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., RodrÃguez-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.
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