Practitioners Skills and Knowledge for Effective ICT

This module has developed my understanding of the use of ICT in a variety of ways within pedagogy and educational practice, and has demonstrated the challenges faced with using ICT in compulsory education. ‘Technology has opened up several ways of corresponding with partner schools and has led to possibilities for redefining our relationship with the world’. (Jones and Coffey, 2013, p122). However, without practitioner’s knowledge and effective teaching, does ICT just become an unused piece of technology.

There were often many times throughout my education when practitioner’s skills and knowledge weren’t able to support their ability to use technology, due to insufficient training. ‘Teachers need both awareness of and skill with the latest digital technologies in order to use these tools effectively in their teaching’ (Gibson, S. 2011). In order for students to learn they need to be taught. This may happen if practitioners can provide sufficient learning styles and approaches. For example, through visual, kinaesthetic, auditory and a collection of modes.

 

This is why we must challenge ‘The implicit assumption that speech and writing are always central and sufficient for learning.’ (Kress and Jewitt, 2008, p2). Are they the only ways of learning? Or is it because that is how we are programmed to learn, following on from traditional classrooms.

I believe this way of learning may eventually fade within education as schools begin to explore the future of technology and begin to implement Gamification into the classroom. ‘Gamification is a new technology that incorporates elements of game play in to nongame situations.’ (Prince, 2013). It is designed to engage students in the accomplishment of daily tasks with rewards and other motivators.

 

References:

Beauchamp, G. (2016) Computing and ICT in the primary school. From Pedagogy to Practice. London: Routledge.
 

Gibson, S. Moline, T. Dyck, B. (2011) ‘What Are Education Students’ Perceptions of the Role of Technology in Social Studies Pedagody?’ Albert Journal of Educational Research. Vol.57(1), p.73-87

 

Jones, J. and Coffey, S. (2013) Modern Foreign Languages, 5–11: A Guide for Teachers, 2nd edition, New York: Taylor & Francis.

Prince, J. Dale. (2013) ‘Gamification’ Electronic Resources in Medical Libraries. Vol.10(3), p.162-169