Introducing ICT in schools in England: Rationale and consequences

Abstract

This paper provides a critical perspective on the attempts to promote the use of ICT in teaching and learning in England. It describes the rationale given for the introduction of ICT in terms of its potential to impact on educational standards, to contribute to developing a curriculum which has more vocational / social significance and, more generally, to provide a catalyst for curriculum reform. The introduction of ICT is underpinned by the argument that schools should show a higher degree of correspondence with a wider world in which the use of technology is pervasive. Introducing ICT in schools in England: Rationale and consequencesThis paper provides a critical perspective on the attempts to promote the use of ICT in teaching and learning in England. The first section describes the rationale for the introduction of ICT in particular the claims that ICT can impact on educational standards; carry a vocational / social significance; and provide a catalyst for curriculum reform. The second section shows how each of these goals has been distorted by excessive optimism and a sense of 'inevitability'. The final section of the paper discusses the case for using ICT and argues for a more measured and adaptive policy and practice. The introduction of the ICT into schools in EnglandA feature of the attempt to introduce ICT into schools in England has been the consistent and proactive championing of technology by successive governments (see for example Buckingham, 2007;Twining, 2002;Wellington, 2005).The first 'Computers in the Curriculum Project' was set up in 1973 and was followed by initiatives such as the 1981 'Micros in Schools' scheme; the Microelectronics Education Programme (MEP), (1980 until 1986) and the broader Technical and Vocational Initiative (TVEI). Interactive video was promoted in the 1980s alongside Neris, a teacher resource database available on line. Initiatives in the 1990s included support for the use of Integrated Learning Systems (ILS); multimedia laptops for teachers and the Education Department's Superhighways Initiative (1996 -98). The focus on new technology was strengthened by new Labour Governments (1997Governments ( -2010 (Selwyn, 2008). A National Grid for Learning (NGFL), in its first phase , provided funds for hardware, software and Internet connectivity and this was followed by a raft of further projects and funding schemes. Technology initiative (DfES, 2005) which outlined the case for ICT in teaching and learning and set broad targets in order to reach 'e-maturity'. During all phases of the introduction of ICT, government agencies have been created to mediate between policy and schools: MESU, NCET and Becta, respectively. However much of the proactive support and direction concerning the use of new technology has been reduced by an incoming (2010) coalition government: Becta has been shut down and a more laissez faire approach to educational policy, at least in respect to technology, has been offered, even if ministers have at times continued to make pronouncements in ...

Digital Learning in Schools: Conceptualizing the Challenges and Influences on Teacher Practice

“…Rationales for the integration of digital technologies include improving standards; increasing vocational relevance; contributing to knowledge-based economies; enriching learning experiences; transforming pedagogy to make it more student-centered, constructivist in nature, and with a focus on higher-order learning; and facilitating personalized learning (Fullan, 2013;Hammond, 2013;Somekh, 2007). Digital technologies are also essential to satisfy curriculum requirements, for example the Australian Curriculum's ICT general capability (ACARA, 2014), and to facilitate emerging trends, for example STEM education and workforce preparation (AiGroup, 2016;Baranyai et al, 2016).…”

“…Integration of digital technologies in schooling is positioned as a mechanism for educational reform via transformation of teacher practice (Hammond, 2013) and to actualize digital learning. Digital technologies are positioned as Vygotskian mediating tools to facilitate change in schools, improving standards and facilitating personalized learning (Fullan, 2013;Hammond, 2013).…”

“…Digital technologies are positioned as Vygotskian mediating tools to facilitate change in schools, improving standards and facilitating personalized learning (Fullan, 2013;Hammond, 2013). They are also necessary to satisfy curriculum expectations and facilitate Science-Technology-EngineeringMathematics (STEM) education (AiGroup, 2016).…”

“…dent learning is mixed (Zheng, Warschauer, Lin, & Chang, 2016). Digital technologies are more commonly used to enhance existing teacher practice than transform it (Ertmer & OttenbreitLeftwich, 2013;Hammond, 2013;Shear, Gallagher, & Patel, 2011;Wastiau et al, 2013). The lack of reformation and transformation is attributed to a range of challenging extrinsic and intrinsic influences on teacher practice that can become barriers.…”

What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?

“…Policies often emphasise the potential of ICT to reform or transform teaching and learning (Håkansson Lindqvist 2015a;Wastiau et al 2013), or as Hammond (2014) puts it:…”