The use of ICT in Maths can have positive effects and although many teachers may have been inhibited by their lack of knowledge and confidence using these technologies it was still seen to have a positive effect on the level of engagement between pupils and teachers (Becta 2003). This lack of confidence that many teachers have using technologies is one of the main drivers for my integration of them into my sessions. I do not want the next generation of teachers to be left behind with their use of technology as a tool to support teaching and learning.
Things are not that straight forward though and there is the problem of the speed at which the technology is developing. Technology is ever changing and teachers will always struggle to catch up because it is in a constant state of change (Ertmer and Ottenbreit-Leftwich 2010). There is however a need for change. The education system needs to catch up with the way that technology is being embraced by society. Then students will experience an education which will help them to develop skills worthy of a 21st century workforce from an education system which is modern, relevant and customised (Simms 2014), So there is a gap between how technology is used within education and how technology is used outside of it. As Alan November spoke about when I heard him in Barnsley; children 'power down' for school that is to say they turn off their phones, iPods, and laptops as these are not deemed as learning tools by education.
However the gap may not be a large as it is possibly perceived and it certainly is one which can be bridged. Students entering higher education may be very adept at using technology but they are not placing demands upon the way that they expect technology to be used within HE which HE institutions can not reach (Jones and Shao 2011). Furthermore it is worth noting that the HE tutors are in control of the gap's size by the way in which they are integrating it into their courses (Jones and Shao 2011). From my own experience working within HE this is very varied and depends greatly upon the passions and skills of the individual tutor.
Many students now take the lead when it comes to utilizing Web 2.0 technologies within their course though. Facebook and Whatsapp groups are commonly used to communicate and update peers on HE issues as well as sharing and supporting each other around assignment time. These communities of practice are quite wide spread; I know of at least 3 examples where Whatsapp has been the primary communication method for students with its instant messaging service allowing rapid responses from an organised group wherever the students are based as well as a sharing and creating resources collectively.
However there are issues which need to be discussed within this area such as the access and engagement with Web2.0 tools by both the students and the teachers. There is an expectation that both will use these tools within and outside of the institution and this requires time and self-efficacy as well as a skill set. To access the information, knowledge and research which is shared through these Web2.0 tools such as Moodle, the trainee will need to develop their own learning skills or be prepared to complete some CPD to enable full engagement with the tools. Communities of practice can help greatly in this matter by sharing knowledge and expertise. Without the CoP though, the trainee is forced into a form of self determined learning called Heutagogy, which has its practice and principles rooted in andragogy, where the learners are highly autonomous and self-determined to develop their own capacity and capability so that they are prepared adequately for today's workplace (Blaschke 2012).
Alongside the issue of trainees accessing the technology there is also the issue of the teachers or tutors and how well they use technology to teach with. The Technological Pedagogical Content Knowledge (TPACK) model refers to the knowledge required by the teacher to integrate technology into any content area and is shown clearly by the image below.
(Reproduced by permission of the publisher, © 2012 by tpack.org)
All of these factors are worthy of consideration but it is important that ITT courses get the balance right. Too much technology may scare some potential trainees off after all teaching children is about interacting face to face with them. Not enough and they will not be equipped sufficiently for the job as more and more resources are now present online and forums such as TES or twinkl are vital CoP for teachers and trainee teachers. The key is using research based evidence as the drivers for change to ensure that the trainees and their children get to reap the maximum potential from technologies.
References
Becta (2003) What the research says about using ICT in Maths Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/15014MIG2799.pdf (Accessed: 13 June 2016)
Blaschke, L. M. (2012) ‘Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning.’ Oldenburg University and University of Maryland University College (UMUC) Available at: http://www.irrodl.org/index.php/irrodl/article/view/1076/2087 (Accessed: 14 June 2016)
Ertmer, PA., Ottenbriet-Leftwich, AT. (2010) ‘Teacher Technology Change: How knowledge, confidence, beliefs and culture intersect’. Journal for Research on Technology in Education. Vol. 42, No 3, pp.255-284. USA/Canada.
Jones, C. and Shao, B. (2011) The net generation and digital natives : implications for higher education Available at: http://oro.open.ac.uk/30014/1/Jones_and_Shao-Final.pdf (Accessed 13 June 2016)
Koehler, M (n.d.) TPACK Explained Available at: http://tpack.org/ (Accessed 14 June 2016)
Simms, Z. (2014) Education Needs to Change as Fast as Technology Available at: http://www.forbes.com/sites/techonomy/2014/05/23/education-needs-to-change-as-fast-as-technology/#116bf580749a (Accessed 13 June 2016)
No comments:
Post a Comment