Transforming teaching and learning: embedding ICT into everyday classroom practices

Abstract

Drawing on socio-cultural theory, this paper describes how teams of teachers and researchers have developed ways of embedding information and communications technology (ICT) into everyday classroom practices to enhance learning. The focus is on teaching and learning across a range of subjects: English, history, geography, mathematics, modern foreign languages, music and science. The influence of young people's out-of-school uses of ICT on inschool learning is discussed. The creative tension between idiosyncratic and institutional knowledge construction is emphasised and we argue that this is exacerbated by the use of ICT in the classroom.

Technology in L1: A review of empirical research projects in Scandinavia 1992-2014

“…In other words, the social practices of school subjects are embedded in deep understandings of the subject's knowledge regime, which co-shapes technologies more than technologies shape the subjects (Jewitt, 2006;Elf, 2014a-b). Further, the conception of subject cultures is closely related to teachers' and pupils' attitudes to and hence use of digital media in classroom practice (Goodson & Mangan, 1995;Sutherland et al, 2004;Selwyn, 1999).…”

How Canadian and Chinese High School Students Access and Use ICT: An Exploratory Study

“…This does not necessarily mean the Net Generation can make full use of ICT for teaching and learning (Katz, 2007). Studies have indicated that ICT can enhance teaching and learning in different disciplines (Anderson, 2008;Grabe & Grabe, 2007;Sutherland, Armstrong, Barnes, Brawn, Breeze, Gall, Matthewman, Olivero, Taylor, Triggs, Wishart, & John, 2004;Wong, Quek, Divaharan, Liu, Peer, & Williams, 2006). For these reasons, most curriculum documents state the importance of ICT and encourage school teachers to use them.…”

Digital media embedded in Swedish art education – A case study

“…Yet ICT can improve efficiency (McCormick, Scrimshaw 2001:45) or be "added" to other features of a subject as an "extension" (McCormick & Scrimshaw 2001:45). Moreover, digital media can be "embedded" in a deeper way in different parts and contents of the subject, which may also imply that the fundamental nature of the subject will change (Sutherland et al 2004).…”

“…School subject paradigms are important with regard to the use of ICT (Goodson & Mangan 1995, Sutherland, Armstrong, Barnes, Brawn, Breeze, Gall et al 2004). Digital media's entry into education can be conceived as filled with tension (Hennessy, Ruthven, Brindley et al 2005, John 2005.…”