How to use ICTs and Pedagogy…

In continuation of my blog earlier regarding Spatial Education and effectively using ICTs and Pedagogy I provide further insight.

When considering how ICT and pedagogy can be used in my teaching I will utilise the instructional events themed by Hughes et al (2006) – Student Learning, Instructional Methods, and Curriculum Goals (SLIC). Jones (2016) outlines the three themes assist teachers in assessing firstly, the student learning aspect of the learning and secondly, the instructional methods adopted by the teacher.  The final theme is the curriculum goals that is, the knowledge and experiences the learner will acquire, experience or gain.

I believe with a structural approach such as Hughes et al (2006) teachers will be able to assess the ‘merit’ of each ICT and their pedagogical relevance.  This will minimise the chance of teacher-centric uses of ICTs in the classroom and avoid as Dede (2008) suggests a low variety of approaches to ICT, similiar to that of a “low-end fast food restaurant”.

Hughes et al (2006) also created a model that allows teacher to think about the ICT and pedagogies ability to enhance and transform learning.  The model is referred to as the acronym RAT. Replacement, Amplification, Transformation.  According to Jones (2015) Replacement is where technology replaces traditional instructional practices learning or goals.  It does not enhance or transform the learning experience in any way. Such as writing on the interactive whiteboard instead of the chalk board. Amplification involves technology increasing the learning experiences efficiency, effectiveness or productivity. Such as using the photocopier to print duplex rather than one sided, therefore increasing the efficiency of the task.  Transformation involves revolutionizing the instruction learning or curriculum. Such as example could be where the staff of a cluster use WIKI to find the best solution to a teaching issues such as behaviour management. Without the platform where all parties can be involved whenever and wherever they like a cluster staff meeting would be required.  

Monique in her blog discusses the RAT model where she suggests the model will allow here to “change different aspects of lessons to increase the effectiveness of ICTs”. I to share this view where utilising these two models produced by Hughes et al (2006) will assist teacher collectively determine how to use ICTs and pedagogy to enhance and transform the students learning experiences. 

References

Dede, C. (2008). Theoretical perspectives influencing the use of information technology in teaching and learning. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 43–62). New York: Springer

Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), Society for Information Technology & Teacher Education International Conference 2006 (pp. 1616–1620). Orlando, Florida: AACE. Retrieved from http://www.editlib.org/p/22293/

Jones, D. (2015). SLIC and its use [Moodel book]. Retrieved fromhttp://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=538703

Wiki.com. (2016). Wiki.com. Retrieved 21 March 2016, from http://www.wiki.com/

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