Information Technology Reference
In-Depth Information
environment for the students. So instead of reducing the complexity of the teaching
environment the teachers increase the complexity. Not that we advocate of reduc-
ing complexity as a purpose in itself; hence, students have to learn to cope with
complexity and develop the ability to handle complexity. Rather, we suggest that
teachers are of necessity expected to create opportunities to explore, develop, and
interact with their peers and the content to begin to understand the affordances and
challenges of their world.
We suggest that the role of a teacher is always as a designer of the teaching
environment, which often (but not always) requires expanding on what is found
in a textbook, and to substitute more authentic activities. This includes the wise
use of the variety of “knowledge media” (digital media/textbooks, etc), working
methods (traditional lectures, group work, net-based, mix of different methods,
and organization of courses), and development of learning materials, assignments,
and activities to promote anchored and structured experiences. These may be in
whole group classes, self-organized group work, pair work, individualized one-to-
one teaching; we assume most teachers will thoughtfully use all possible choices to
promote appropriate student learning outcomes.
School and learning are different today in many respects. At one time memoriza-
tion and recitation were the expectation and the efforts that earned rewards. These
days, however, the world of learning is extremely different. Educators today are
encouraged and even expected to use ICT to provide opportunities for their stu-
dents to learn and think in new ways (Belland, Glazewski, & Richardson, 2008).
These include an emphasis on solving ill-structured problems, employing problem-
and cased-based learning, creating arguments that support students' knowledge and
conclusions, demonstrating writing and development skills, collaborating with col-
leagues, and employing new methods of engaging with emerging technologies in
educational environments (Cho & Jonassen 2002; Keys & Bryan 2001; Kyza &
Edelson, 2005). Although access to these technologies has increased, Barron (2004)
reminded us that access to technology does not necessarily equate to fluency.
More importantly, Fragkouli and Hammond (2007) found that projects designed
to develop and promote educators' use of ICT may have an impact on developing
teachers' information technology skills and knowledge of information and commu-
nications technologies as a curricular tool, but the program had very limited impact
on classroom practice. Putnam and Borko (2000) say that teacher learning is con-
ceived as a social construction of knowledge, and that this must be the model that
we consider in rethinking what it takes to be a teacher today.
The challenge for teachers then is to identify ways in which they can design
instruction, employing current pedagogy and technology. However, the history of
educational technology has suggested that teachers will abandon media that do not
fit the social organization of schooling (Cuban, 2005). This may require more of an
“interventionist” role and a “greater emphasis on an experimental culture of learn-
ing, rather than a culture in which curriculum and pedagogy is fully 'locked in' in
advance of engagement” (McWilliam, 2008, p. 263). It is further essential that they
understand what is required to authentically create the educational environment so
that it recognizes the postmillennial world in which all learners now exist. Fischer
