ICT: an essential learning tool and educational goal

ICT is an essential tool in our profession for both teaching and learning (Voogt et al, 2011; Comi et al, 2017) Nevertheless, the emphasis should remain on quality pedagogy to incorporate technology, not the technology itself. Voogt (2010) and Tondeaur et al (2008) suggest that frequent use of ICT and a 21st century pedagogical underpinning are positively related (as cited in Voogt et al, 2011).

“It is without question that ICT has a primary place in 21^st century skills and 21^st century learning, the acquisitions of ICT skills is therefore not only an education goal, but ICT also serves as tool to support teaching and learning.”

Voogt et al, 2011, p.2

Teachers should be encouraged to be innovative and creative, re-purposing technology in ways that are student-centred and are engaging for 21st century learners. Koehler & Mishra (2005, 2008) elaborate on the TPACK framework which underpins this idea of combining pedagogy and ICT (as cited in Voogt et al, 2011). Studies show that many teachers possess basic ICT skills, however, lack competencies related to the pedagogical use of ICT (Christensen & Knezek, 2008). The TPACK framework is a way to help teachers equip themselves with the skills to develop students’ ICT competencies.

A number of researchers, however, suggest TPACK is not enough to enhance the integration of ICT into educational practices, teachers beliefs and attitudes are a key component to be considered. Research by Niederhauder & Stoddart (2001), Ertmer (2005) and Tondeur et al (2008) show a relationship between teachers’ beliefs and their use of technology in the classroom (as cited by Voogt et al, 2011). Christensen & Knezek (2008) found that when ICT is used creatively by teachers, their attitude towards ICT is positive. Evidently, there is a clear connection between teachers attitudes and integration of ICT as an educational tool, and that developing teacher pedagogy should be of focus.

Voogt et al (2011) suggest that not only is ICT an essential education tool to support teaching and learning, the acquisition of ICT skills is an educational goal. The study by Smith, Skrbis & Western (2013) finds that students need to develop their competency in ICT literacy, these skills are not something they inherently possess as assumed by the ‘Digital Native rhetoric’. There are a number articles that assert criticisms against the notion of ‘digital natives’ advocating for the need to develop student ICT capabilities (Bennett, Maton & Kevin, 2008; Kennedy, Judd, Dalgarno & Waycoot, 2010; Smith, Skrbis & Western, 2013).

“…a key lesson is that young people do not speak the digital language until, like the preceding generation, they learn how to do so.”

(Smith, Skrbis & Western, 2013, p. 115)

Technology is an essential learning tool and an important education goal to foster in our classrooms, however, teachers are at the forefront of the matter. Frameworks such as TPACK that promote creative and innovative uses of technology along side research-based pedagogy, to support 21st century learning, are our way forward.

References

Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.

Christensen R. & Knezek G. (2008) Self-report measures and findings for information technology attitudes and competencies. In International Handbook of Information Technology in Primary and Secondary Education (eds J. Voogt & G. Knezek), 397-417. Springer, New York, NY

Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, (56)24-39. Retrieved from: https://www-sciencedirect-com.ezproxy.csu.edu.au/science/article/pii/S0272775715302776

Kennedy, G., Judd, T., Dalgarno, B., & Waycott, J. (2010). Beyond natives and immigrants: exploring types of net generation students. Journal of Computer Assisted Learning, 26(5), 332-343.

Smith, J., Skrbis, Z., & Western, M. (2013). Beneath the ‘Digital Native’ myth Understanding young Australians’ online time use. Journal of Sociology, 49(1), 97-118.

Voogt J., Knezek G., Cox M.J., Knezek D.& ten Brummelhuis A. (2011) Under which conditions does ICT have a positive effect on teaching and learning? A call to action. Journal of Computer Assisted Learning. Retrieved from: https://onlinelibrary-wiley-com.ezproxy.csu.edu.au/doi/pdf/10.1111/j.1365-2729.2011.00453.x