Who’s teaching who?
Did you know that “This year’s crop of Year 12 students was born at the same time as the first web browser (Head, 2008)?”
With the vast changes in technology, online growth and access to resources has been so fast that students today are able to access more than 100 million websites – amazing!
Students entering today’s classrooms are digital natives who have grown up with technology and are not aware of a lifestyle that does not include computers, mobile phones, electronic gaming and the many other things that are a natural part of their day. This interest and knowledge of technology by the “natives” impacts on teaching, delivery of lessons and engagement of individuals. There are professional development needs by the “immigrants”, as they consider effective ways in which to use technology as a tool for learning, recording assessments and meeting syllabus outcomes.
John Pegg, professor in mathematics and education at the University of New England, who co-authored the Partnerships in ICT Learning (PICTL) study (October, 2007) stated that he believed there was “a profound gap between what people hope rolling out computers into schools will do, and what will more likely be achieved”. He continued by commenting that by “Just paying for computers to be installed in schools is the easy option … the hard work is the professional development of teachers and updating of assessment techniques”.
Reflection
1. What do you see as important in terms of teacher professional development relating to the use of ICT?
2. Have you experienced any worthwhile ICT professional development that has assisted you in your classroom practice?
Reference
Head, B. (September 2008). Who’s Teaching Who? Education Review: Technology Guide.
Available at: www.educationreview.com.au; www.campusreview.com.au
Partnerships in ICT Learning (PICTL) study
Available at: http://www.digitaleducationrevolution.gov.au/NR/rdonlyres/36691A6C-2772-484C-A9F7-30F51A1B83E6/22590/pictl_case_studies1.pdf
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