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| by Wesley Fryer |
Greg Whitby (ABC, 2014) claims that the focus on technology is a "waste of time". He says: "If you focus on the technology, you ignore the central problem and the central issue."
We have been talking about technology as if it is something brand new for the past decade. Since the introduction of the iPad into classrooms and the availability of more affordable technology such as Chromebooks , the conversation seems to have increased, especially with the move towards BYOD in many schools.
We have been saying for years that is is not about the tools, it is about the learning. And yet, we still talk about the technology. I believe this is because many teachers are trying to work out how to incorporate technology into the programs they may have been using for years; the technology is still a substitution for books, pencils, paper.
So, if we focus on technology, we do miss the central issue - pedagogy. When teachers adopt a more contemporary approach to learning, the technology required to support this will eventually move into the background - students will reach for the readily available technology that will fulfill their needs, whether that be to investigate, collaborate, create or communicate their ideas (and in ideal situations, all four).
Paul Saettler (as cited in Roblyer & Doering, 2014) said "Computer information systems are not just objective recording devices. They also reflect concepts, hopes, beliefs, attitudes." We may ask if the current technologies being used in classrooms do, in fact, reflect our hopes, beliefs and attitudes with regard to educational outcomes for students? The move towards personalisation of learning requires a broader approach to the use of ICT than was possible in the past. We have seen the use of technology develop from being used predominantly for consumption to an emphasis being placed on creation. Whilst technology can have an enormous impact on what is possible in education today, unless it is being driven by solid, contemporary pedagogy there is a risk of the technology remaining a shiny gadget which contributes little value to student learning outcomes.
ICT General Capabilities in all Subject Areas will be a key driver in helping teachers to develop an innovative approach to contemporary pedagogy.
Teachers who struggle with technology should consider setting up their own peer network and seek help at the point of need. Use the technology available to learn about the technology - YouTube is now the go-to place for finding out how to do almost anything. A Google search can also provide access to ideas tried and tested by other educators from around the world.Utilising students' skills will also harness their knowledge and build a learning community within the classroom where everyone feels comfortable enough to ask for help (including the teacher).
References:
Australian Broadcasting Corporation (2012). 21st century education. Future Tense. Retrieved from
Roblyer, M., & Doering, A. (2013). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.
The TPACK video and articles in module 2 had some interesting points to make on technology and pedagogy. It supports your idea of it being used in combination with good pedagogy as well as content knowledge.
ReplyDeleteHi Michele, I agree with what you have argued, technology is not new anymore yet we are still unsure of how to teach it. I believe when using technology the students should be working towards creating a finale project in which all their technology skills have been utilized. How do you think apart from using Web 2.0 tools we can teach students in a more progressive way?
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