Rules
Community
Outcome
49. Teaching and learning as
activities
• Break teaching and learning down into tasks – (M.
Allyson Macdonald 2003)
• Identify the tasks as performed on the web in
distance learning and teaching
• Get a better understanding of how ICT-tools
used to mediate teaching and learning are
affecting the task
• Identify underlying conceptions of learning in
activities performed or planned by the teacher –
and mediated through ICT-tools
50. Twining’s CPF (computer practice framework)
• Developed to evaluate to what extent ICT use is
affecting learning activities
• How much? In what purpose? In what way?
• When used as a learning tool:
– Support
• Improving efficiency – no change of content
– Extend
• Content and/or process are different – but ICT not
necessary
– Transform
• Content and/or process are different – not possible
without ICT
51. ICT as a tool for teaching and learning in
distance education
• Possibilities and constraints of the tool?
– McLuhan: The medium is the message
– David Wood 1998:
• computer-based teaching systems have
their roots in assumptions about theories
of how students learn
• any limitations of the theory will be
inherited by the system
• intelligent users of such systems in
education must measure their promise
against our general knowledge of how
people learn
52. Internet is the main tool in distance
education today
• Learning to understand the possibilities
that lie in the tool
– Access to resources
– Publish learning products
– Communicate and collaborate
– Multimodal representations, multimedia and
hypertext possibilities
– Technical constraints caused by e.g.
bandwidth
53. Available tools for teaching
tasks
• Main categories
– E-mail
– E-mail list servers
– Conference systems
– Course management tools or course-
ware: WebCT - closed
– Web-editors - open or closed webs
– Team or project management tools:
• Lotus: QuickPlace
• Microsoft: SharePoint
54. Sub categories – ICT-tools
– The computer
• Word
• PowerPoint
• Excel
– The Internet
• Discussion webs
• Interactive database
• blog
• Chat – MSN
– Management systems
• Drop box for assignments in WebCT
• Managing assignments – grades, feedback
55. Distance-teaching as activity or task
Teaching activities ICT-tool Effect of ICT
Structure learning
process
Word linear text-file
Hypertext
Text with icons
Supports
Extends
Extends
Provide resources List of books and
journals
Hypertext links to
sound and videofiles
and interactive
assignments
+textfiles
Supports
Extends
Transforms
Reading instruction Word linear text-file
Hypertext
Text with icons
PowerPoint slides
with or without talk
Supports
Extends–Transforms
Supports
Supports
56. Distance-teaching as activity or task
Teaching-activities ICT-tool Effect of ICT
Assignment
instruction
Word or PPT
WebQuest with links
web page with icons
and photos
Supports
Extends
Extends
Feedback and
evaluation
Closed grading
system WebCT
Interactive exams
Open space to share
documents
Supports
Extends
Transforms
Motivation and
enhancing
empathetic
atmosphere.
Cultivate the social
Creating nice
learning environment
on the web.
Take part in
students’ discussion
Chat – MSN
Using pictures
Using sound - talk
Extends–Transforms
Supports
Transforms
57. Distance-learning as activity or task
Learning-activities ICT-tool Effect of ICT
Discussion E-mail
E-mail postlist
Threaded discussion
webs
Supports
Transforms
Collaborative
projects
Telephone
E-mail
Chat
File-exchange by
attachments
Share Point
Supports
Extends
Transforms
Present learning
products
Word file as
attachment
PPT-presentation
Webs - digital
portfolios
Supports
Supports
Transforms
58. Distance-learning as activity or task
Learning-activities ICT-tool Effect of ICT
Find and evaluate
relevant resources
Search engines
Databases
Supports
Supports
Peer support Chat
E-mail
Telephone
Discussion webs
Sharing documents
Supports
Extends
Transforms
Self-reflection e.g.
