Information Technology Reference
In-Depth Information
Theme, sequence, organization,
working methods, roles and
expectations, communication
forums: face-to- face (f2f), Net-
mediated communication (NC),
mix of f2f and NC)
Students'
abilities
Policy-papers, Goals
Explicit requirements
Forms of
examinations
Physical space and
bodily conditions
hardware/software
Fig. 19.3
Conditions for teaching planning
Figure 19.3 focuses on visualizing the different categories of selections in play
and thus the teachers have to consider when planning their teaching. Some of the
elements are basic in the sense that the teacher has no choices, found in the rectangle.
The ellipse includes the elements which the teacher can consider, weigh, and has the
liberty to choose. The square presents elements that either have a physical space and
bodily frame, or condition that is more diffuse, like the students' present abilities.
The point is that the presented figures (Figs. 19.1, 19.2 and 19.3) are offered as
reflection tools, each one with its specific advantages as a pedagogical reflection
tool, from the simple model (Fig. 19.1) to the very complex model (Fig. 19.2) and
from the complex model (Fig. 19.2) to a model focusing on both requirements,
space, material, available hardware and software, and context (Fig. 19.3). Overall,
all the figures have as a point of departure that the concrete context is in focus.
The figures may tell a story of generalization but in fact the figures are meant to be
very concrete reflection tools in the concrete planning. In other words, the concrete
context must be in focus.
Challenges for the Educational System
In the following section we consider three foci regarding the research on (1) teach-
ers, their ICT skills and their didactical and pedagogical skills in relation to use
different types of learning resources, (2) different types of contexts including reflec-
tion on students' learning with media and technology, and (3) parameters concerning
management, culture, and use of technology.
Focus 1: Teachers, Their ICT Skills, and Didactical/Pedagogical
Skills
In general, one of our propositions is that teachers without strong and confident
ICT skills will not be able to reduce complexity, the complexity which serves as the
