Teachers and ICT

The use of ICT in schools is put simply in this video (John Spencer, 2015), which describes and explains the SAMR Model (and is an example of multimodal media in the form of a vidcast, things we have discussed throughout our blog). The aim for practitioners is to move along this model as quickly as possible so that you can redefine learning, help children to learn and expand their knowledge, through the power of technology, in a way otherwise not possible (McKnight et al., 2016).

The SAMR model obviously requires an awareness of technology and as Gil-Flores et al. (2017) state, the characteristics of the practitioner are the best predictors as to how effective ICT will be in schools. They also state that better teacher-training for ICT, higher self-confidence and efficacy of practitioners, and the learning style and concepts of the practitioner can all positively influence how ICT is used in the classroom (Gil-Flores et al., 2017).

References

Gil-Flores, J., Rodríguez-Santero, J., and Torres-Gordillo, J. (2017) ‘Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure’, Computers in Human Behavior, 68, pp. 441-449.

John Spencer (2015) What is the SAMR Model and what does it look like in schools?. Available at: https://www.youtube.com/watch?v=SC5ARwUkVQg (Accessed: 15 January 2017).

Mcknight, K., O'Malley, R., Ruzic, R., Horsley, M.K., Franey, J., and Bassett, K. (2016) ‘Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning’, Journal of Research on Technology in Education, 48(3), pp. 194-211.

Why teachers need to be positive with ICT

As stated by Hew, Brush and Glazewski (2008) America spent around $7.87 billion on new technology for schools. This is an example of how technology is becoming so prolific in education and learning around the world. Beauchamp (2013) explains how teachers have had to learn ICT skills whilst they train and throughout their careers. Both these statements alone, tell me that technology is becoming a major factor of the education system and teachers will need to be able to use technology in teaching to a very good standard.

In my experience I believe that unless the teacher is confident in using technology, the pupils will not be as engaged during the lesson and learn to their full potential. Ottenbreit-Leftwich, Glazewski, Newby, and Ertmer (2010) believe that the beliefs of a teacher could be the barrier to them not using technology in their classroom. Similarly, Newhouse (2001) suggested based on research that had been conducted, that some teachers believed that technology would not create faster learning or give the pupils a better understanding.

This could be difficult for students who could potentially be missing out on skills associated with ICT, which are being learnt by pupils that have teachers who welcome technology into their classroom. This not only could potentially leave lacking behind in some skills behind but also create a divide in learning.

Reference:

Beauchamp, G. (2013). ICT in the Primary School From Pedagogy to Practice. Hoboken: Taylor and Francis.

Hew, Kf, Brush, T, & Glazewski, Kd. (2008). Development of an instrument to measure preservice teachers' technology skills, technology beliefs, and technology barriers. 25(1-2), 112-125.

Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55, 1321-1335.

The Capability of Practitioners Regarding ICT

From my personal experience in school, it has become more essential for practitioners to have a solid grasp on the use of ICT for classes to run smoothly as I have personally witnessed lessons come to a halt and have even had to help fix issues so that the lesson can resume which was frustrating for students and the teacher.

Comi et al. (2017) solidify my view as they write that ICT is only effective in schools when the practitioners know how to put it in to practice and can incorporate it in their lessons. They also find student performances increase when teaching methods make them more aware of ICT but standards of work decrease when students must actively take part in lessons using ICT. 

Practitioners need to be digitally competent in this modern era of education but the term is one that is a grey area and despite there being multiple efforts to research this (Røkenes and Krumsvik, 2016; Buckingham, 2006) it is still considered a ‘moving target’ (Tømte, 2015, p. 140) because of how quickly technology and expectations change. Therefore, how can practitioners constantly know what is expected of them when it is not even clear what being digitally competent is?

References

Buckingham, D. (2006) ‘Defining digital literacy’, Nordic Journal of Digital Literacy, 4(1), pp. 263–276.

Comi, S.L., Argentin, G., Gui, M., Origo, F., and Pagani, L. (2017) ‘Is it the way they use it? Teachers, ICT and student achievement’, Economics of Education Review, 56, pp. 24-39.

Røkenes, F., and Krumsvik, R. (2016) ‘Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education’, Computers & Education, 97, pp. 1-20.

Tømte, C. (2015) ‘Educating teachers for the new millennium? ; teacher training, ICT and digital competence’, Nordic Journal of Digital Literacy, 10, pp. 138-154.

The Importance of Practitioners Skills and Knowledge for the Effective Use of ICT

It is vital that practitioners have the skills and knowledge to use ICT effectively, that they have the correct training to boost their confidence so that they can improve their teaching styles to fit their pupils learning types.

A study conducted by Wikan and Molster (2011) in Norway found that teachers tried to use ICT within their classroom however, it wasn’t that they didn’t know how to it, it was just they failed to see the benefit of it. If teachers aren’t aware of the positive effects it can have on children, then they aren’t going to include ICT within their classroom. They should therefore be trained on the advantages that ICT can have. I found this to be the case when working in a special needs school for two weeks. In their classrooms, they had an abundance of technology that supported the children in their learning. Therefore, having a broad understanding of why technology is important is vital for the effectiveness of ICT as without it they wouldn’t be using it.  

