TeachIT: Act now for teacher ict learning
Figure 4: An example in which Photoshop CS 3 was used
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Figure 4: An example in which Photoshop CS 3 was usedas part of a History project on Aboriginal Dreamtime ArtA recent development has seen self-contained modules created. In these teachers and students alike can undertake a preliminary task to see what knowledge they can bring to the learning environment. Then advice is provided to fill in gaps. Finally a second task is undertaken to reinforce the new knowledge.
TeachIT Knowledge Bank:
TeachIT Certification: Different teachers operate at different levels in using ICTs. The recognition of work undertaken should be identified and celebrated. As teachers increase their understanding the school can also make use of their expertise to support others and strengthen the overall approach. TeachIT Skills Map: Because of the ever-changing nature of ICT software and the emergence of new possibilities, an overview of what can be expected within the boundaries of expectation is kept and provided through teachIT. This can show new teachers what is on offer and what students have already experienced. Learning priorities over choice of software (see Table 1) is the focus. Using teachITThe way that teachIT is approached and used in a school tells much about the potential of the school to take on the challenge of digital technologies for teaching and learning. Most case studies detailing the use of computers in schools adhere to positive confirmation through case study exposition. There are concerns about the legitimacy of such insights (Williams 1993, Reeves 2003). To date, the work described in this paper has been limited to the staff in the Information Technology Department of the school. For the ICT teachers and their subject associates teachIT can provide coherency and a medium for input, team building, recognition and accountability. Student and teacher work can be shared and quality monitored. Changes to software can be coordinated to ensure value for all students, and new teachers can be accommodated. Teachers can authenticate worthwhile use of ICTs by their students in their classrooms. This approach seeks to address many of the shortcomings identified as limiting previous teacher professional development approaches, particularly regarding ICT use in the classroom (Turner 2005). ConclusionThe industrial values that dominate schools are likely to continue unless new models of support for teacher and student learning are systemised to cater for the changing nature of ICTs and the digital world. TeachIT provides some ideas and insights into the considerations needed to engage and support teachers within the current environment. It has the potential to be much more; thinkIT is one example of an off shoot under consideration. To go further requires leadership from school leaders and the wider stakeholders. In different cultures different variations may be needed, but the fundamental aims on which teachIT is based should be pursued: to develop students who are purposeful, adaptable, collaborative learners, willing to engage in digital experimentation, forge a worthwhile digital identity, have purposeful, efficient, time management skills, reflect meta-cognitively, are digital literate for work, use digital communication to good effect, develop appropriate mental models for the world ahead, can choose and succeed as an IT professional if they wish, and are ethical users of computers. Do we continue to be content with 'technology champions' in schools with the inevitable burnout (Snyder 2008), or do we look for a paradigm shift? TeachIT could support the latter. References Barth, R. 2001. Learning by Heart. Jossey-Bass: San Francisco, CA. Cuban, L. 1986. Teachers and machines: The classroom use of technology since 1920. Teachers College Press: NY. Cuban, L. 2001. Oversold and Underused: Computers in the classroom. Harvard University Press: Cambridge, MA. Dewey, J. 1916. Democracy and Education. MacMillan: New York. Hargreaves, A. 1998. The argument in creative professional: The role of teachers in the knowledge society. Demos: London, p13-26. Independent Schools Queensland (ISQ). 2008. Fast, Frustrating and the Future: ICT, New Technologies and Education. ISQ Briefings V12 Issue 3. April downloaded from http://ww.aisq.qld.edu.au/files/files/Communications/briefings/AprilBriefings_08_A4.pdf on 22 May 2008. Jonassen, D. 2000. Computers as mindtools for schools: Engaging critical thinking. Prentice-Hall: Columbus OH. Lankshear, C. & Snyder, S. 2000. Teachers and Techno-literacy. Allen and Unwin: St Leonards, NSW. Loader, D. 1997. The Inner Principal. RoutledgeFalmer: NY. National Research Council. 2000. How People Learn. National Academy Press: Washington DC. Papert, S. 1980. Mindstorms: Children, Computers and Powerful Ideas. Harvester Press: London. Papert, S. 1985. Computer criticism vs Technocentric thinking. Logo85 Theoretical Papers. MIT: Cambridge p53-67. Peck, K, Dorricott, D. 1994. Why use technology? Educational Leadership, Vol. 51. Taken from Welburn, M. 1996. The Status of Technology in the Education System: A Literature Review. Downloaded from http://www.cln.org/lists/nuggets/EdTech_report.html on 23 May 2008. Phelps, R., et al. (2001). The role of metacognitive and reflective learning processes in developing capable computer users. Meeting at the Crossroads. Proceedings of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Melbourne. Downloaded from http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/phelpsr.pdf on 12 January 2008. Prensky, M. 2001. Digital game-based learning. McGraw-Hill: NY. Prensky, M. 2008. Programming: The New Literacy. Edutopia. Downloaded from http://www.edutopia.org/programming-the-new-literacy on 24 May 2008. Reeves, T. 2003. Storm clouds on the digital education horizon. Journal of Computing in Higher Education. 15(1) 3-26. Fall. Siemens, G. 2007. Digital Natives and Immigrants: A concept beyond its Best Before Date. Downloaded from http://connectivism.ca/blog/2007/10/digital_natives_and_immigrants.html on 22 May 2008. Senge, P., et al . 2000. Schools that learn: A fifth discipline fieldbook for educators, parents and everyone who cares about education. Nicholas Brealey: London. Snyder, I. 2008. The literacy wars. Allen and Unwin: Crows Nest, NSW. Taylor, R. (Ed) 1980. The computer in the school: Tutor, Tool, Tutee. Teachers College Press: NY. Turner, J. 2005. Teacher Learning and leadership for the 21st century: a view from the classroom. IARTV Occasion Paper No 89. IARTV: Jolimont, Vic. February 2005. VanSlyke, T. 2003. Digital Natives, Digital Immigrants: Some Thoughts from the Generation Gap. The Technology Source. May/June. Downloaded from http://technologysource.org/article/digital_natives_digital_immigrants on 23 May 2008. Williams, D. 1993. Linking research and practice: Knowledge transfer or knowledge creation? Education and Work. Proceedings of the International Conference Linking Research and Practice. Toronto, Ontario. March 4-6. PA Directory: sites -> acce.edu.au -> files -> archived papers archived papers -> Web 0 and Education: what it means for us all archived papers -> Curricular implementation of ict as a social process: Quest Atlantis archived papers -> Quest atlantis teacher and teacher educator workshop archived papers -> Transforming learning using ict- a time to move away from integration models archived papers -> Teachers’ orientation towards ict professional development Dr Sarah Prestridge Centre for Applied Language, Literacy archived papers -> A framework for Implementation of ict in Schools files -> Insert logo here archived papers -> Handheld Computers in the Australian Classroom Philip Callil, Faculty Head it, Xavier College Melbourne Australia Download 3.47 Mb. Share with your friends:
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