Using the power of research to inform ICT integration in education

Posts tagged ‘ICT curriculum’

How is ICT impacting Thai Education?

Pote Sapianchai, Paul TJ James (2005) ICT in Thai Education: Ideological and Structural Determinants that Support its Development, Introduction and Use

Educational technology – in its many forms, guises and usage’s – is considered to be central to assisting the application and management of quality within the classroom and that to improve attainment levels using ICT, the Thai education system needs to support institutions as learning organizations, by employing new ways of working in which informed choices are exercised by capable professionals (based on Kinder, 2002) and scholarly parents. Attitudes to technology appear to affect how technology is viewed and used. This is also a management issue, as a more positive attitude to ICT makes it easier to accept and experiment with. The development of access to facilities requires a managerial strategy that reflects the various uses the technology is used for, priority in resourcing needs, and school managerial and structural strategies. All these elements have to work together in order to ensure a variety of access conditions for both staff and students. Thai Classrooms are not passive environments and technology can enhance these environments by helping to develop interactive teaching and learning strategies. However, acceptance of the use such technology appears to reflect a set of ideological, political and cultural biases that narrows the field of socialisation to that invested in the technology. Technology-rich classrooms could help deliver more flexible learning strategies and make it easier for Thai educational institutions to assist in the development of both learners and staff.

 

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Is there a gap between the proposed and the implemented curriculum for ICT?

Jo Tondeur, Johan Van Braak, Martin Valcke (2007) Curricula and the use of ICT in education: Two worlds apart?  British Journal of Educational Technology (2007) Volume: 38, Issue: 6, Publisher: Blackwell Publishing, Pages: 962-976

In many countries, information and communication technology (ICT) has a clear impact on the development of educational curricula. In Flanders, the education government has identified and defined a framework of ICT competencies for expected outcomes, related to knowledge, skills and attitudes that pupils are expected to achieve at the end of primary school. However, it has never been examined whether teachers are using ICT in accordance with the competencies proposed by the Flemish government. In order to answer this question, a survey was conducted among 570 respondents in a stratified sample of 53 primary schools. Results show that teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. This indicates the existence of a gap between the proposed and the implemented curriculum for ICT. The paper concludes with the potential value of a school-based ICT curriculum that ‘translates’ the national ICT-related curriculum into an ICT plan as part of the overall school policy.

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