Integrating technology in classrooms: from the microcomputer to ‘the cloud’ - Teaching with Technologies: The Essential Guide - page 14

with technology in the classroom - for example, the development of dialogic learning
with interactive whiteboards (Warwick et al. 2010). Further developments in learning
theories such as communities of practice (Wenger 1998) and distributed cognition
(Hutchins 1995) can be seen in the collaborative knowledge building of Wikipedia
and professional networks of peer support and information sharing.
Applications to practice
Much of the innovation described in this chapter was supported by central govern-
ment policies. This was intended to keep the curriculum meeting the emerging
needs of society. Research into technology adoption in different countries, which
was carried out for the EU and the British Council (Leask and Younie 2001) showed
that, without central direction and support, innovation and the adoption of new
practices in schools was limited. The UK government elected in May 2010 adopted
a hands-off approach to curriculum development with their first act being the abo-
lition of the government agency with responsibility for supporting technology
innovation in schools (Becta). The evidence suggests that this hands-off approach
from government does not advance improvement in education. However, various
top-down initiatives undertaken by Becta were also not likely to embed change. A
typical approach by Becta was to focus on infrastructure and getting equipment
into schools before an analysis of pedagogical applications was available to support
adoption by teachers.
In the UK there was a preoccupation with whether introducing computers
into schools would lead to measurable outcomes in terms of learning. The most
obvious benefit, that in a technologically rich society everyone needs to have the
skills to use technology for their own purposes seemed to have been ignored along
with other benefits which are difficult to measure. However, all teachers need to
manage their professional lives by balancing professional priorities with political
initiatives and interventions in education. This is a challenge which teachers can-
not avoid and one which calls for continual reflection.
Conclusions
The introduction of technology innovations into an education system provides
an opportunity for major change and review through engagement of leading prac-
titioners in developing a curriculum fit for society's emerging needs. Critical to
the success of any innovation however, is the engagement of practitioners who
have to create the new pedagogies for the new contexts that technologies afford.
A particular problem with technology integration into schooling has been the
lack of knowledge on the part of decision-makers - both policy-makers and school
leaders - about the opportunities opened up for new pedagogical approaches with
technology.