Hoeben’s Blog

BECTA are responsible for developing the government’s e-strategy and have the official remit of “leading the national drive to ensure the effective and innovative use of technology throughout learning.” Last September 2008, Charles Crook and Colin Harrison from BECTA published a report called: ‘Web 2.0 Technologies for Learning at Key Stage 3 and 4′, and make the cautious case for further adoption of web 2.0 technology. Below are some extracts, which make interesting reading:

“Overall, although most learners use the internet for learning, there is only limited use of Web 2.0, and only a few embryonic signs of criticality, self-management and meta-cognitive reflection.”

“Many learners lack technical skills, and lack an awareness of the range of technologies and of when and how they could be used, as well as the digital literacy and critical skills to navigate this space. Teachers should be careful not to overestimate learners’ familiarity and skills in this area. There is a clear role for teachers in developing such skills.”

“Findings on impact are cautiously positive. The research team identified four potential benefits to learning and teaching from using Web 2.0 to establish and sustain a participatory, collaborative, creative ethos of enquiry. These were found in the data, though in differing degrees:

• Stimulating new modes of enquiry
• Engaging in collaborative learning activities
• Engaging with new literacies
• Online publication of content

When used effectively, Web 2.0 technologies had a positive impact on motivation and engagement through involving students in more participatory learning.”

You can see a video on the use of web 2.0 in education here.

There is a tenancy amongst teachers to assume that children/young people can essentially be self-taught when it comes to technology and that all they really require is access to new technologies. Although this progressive view of learning has its merits, especially for encouraging creativity, most people require some kind of theoretical understanding, which they can then subvert. Nevertheless, the creation of ICT as a subject has led to technology becoming a separate discipline with a fixed curriculum and has further excluded its collaborative use across schools.

There is a reluctance by many teachers to learn about new technologies over existing practices, since it is possible to satisfy the curriculum requirements by using teaching methods that predate computers.The use of technology has to be exciting and open up potential learning opportunities in order to motivate staff, whilst also being integral to the assessment process. In terms of CPD, there is a case for sharing current pedagogy that involves the use of technology within schools.

Blogs and RSS feeds are a useful way of disseminating good practice and departments should be encouraged to share their achievements in this way, along with, of course, the students. Fronter have a useful tool called ‘News’ on their MLE servie, which allows for this. However, it is only an internal system and does not encourage interaction with a wider, global audience like blog platforms such as Blogger and Wordpress.

I would be interested to know what other people think about how technology should be taught in schools?