Pedagogy and Learning with ICT

Abstract

ICT has been introduced into education over the last 25 years. What have been the main opportunities? What have been the expected and unexpected effects? Has it resulted in improvements in teaching and learning?Pedagogy and Learning with ICT explores the possibilities for change in education systems arising from young people's enthusiasm for ICT and their ability to rapidly acquire skills in its use through exploratory play. Its focus is not on technology but on ways of transforming the routine practices of schools to make learning more exciting and engaging. The 'art' of innovation involves teachers and teacher educators in the creative, collaborative process of imagining, experimenting with, and evaluating new pedagogies.The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. Divided into four parts, it covers the key issues relating to the innovation of ICT that have arisen over this period:Understanding Innovation -conceptualises human action as 'mediated' by social contexts and physical and mental tools, including ICT, which can have the effect of stimulating change Challenges of Change -explores the challenges of change as they are experienced by teachers in schools or universities Challenges of Policy and Practice -presents a critical analysis of the impact of policies for ICT in education Research Methods for ICT in Education -argues for new approaches to researching and evaluating educational programmes that involve the use of ICT.Pedagogy and Learning with ICT provides an invaluable overview of the fi eld for all researchers, graduate students, teacher educators, teacher researchers and trainee teachers interested in the possibility that ICT may enable radical changes to the process of learning and the relationships between young people and teachers.

Teacher educators’ perceptions of working withdigital technologies

“…A common assumption across the globe is that initial teacher education should reflect developments in their field of practice. Consequently, digital literacy should be clearly highlighted in the initial teacher education curriculum, as we are becoming a world of digitally rich environments, which includes classroom practice (Somekh, 2007). Teacher education has a double role in digitally rich classrooms.…”

A Failure to Connect: The Elusive Relationship between Broadband Access and Children’s Information Seeking in American Academic Research

“…But even the FCC states that it lacks "comprehensive data regarding the actual or desired level of broadband service our nation's elementary and secondary schools" (FCC, 2012, p. 59) need. Therefore, to date, little data have been gathered on the extent to which delivery of learning and subsequent knowledge creation has been constrained (Somekh, 2007). Less clear from current research are what the Internet connection to the actual end user in school is like and what type of instruction and learning it has the capacity to support.…”

Conocimiento tecnológico-didáctico del contenido en la enseñanza de Ingeniería Informática: un estudio de caso colaborativo con la perspectiva del docente y los investigadores

“…Investigadores: la investigación educativa ha demostrado que uno de los motivos por los cuales el profesorado no integra tecnología en la enseñanza es la escasa formación específica en ese campo (Mumtaz, 2000;Somekh, 2006Somekh, , 2008Webb y Cox, 2004). En este caso concreto, estamos frente a un caso, en el que ese problema concreto no existe, ya que cuenta con el suficiente bagaje para enfrentarse a las posibilidades técnicas que ofrece algún tipo de tecnología, por muy novedosa que esta sea.…”