Consequences of ICT for Aims, Contents, Processes, and Environments of Learning

Abstract

INTRODUCTIONSince the introduction of the use of computers in education in the 1960s, its terminology has continuously evolved. Some contributors to the new field adopted the term computer assisted instruction for a specific approach, either focusing on a type of program or a type of instructional process. Also related terms are being used, such as computer-based instruction, computer-based education and computer assisted learning. Often these terms focus on a broader conceptualization of different kinds of computer use in education. Watson (1994), for instance, used the term computer assisted learning for the whole variety of ways in which the computer is used for learning. The rather confusing terminology is partly due to rapid technological changes. At the introduction of computers in education big mainframe computers were still in use. Computers were conceived as being able to realize programmed instruction and to replace teachers. The latter term -ICT -will be used throughout this chapter. It will start with a reflection on three roles for ICT in the curriculum. There are high expectations about the potential of ICT as a medium -one of the roles -for the enhancement of curriculum processes and environments for learning. Therefore ample attention will be paid to the promises of ICT, at the one hand, and the actual use of ICT in educational practice, on the other hand. At the end of the chapter some reflections will be given on the prospects for the integration of ICT in the curriculum. 217J. van den Akker et al. (eds.), Curriculum Landscapes and Trends,[217][218][219][220][221][222][223][224][225][226][227][228][229][230][231][232][233][234][235][236]

Open Assessment of Learning: A Meta-Synthesis

“…In fact, 65% of such papers refer to ICT-based assessment as a diametrically opposed option to one that is focused and controlled by the teacher, even if teachers have acquired competence on teaching with ICT (Angeli & Valanides, 2009;Bottino, 2004;Cobcroft, Towers, Smith, & Bruns, 2006;Richards, 2005;Tinio, 2003;Voogt, 2003;Wang, 2008). Perspectives include that of technological pedagogical content knowledge (TPACK), the articulation of pedagogy, technology, and learning needs; the use of emerging technologies; the changes in the role of teacher; and challenges facing developing countries.…”

Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

“…still remain. Many studies have shown that teachers have a decisive role in the integration of technology in the teaching and learning process (Law, 2008;Mumtaz, 2000;Voogt, 2003). Therefore teachers' responses to the questions posed above are critical for the implementation of technology in the classroom.…”

Facilitating digital video production in the language arts curriculum

“…The other stated that it had potential, but it should be integrated into the language arts program used by the school. This view has also been reflected in research that has shown a major obstacle for integration being that fact that many technology applications are not explicitly aligned with the current curriculum and with the textbooks teachers use (Becker, Rawitz & Wong, 1999;Cuban, 2001;Mumtaz, 2000;Voogt, 2003). Now that process support is reasonably available, subsequent studies should be undertaken to explore more careful curricular integration as well as the learning gains resulting from participation in LIVE project activities.…”