Enhancing Communication with ICT

The New Class of Technology

Johnston, M. The New Class of Technology. The Sydney Morning Herald. Located http://www.smh.com.au/technology/technology-news/the-new-class-of-technology-20110221-1b2bk.html (accessed 17/3/11)

In this article Megan Johnston examines how communication in Australian secondary schools is being enhanced through the integration of ICT. It states that Independent schools are leading the pack using ICT in revolutionary ways to engage students and reduce the administration load placed on teachers. This article provides excellent examples of ICT integration, including the use of Ipads to replace textbooks and worksheets, a sound system called Lightspeed that prevents teachers from having to raise their voice in the classroom and Johnson also praises the use of video conferencing to break down the restrictions of distance in the traditional classroom (Johnston).

Whilst I think these advancements are great and are excellent examples of how ICT can be the right tool for the job, I do feel the article refrains from highlighting the sheer cost of implementing these systems in schools. It does state, "many independent schools are at the forefront of their application." (Johnston) But it does not draw the reader’s attention to the difficulties of implementing these technologies in underfunded public schools and schools in remote areas. Another problem is how quickly technology becomes obsolete, and I would question whether programs like the Ipad system, if picked up by the Government, could be implement fast enough to remain effective in the quickly evolving digital world.

How to Enhance the Classroom Through Positive ICT Integration

ICT Innovation Transforming the Heart of the Classroom


Harris, S. ICT Innovation Transforming the Heart of the Classroom. in Readings in Education and Technology: Proceedings of ICICTE (2008). pp. 49-60
http://www.icicte.org/ICICTE%202008%20Proceedings/harris029.pdf


This journal article explores the case study of the Northern Beaches Christian School's research and development unit called the Sydney Centre for Innovation in Learning Australia (or SCIL). It is an interesting and progressive program founded on two principles;

1) ICT can improve the "educational landscape and raise academic standards."
2) The biggest challenge for ICT "lies with transforming their greatest resource in the process - their teachers." (Harris, p49)

These reappear throughout the article and offer perspective for its innovative attitude. The greatest strength of  the program appears to be its emphasis on lifelong learning in conjunction with ICT(Harris, p53). Teachers need to be empowered with the tools to feel comfortable conversing and applying technological practice in their classroom.

Whist the structure of the program appears to be very supportive with an emphasis on assisted learning for teachers, I do question the ability to run programmes like this on a much larger scale. As a small case study it is excellent but the people behind this program need to be realistic as to how they can maintain the intimacy and reliability of the program if it was to be dispersed Australia wide.

Overall this article is suggesting that their needs to be a widespread pedagogical shift throughout the teaching world in order for ICT to become commonplace and effective in an education context.

What is the Most Effective ICT Tool?

ICT Competencies of the Teacher: About Supporting Learning and Teaching Processes with the use of ICT

Zwaneveld,B. Bastiaens, T. ICT Competencies of the Teacher: About Supporting Learning and Teaching Processes with the use of ICT. (2010) pp.1-9 accessed http://cs.anu.edu.au/iojs/index.php/ifip/article/viewFile/13547/475 (date accessed 14/3/11) 

Although focused on the Dutch case study, this journal article supports the viewpoint that the teacher is the most integral component in successful ICT integration in the general classroom. It suggests that "ICT is meant to support learning processes, not only of the students but also of the teachers themselves as part of their professional development." (Zwaneveld et al., p2) I completely agree with this statement as the student and teacher must have a symbiotic relationship and therefore we should not overemphasis the importance of ICT education for either party, instead both should seek a satisfactory understanding. The article also recommends that we need to go beyond the traditional notions of "communication and collaboration"(Zwanveled et al., p7) and recognise that education and understanding are the essential tools for ICT integration.

It also put forth two ways ICT can be applied in schools, these are the "top-down" and the "bottom-up" approaches (Zwanveled et al., p2-4). These are interesting in an Australian context as the National Curriculum documents apply a "top-down" approach to ICT, where policy documents dictate the application of ICT across all curriculum areas. It is no longer at the teachers discretion to allow ICT in the classroom, it is now a requirement that it must occur in all classes.