writing learning logs
Word file log-book
Write learning-log og
open blogsite on the
web and making links
to co-students
Supports
Transforms
59. Underlying learning theories
• Behaviourism – transfer of knowlegde
model
– Linear structure of the learning process
– Reading textbooks
– Answering questions
– Getting the right answers from the teacher
– Course webs used to exchange files
– Discussion used to ask the teacher to clarify
content FAQ
60. Underlying learning theories
• Social constructivism
– Dialogue as a learning tool
– Collaborative assignments
– Foster the learning community
– Build around meaningful activity
– Work with the available tools
– Publish the learning products and
sharing them with co-students –
stressing the social construction of
knowledge
61. ICT-tools – inherent learning theories
• WebCT built on transfer model
– Not easy to present and share documents
with co-students
– Collaborative groups are supposed to
work on closed area
– Students are supposed to send the
teacher their assignment and get
direct/personal feedback and grade
– Tool for interactive multiple choice
exams
62. Tools for constructive learning
• Open web-sites where the teachers
provide for resources and tools needed to
learn
• Use authentic tools available on the
Internet
• Share Point for team work
• Lotus knowledge rooms Weigler
• Blog-sites
• Digital portfolios
63. Authentic learning on the
Internet
• Learning as an authentic activity
• Using the tools available in the respective culture
• Learning from real communities on the web –
– how they work – rules
– Which tools they are using and in what purpose
– How they collaborate – division of labour – and distributed
cognition
65. Levels of ICTs
Constructing or
design of
Project
Evaluation
Analysis
Application
Exploration
Storage or
display
Passive ACTIVE
LEARNER’S ROLE
Levels of ICTs for Different Learning
Objectives and Roles of Learners
LEARNING OBJECTIVE
66. Levels of ICTs for Different Teaching Uses and
Roles of Teachers
Levels of ICTs
Management of
Student Learning
Collaboration/Co
mmunication
Research
Animation/
Simulation
Drill & Practice
Demonstration
Presentation Provider Facilitator
TEACHER’S ROLE
TEACHING OBJECTIVE
68. 5. Costing and Budgeting
Total Cost of Ownership
Acquisition - hardware and software
Installation and configuration
Connectivity
Maintenance : 15-20% of initial investment
Supplies: 8-10%
Utilities: 4-8%
Computer training 5-10%
Retrofitting of physical facilities
replacement costs (5-7 years)
Additional Costs
Acquisition and creation of content materials
Orientation and training of staff
Testing, evaluation and adjustment
31-48%
Editor's Notes
When analyzing a complex system like an institution, which offers flexible teacher education off campus (decentralized or distance) we find it useful to refer to activity theory. It provides an holistic approach, analyzing not the individual learner but the activity system. Activity theory is used to explore the effectiveness of everyday learning environment in research and can also be useful in the design of learning environments (Peal and Wilson 2003).
Activity theory, also referred to as cultural-historical approach, is developed from the learning theories of Vygotsky and related Russian scholars who stress the social nature of human learning and the role of language as well as other tools in learning activities. The theories of Vygotsky have lead to an understanding of the role of the teacher as well as peers in scaffolding students´ learning. Constructivists stress the importance of learning as an activity where the learner is constructing her knowledge, and Vygotsky added the social dimension, emphasizing the importance of the dialogue taking place in a learning community and the important role that the teaching activities plays.
Key features of the Activity theory model are:
Activities are designed to lead to an outcome
Activities are carried out by subjects on objects.
Activities take place within a community which has distinct social and cultural features
Activities take place according to a set of rules
Instruments/tools are used in activities e.g. to mediate learning.
If we take the activity of the teacher educator in teacher education as an example:
Teaching activities are designed to prepare teachers for the workplace according to the ideas that teachers have about the workplace
Activities are carried out by teacher educators with students in mind
Activities take place in a community of students situated in time and place
Activities are regulated both at an institutional level and at an individual level
ICT can be used as a tool to guide students through a task
In the same way the students activity can be analyzed with the model as well as activities organized by the institutions. These three actors in the activity system of distance learning programs might well have different ideas about the outcome of their activities which in turn easily causes dissatisfaction.
It is of special interest in this context to take into account the use of ICT as a mediating tool in learning.
Distance educational programs increasingly rely on technology developements. Here it could enhance our understanding to look at theories of distributed intelligence (Pea 1993) that consider the role of tools as cultural artifacts used to solve a certain task but at the same time a person learns from the tool how to solve the task. Tools thus affect the way we learn and has been identified as effects with the tool and effects of the tool (Salomon & Perkins 1998:10).
A man with a tool makes a new intellectual unit with increased capacities which can then act to enrich the respective culture.
M. Allyson Macdonald. 2003 An analytic tool for deconstructing teaching and learning tasks. BERA – conference.
The CPF is a conceptual tool for thinking about computer use. Helping individual practiotioners to develop conceptual framework through which the can better understand their own practice. It can support reflection on existing practice by providing guidance about fruitful ways to thinking about that practice. (p 350)
The CPF highligts three key-questions that can help to provide clarity in thinking about and understanding the potentioal impact of ICT in education.