If a teacher doesn’t have the right skills and knowledge, then ICT can’t be used to its full potential (Gil-Flores and Torres-Gordillo, 2017). They need to be well trained on how to use multiple devises and what they are capable of doing. Kale and Goh (2014) stated that for a teacher to incorporate ICT within their lesson then it needs to match their pedagogy, relating to my previous point that ICT cannot be used effectively if the teacher does not believe it can work.

References:

Gil-Flores, R. & Torres-Gordillo, J. (2017) ‘Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure’, Computers in Human Behavior, 68, pp. 441-449.

Kale, U., & Goh, D. (2014) ‘Teaching Style, ICT Experience and Teachers' Attitudes toward Teaching with Web 2.0’, Education and Information Technologies, 19(1), pp. 41-60.

Wikan, G. & Molster, T. (2011) ‘Norwegian Secondary School Teachers and ICT’, European Journal of Teacher Education, 34(2), pp. 209-218.

The Importance of Teacher's Capability

I have made a presentation below which discusses teachers and how important it is to consider the effective use of technology in the classroom?

http://prezi.com/onszmcojxn9u/?utm_campaign=share&utm_medium=copy

Beauchamp, G. (2013) ICT in the Primary School From Pedagogy to Practice. Hoboken: Taylor and Francis.

Britland, M. (2013) 'How has technology transformed the role of a teacher?', the guardian. 18 June. Available at: https://www.theguardian.com/teacher-network/teacher-blog/2013/jun/18/technology-transform-teaching-students-schools (Accessed 17 January 2017).

Candace M (2013) SAMR in 120 Seconds. Available at: https://www.youtube.com/watch?v=us0w823KY0g&feature=youtu.be (Accessed: 17 January 2017).

Druin, A. (2009) ‘Mobile technology for children: designing for interaction and learning’, Oxford : Elsevier Science.

Jamieson-Proctor, R.M, Burnett, P.C, Sturt, C., Finger & Watson, G. (2006) ‘ICT integration and teachers’ confidence in using ICT for teaching and learning in Queensland state schools’, Australasian Journal of Educational Technology, 22(4) pp. 511-530.

Jimoyiannis, A. & Komis, V. (2007) ‘Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme’, Teacher Development, 11(2), pp. 149–173.

Office for Standards in Education (2002) ICT in schools: effect of government initiatives, London: Ofsted.

Perkins, D.N (1997) ‘Person-plus: A distributed view of thinking and learning’, in Salamon, G. (ed.), Distributed Cognitions: Psychological and Educational Considerations, Cambridge: Cambridge University Press, 88-110.

Queensland Government (2005) Smart classrooms: A strategy for 2005-2007. Brisbane: Department of Education and the Arts. http://education.qld.gov.au/smartclassrooms/ [Accessed: 17 January 2017].

Romrell, D., Kidder, L.C. & Wood, E. (2014) ‘The SAMR model as a Framework for Evaluating mLearning’, Journal of Asynchronous Learning Networks, 18(2) pp. 74-94. Available at : http://web.b.ebscohost.com.ezproxy.cardiffmet.ac.uk/ehost/pdfviewer/pdfviewer?vid=1&sid=efecd4ee-d0ad-4bdd-bbb5-6c9264f6c79e%40sessionmgr105 (Accessed: 17 January 2017).

Selwyn, N (2011) 'Education and technology: key issues and debates', London: Continuum.

Advantages and disadvantages of podcasts

I would like to have a look at some brief points on the advantages and disadvantages for teachers and pupils, when it comes to using or creating podcasts.

To start with, when used correctly podcasts are able to achieve great benefits when it comes to a pupils learning. This can include recordings of lessons so that if a child is unable to attend school, they have the ability to not miss out on what their classmates have learnt (Beauchamp, 2013). In contrast, Walls et al. (2010) states that children may not be as eager to use podcasts as some people may think. This could result in children not willing to listen to podcasts at home or outside of the classroom, meaning the teacher may have wasted time creating them.

The Guardian (2007) explains that podcasting is a benefit to communicate with parents. For example, new letters can include very important information about a child’s school and upcoming events, but parents do not always read them. Podcasting can allow parents to either listen in the house or when driving to work, and become aware of the school’s news via the podcast. Another benefit of podcasts as stated by McGarr (2008) is that it can be used to just summarise lesson material or even cover brief explanations of past session content to enable pupils to prepare for tests. This saves pupils having to listen to a full lesson recording and potentially become distracted.

However, when it comes to learning, sometimes the old fashioned way of pen and paper can be best. Beauchamp (2013) agrees that podcasting can become difficult when trying to give information such as web links for pupils, for example, online home tasks. In this situation it could be more beneficial to have written or printed out notes for students to look at which include important information and support like web addresses.

References:

Beauchamp, G. (2013). ICT in the Primary School From Pedagogy to Practice. Hoboken: Taylor and Francis.

Cole, G. (2007) 'Why every school should be podcasting', The Guardian, 18 September. Available at: https://www.theguardian.com/education/2007/sep/18/link.link16 (Accessed:17 January 2017).

McGarr, O. (2009). A review of podcasting in higher education: Its influence on the traditional lecture. Australasian Journal of Educational Technology, 25(3), pp.309-321.

Walls, S.M., Kucsera, J.V., Walker, J.D., Acee, T.W., McVaugh, N.K. and Robinson, D.H., (2010). Podcasting in education: Are students as ready and eager as we think they are?. Computers & Education, 54(2), pp.371-378.