The downside to this article seems to be its positioning of the teacher in the classroom and the role of the educator in previous times. The author states that "that the role of the teacher has changed during the last decade: from acting in front of the class to coaching the individual student or small groups of students." (Zwanveled et al., p2) This is a far too simplistic view of the teacher and I felt offence by the implication that the teacher is something that lacks academic intent. The article also lacks criticism for often incorrect application of ICT, and can only sing the praises of the integration process. It puts forth the notion that ICT can create a more interactive environment for students and teachers. This can be true in many cases but I would assume that when ICT is applied incorrectly or as a "babysitting" tool then this type of environment described will not occur.

ICT: A New Form of Literacy

ICT and the Re-shaping of Literacy. A Secondary Classroom Perspective


Nettleback, David. ICT and the Re-shaping of Literacy. A Secondary Classroom Perspective. Literacy Learning: the Middle Years/ English in Australia. [2004] pp. 68-77.


Although published in 2004, this article provides excellent examples of how to effectively integrate ICT into the everyday English classroom. It suggests that ICT must be used carefully, with clear objects in order to be use for beneficial learning in the classroom. The notion of "new literacies"(Nettleback, p68) including media, information and computer literacies are highly relevant to students today and is something that we need to keep in mind when planning units and contemplating ICT integration.

The practical examples are excellent in this article but the author does make some large assumptions about teachers and their inability to use ICT. He suggests that ICT is a "foreign world that they must learn to cope with" (Nettleback, p69). Whist this is the case for some, I would suggest that this is an over exaggeration and something that will change in the near future. Another gross generalization is "that the new information and computer technologies are simply the social and educational context in which we now find ourselves. "(Nettleback, p68) Although it is a large context in the world today, there are many others that must be stated in order to give a more rounded view of a child's education experience, for example change in family structure and workforce demands.

Nettleback suggests that the teacher is the most important person in ICT integration. He highlights the "centrality of the teacher's role in providing for engaged and effective learning with and through information and computer technology"(Nettleback, p69). This made me consider the teacher as the 'right tool for the job'. That it is the teacher that has the greatest influence as to whether ICT is successfully used in the classroom. This is something I hope to explore further in my research report.

ICT: The Perfect Tool for 21st Century Teachers

20th Century and 21st Century Teachers

Cramlington High School.(2009) http://www.youtube.com/watch?v=pJYpsB3o0Uc (accessed 4/3/11)

This YouTube clip is a perfect example of some of the various attitudes that surround the use of ICT in education. It suggests that technology can be beneficial in aiding student engagement, that ICT should be used throughout the curriculum and that technology can be an advantageous tool for "21st century teachers"(Cramlington High School). Whist I feel that this is a somewhat stereotypical and simplistic view of the old versus the new debate amongst teachers, I do feel it supports the basic argument that ICT can provide the right tools for the job.

One thing that I do no agree with in this clip is the statement that children are "pretty much the same, it's just the way we teach that has changed."(Cramlington High School)  In regards to technology, children have changed over the last century as they now have the opportunity to readily engage with technology in almost every area of their life. I think it would be better to say that children are changing and therefore we have to change the way we teach in order to maintain student engagement in our classrooms, mainly through the smart use of ICT.

My Teaching Philosophy

• Why do you teach?
• How do students best learn?
• What are your goals for your students? How will you know when you — and they — have succeeded?
• What qualities are important for a teacher?

My personal teaching philosophy is continually evolving and changing along with my experience. When I first started this program I aspired to be a "free spirited" teacher that inspired my students through creative learning experiences. After completing my first prac this has changed slightly. I have started to realise that at my age I do not have the life experience to be this type of teacher that inspired my in my school days. Instead I feel you have to be very clear and open about your classroom expectations with yourself and your students. I think that if things a honest in the classroom and it is an open environment everything is more compfortable.

I believe that students best learn through discussion, interaction and variation. I do not believe in teaching a novel by getting students to answer questions on each chapter in their work book each week. You need to provide different strategies for student engagement, if one thing does not work for a student then another activity will.

I don't know what my goals are for my students yet. There are the basics of completing assesment sucessfully and handing in work by deadlines but I do feel that it extends further than this. When students actively engage in discussion and question the ideas proposed then I believe they are starting to learn and engage.

A teacher needs to be honest, authentic, accessible, knowledgable, reasonable, approachable, accepting...and the list goes on!