Key classroom principles: across and within subjects and key stages - Teaching with Technologies: The Essential Guide - page 128

Teachers are expected to use technology appropriately to support the teaching
and learning process and to use a wide range of particular types of technology - for
example, digital cameras, interactive whiteboards, computers - alongside the use of
specialist software relevant to the subject area - for example, data logging in science.
Professional standards for teaching require practitioners to use a combination of
hardware and software as deemed fit for purpose to support the teaching of the
learning outcomes of the lesson.
Theory and research base
Research continues to show that the effective use of technology in schools to sup-
port subject learning and teaching is patchy (Becta 2008a; Harrison et al. 2002;
Ofsted 2004). This inconsistency means that, while some teachers use technology
effectively to stimulate and expand pupils' learning experiences, others fail to incor-
porate technology into their pedagogy, thereby losing opportunities to engage and
enhance pupils' learning. There is a growing research base of evidence which indi-
cates that, when technology is effectively deployed, pupil motivation and achieve-
ment are raised (DfES 2002, 2003; OECD 2007). In such schools teachers can expect
to be provided with personal laptops or iPads and to have home and school access to
the school's online learning platform and associated devices.
Any planning undertaken by teachers should start from an understanding of how
learning takes place - everything that teachers undertake with learners should have
this as a foundation (Gardner 2006; Savin-Baden 2007; Wragg 2004). The same applies
to the use of technologies in education - the first question the teacher must be able to
answer when using technologies is how is this going to help learning. Table 7.1 below
repeats the table in the introduction as a reminder to the reader how a deep under-
standing of learning theories is essential for classroom practitioners. The table sum-
marizes the main learning theories educators need to be aware of today in planning
learning with technologies. Further details are available in the texts mentioned in this
chapter and in the Learning to Teach in the Secondary School series (Routledge), which
covers all main curriculum subjects with a chapter on the use of technologies in each.
Technology and pupil learning
For pupil learning, technology should be used where its use is justified as a method of
achieving the stated learning outcomes of any lesson (Bennett and Leask 2005). Becta
(2003); Kington et al. (2001); Beetham and Sharpe (2007) and Leask (2001) provide
access to a number of reports on the benefits of effective use of technologies. Becta's
(2001) list of benefits to pupils of effective use of technology remains comprehensive:
· greater motivation
· increased self-esteem and confidence
· enhanced questioning skills
· promoting initiative and independent learning
· improving presentation