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.