What are your main objectives for using ICT?
What impact do you want ICT-use to have on the curriculum?
How much time do you want the learners to spend on using computers? (p.349)
David Wood (1998) has pointed out that computer-based teaching systems “have their roots in assumptions about theories of how children learn” (p. 295). He adds:
More generally, however, it is important to recognize the theoretical assumptions about the nature of human learning and development which have inspired the design of such systems. Any limitations of the theory will be inherited by the system. .....If we are to be intelligent users of such systems in education, and not simply a dupe to a hard sales pitch, then we must measure their promise against our general knowledge of how children think and learn.”
Wood, D. 1998. How children think and learn. (2nd edition). Blackwell publishing, UK and USA:
Weigel. Van B. 2002. Deep learning for the digital age. Technology’s untapped Potential to enrich higher education.
QuickPlace from Lotus Notes. Transforming the classrooms into knowledge rooms.
When analyzing a complex system like an institution, which offers flexible teacher education off campus (decentralized or distance) we find it useful to refer to activity theory. It provides an holistic approach, analyzing not the individual learner but the activity system. Activity theory is used to explore the effectiveness of everyday learning environment in research and can also be useful in the design of learning environments (Peal and Wilson 2003).
Activity theory, also referred to as cultural-historical approach, is developed from the learning theories of Vygotsky and related Russian scholars who stress the social nature of human learning and the role of language as well as other tools in learning activities. The theories of Vygotsky have lead to an understanding of the role of the teacher as well as peers in scaffolding students´ learning. Constructivists stress the importance of learning as an activity where the learner is constructing her knowledge, and Vygotsky added the social dimension, emphasizing the importance of the dialogue taking place in a learning community and the important role that the teaching activities plays.
Key features of the Activity theory model are:
Activities are designed to lead to an outcome
Activities are carried out by subjects on objects.
Activities take place within a community which has distinct social and cultural features
Activities take place according to a set of rules
Instruments/tools are used in activities e.g. to mediate learning.
If we take the activity of the teacher educator in teacher education as an example:
Teaching activities are designed to prepare teachers for the workplace according to the ideas that teachers have about the workplace
Activities are carried out by teacher educators with students in mind
Activities take place in a community of students situated in time and place
Activities are regulated both at an institutional level and at an individual level
ICT can be used as a tool to guide students through a task
In the same way the students activity can be analyzed with the model as well as activities organized by the institutions. These three actors in the activity system of distance learning programs might well have different ideas about the outcome of their activities which in turn easily causes dissatisfaction.
It is of special interest in this context to take into account the use of ICT as a mediating tool in learning.
Distance educational programs increasingly rely on technology developements. Here it could enhance our understanding to look at theories of distributed intelligence (Pea 1993) that consider the role of tools as cultural artifacts used to solve a certain task but at the same time a person learns from the tool how to solve the task. Tools thus affect the way we learn and has been identified as effects with the tool and effects of the tool (Salomon & Perkins 1998:10).
A man with a tool makes a new intellectual unit with increased capacities which can then act to enrich the respective culture.
M. Allyson Macdonald. 2003 An analytic tool for deconstructing teaching and learning tasks. BERA – conference.
The CPF is a conceptual tool for thinking about computer use. Helping individual practiotioners to develop conceptual framework through which the can better understand their own practice. It can support reflection on existing practice by providing guidance about fruitful ways to thinking about that practice. (p 350)
The CPF highligts three key-questions that can help to provide clarity in thinking about and understanding the potentioal impact of ICT in education.
What are your main objectives for using ICT?
What impact do you want ICT-use to have on the curriculum?
How much time do you want the learners to spend on using computers? (p.349)
David Wood (1998) has pointed out that computer-based teaching systems “have their roots in assumptions about theories of how children learn” (p. 295). He adds:
More generally, however, it is important to recognize the theoretical assumptions about the nature of human learning and development which have inspired the design of such systems. Any limitations of the theory will be inherited by the system. .....If we are to be intelligent users of such systems in education, and not simply a dupe to a hard sales pitch, then we must measure their promise against our general knowledge of how children think and learn.”
Wood, D. 1998. How children think and learn. (2nd edition). Blackwell publishing, UK and USA:
Weigel. Van B. 2002. Deep learning for the digital age. Technology’s untapped Potential to enrich higher education.
QuickPlace from Lotus Notes. Transforming the classrooms into knowledge rooms.