Developing an ICT capability for learning

Abstract

Abstract:Learning effectively with Infonnation and Communication Technology (lCT) requires an appropriate level of ICT capability. This paper explores the ways in which children develop their capability in home and school, and how their skills support ICT activity and learning in each setting. Conditions for developing ICT capability during such activities are identified using a framework for analysing learning situations based on affordances, constraints and abilities. It is concluded that all aspects of young children's ICT capability can be developed effectively through a combination of structured activities in school designed primarily for learning other subjects, provided that subsequent reflective activity is generated. This learning is supported by unstructured activities at home, and provided that they have access to appropriate guidance from more capable family and friends. Suggestions are made concerning the coordination of school and home ICT activities in order to exploit the positive features of each setting, and generate effective learning within and beyond the formal curriculum.

Investigating teacher perceptions of teaching ICT in Wales

“…The case study teachers were initially in agreement with regard to their perception of ICT capability, in that they included higher order metacognitive skills as part of their explanation of their understanding. This corresponds to the ethos of the national curriculum, (ACCAC 2000(ACCAC , 2008 and indeed the definitions of ICT Capability (Kennewell 2003). The National Curriculum orders clearly refer to the use of 'Thinking Skills' within the teaching of the subject, and Kennewell (2003), p. 7) describe ICT capability as being a non-linear process involving the simultaneous development of Broutines, techniques, key concepts, processes and higher order skills^.…”

“…This corresponds to the ethos of the national curriculum, (ACCAC 2000(ACCAC , 2008 and indeed the definitions of ICT Capability (Kennewell 2003). The National Curriculum orders clearly refer to the use of 'Thinking Skills' within the teaching of the subject, and Kennewell (2003), p. 7) describe ICT capability as being a non-linear process involving the simultaneous development of Broutines, techniques, key concepts, processes and higher order skills^. However, further probing reveals a more complex relationship in each school setting, with a number of issues which have been characterised as contradictions.…”

Access and use of technologies in the home in the UK: implications for the curriculum

“…In addition to games playing, young peoples' sophisticated uses of technology in the home include web site development (in some cases commercially), the production of interactive 'fanzines', 1 downloading and creating music, and actively participating in online communities and chat rooms (see, for example, Abbott, 1998;Tobin, 1998;Abbott, 1999;Facer et al , 2003;Sefton-Green, 2004). Parents need to be made aware of the potential benefits of exploratory uses and games playing rather than controlling when and how technologies are used in the home (Kennewell, 2003).…”