Choosing technology

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来自 University of London 的课程

ICT in Primary Education: Transforming children's learning across the curriculum

51 个评分

University of London

ICT in Primary Education: Transforming children's learning across the curriculum

51 个评分

Why and how are teachers integrating ICT (Information and Communication Technology) into primary education? In this course we analyse examples from schools in different parts of the world, and bring professional teachers, headteachers and policymakers together to share their best ideas and inspiring stories. The materials in the course are based on studies carried out for the UNESCO Institute of IT in Education, Moscow. Learning Outcomes: to be aware of the range of reasons for using ICT to critique the strategies for developing ICT over time to analyse the strengths and weakness of different decision-making mechanisms to become familiar with a wider range of useful tools and resources for integrating ICT

从本节课中

Technology opportunities

This week we aim to encourage you to know different categories of ICT tools, their affordances and different criteria to be applied when selecting them. As well as be able to analyze the needs for digital content and various strategies how to get it, share, or develop and to be aware of the potential of ICT to support computational thinking, to reflect on the needs, priorities, and future plans for further developing and extending the digital environment.

Week 4 Overview6:46

Choosing technology6:01

Digital content7:07

Computational thinking6:56

Programming0:59

与讲师见面

Professor Diana Laurillard
Professor of Learning with Digital Technologies
London Knowledge Lab, UCL Institute of Education, University of London

In this section, we will examine how schools and

their teachers choose new technology, and what they choose.

We want to learn what kind of criteria and priorities they apply.

Obviously when choosing technology, many different

factors must be taken in to consideration.

Among them, is the most important respect are expectations at the school level.

Central role should be played here by the

school leader, and its ICT specialist or coordinator.

Another key factor is the current experience of the

school, and it's actual human potential for the further development.

It is also important to thoroughly consider the actual teaching, and

learning goals of the teachers and the needs determined by them.

And, naturally, there are important safety issues, ergonomics and various concerns.

We will focus on them separately in the next week of our MOOC.

Although schools rarely have explicitly

formulated system of selection of criteria.

In this map we tried to summarize various

decisive factors which our sample schools have referred to.

We have already mentioned the needs of the learners.

However, you must always carefully consider needs

and attitude of all participants including parents.

Very important criterion is new

technologies' appropriateness, physical and developmental.

In the following activity you will be invited to read

about one useful general framework, for teachers and decision makers.

For reviewing developmental appropriateness of ICT

tools, for very young children and pupils.

Some schools also regularly invest in following what are

the actual trends in choosing technology for educational reasons.

Teachers are also aware of the problems

of maintenance, of both hardware and software.

When choosing your hardware, we have to

take into consideration its purpose and category.

When collecting software, it is necessary to think about

its later upgrades, ease of use, licensing, and possible localization.

On certain individual content, we will devote the following section to it.

Besides standard ICT like desktop computers, notebooks, or data projectors,

there are many other categories of highly stimulating digital technologies.

In this pictures, you can see some of them, mobile devices using them inside and

outside, programmable digital toys, we will come back to them later in this week.

Digital scale and digital method detectors for kids, digital microscope,

various devices for collecting data and doing research and some more.

These are all hardware tools, however we should

never underestimate the importance and value of educational software.

In the process of selecting software, schools usually choose general creative

environments like music editors, photo editors, text and graphics editors.

Storytelling and writing practice tools, mind

mapping editors, various authoring tools for creating

learning materials, which we will come back

to when reflecting on the digital content.

We have observed a clear tendency to prefer notebooks and, even more, tablets.

We have also noticed that the more a school is experienced and equipped,

the more they want to extend even

more to build so-called technology-rich learning environment.

Schools are aware of the exceptional potential of various mobile technologies.

Some of them also think about implementing so-called bring your own device strategy.

And clearly, there are many challenges referred to by the teachers.

Among them, financial issues, where often, teachers note that

most of the finances are being spent on hardware.

They also offer mention lack of software to

support creativity, and learning by exploring and constructing.

They refer to high time demands and also

urgent need to better equip the teachers themselves.

One of our findings from the previous

research, using ICT in early childhood education.

Was that, when a school or a kindergarten is at the early

stage of the process of integrating

digital technology into the teaching and learning.

A lot of exciting things can be done with very little equipment.

One computer, and one digital camera, or with one or two [UNKNOWN].

It might easily lead to a failure if

we right away started, with technology rich learning environment.

So, there is no general answer to the question how much technology do we need?

Clearly the need grows with our growing experience and

understanding of the actual potential of ICT to support learning.

And therefore, in some schools we ought to

witness the transition to the so called one-to-one approach.

When each student is equipped with his or her device, a tablet most often.

In the last activity of this section, you

will be invited to read more about one-to-one approach.

And think about the arguments to support it or

not, which often equals come back to rethink it later.

You may also ask our collaborating

teachers about their experience concerning this issue.

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