Wednesday, January 16, 2008
MEC debate 1: ICT in the classroom

Teacher-trainer/author, Lindsay Clandfield, writes:

 

Lindsay Clandfield

 

I'd like to enter this debate by making a comment and asking a couple of questions. First of all, I feel that in the past having some knowledge of ICT (Information and Communication Technology) meant that you were the person asked to come and fix the director of studies' computer. In the present, knowledge of ICT will get you a better job. In the future, I wonder if it could mean the difference between having a job or not.

 

Here, then, are my questions. Firstly, what are essential technological skills for teachers to know to survive and thrive in this environment? Is it enough to know how to send emails or use a word processor? These seem pretty easy now, as does installing new software on a computer (Windows does it almost all for you!). What about setting up a wiki page for your class? Or a blog? Or downloading podcasts? What about using a virtual learning environment (like Moodle, or Blackboard)? Interactive whiteboards?

 

Secondly, are teachers the problem? Are we all as backward technologically as is made out sometimes? Some argue that it is not so much teachers, as lack of resources at the institution which hinder the integration of technology in the classroom. Is this the case for you? Would you like to be more blended, but just aren't able to?

 

I look forward to reading your comments!
Wednesday, January 16, 2008 2:07:55 PM (GMT Standard Time, UTC+00:00)  #    Comments [4]  | 
Monday, January 21, 2008 4:49:48 PM (GMT Standard Time, UTC+00:00)
I think Lindsay has raised a really interesting question. In my experience, teachers cover the whole spectrum, from refusing to move beyond an abacus to being up to date with all the latest Web 2.0 innovation. I think it's very much a question of attitude; often teachers who are not technologically clued-up have no wish to be, and will resent the efforts of higher-ups to intorudce an element of computer-assisted learning into the school.

This is in contrast to the many enthusiastic teachers I have met who are constantly on the lookout for new things to try in the classroom, whether it's a blended learning solution or just different approaches to learning. In between lie a large number of teachers who admit they are probably behind the times and yet are surprisingly receptive to new suggestions when someone pins them down with something specific. It really does come down to attitude - the combination of open-minded teachers with determined directors and sales people often produces happy results!
Kristin | k.annexstad@macmillan.co.uk
Wednesday, January 23, 2008 12:35:02 PM (GMT Standard Time, UTC+00:00)

My worry with the whole technology thing is that we're getting hooked up on using things for the sake of using them. Does technology, per se, make for better teaching and learning - I think not!
And what about all those places that don't have technology?
I've just come back from 2 weeks in Nepal working on training trainers for under resourced schools. What do these people do when they are lucky to have tapes, let alone computers, internet connections etc?
Adrian
Adrian | adrian.tennant@ntlworld.com
Wednesday, January 23, 2008 2:53:37 PM (GMT Standard Time, UTC+00:00)
It's true that there has been a bit of a technology bandwagon that people have been jumping on. The last few years have seen an explosion of start-ups providing various kinds of educational technology, but I think the pendulum has started to swing back and a lot of the offerings that were more about bells and whistles than actual learning are feeling the backlash. People have become a lot more sceptical towards technology for its own sake now that the novelty has worn off, and the marketplace is becoming less cluttered. This is good news because we are left with less questionable content.

I think the idea is that technology can enhance learning, for example by providing access to resources outside the classroom, or by allowing distance learning. It's certainly not a substitute for a live teacher, nor is it a learning resource in itself. And, as you point out, it's not appropriate for everyone: it requires infrastructure that's not always in place. However, developing countries have been known to make great leaps in this direction with excellent results, and blended learning solutions can be of real benefits where, for example, a shortage of teachers means students simply can't get everything they need in the classroom.
Kristin | k.annexstad@macmillan.co.uk
Friday, January 25, 2008 12:41:30 AM (GMT Standard Time, UTC+00:00)
Adrian raises two good points, which I'd like to answer. First, I don't think that technology makes one a better teacher - not in the long run anyway. I agree with Kristin that there has been a bandwagon and I think that there is evidence that the market is becoming a little less cluttered (could do with even less in some cases). However, there are many technological things that "feel new" though and this can be good for students' and teachers' motivation. Since so much of the language teacher's job is working on increasing intrinsic motivation (especially with teens or younger learners) then anything that helps that is, I think, beneficial.
The second point about technology and developing countries is also important. I personally wouldn't advocate slapping a great big Interactive Whiteboard into a Nepalese classroom that doesn't have a tape player, but I don't think anybody does. And I have been amazed at some countries, developing countries, adapting quite quickly to technology. As with everything, the context has to be taken into account. This is the same for technology as for teaching methods.
Thanks to both of you for contributing to the discussion!

Lindsay Clandfield | lindsayclandfield@oxfordtefl.com
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