Technology-enhanced classroom

Draft

Am not so sure about the title of this article

Definition

• Technology-enhanced classroom or computer-enhanced classroom or Technology-Integrated Classroom can refer to ICT-enhanced classroom teaching, Technology Integrated into Learning and Teaching, ICT in schools, Pedagogy related to ICT etc. In this article we use this definition (but we may move contents else place some day).

Alternatively, it also can just refer to equipment used in a classroom: E.g.:

• classrooms that have a minimum amount of hardware (e.g. 2-3 PCs for learners and an overhead projector)
• classrooms that have specific devices (e.g. an electronic whiteboard or lots of PCs plus some control station for the teacher).

See also the computer-integrated classroom which we use to refer to more ambitious ICT-in-the-classroom designs.

Typical ICT in the classroom

According to Webb & Cox (2004) ICT use and associated pedagogical practice can be described in the following categories:

• Internet Use
• Simulations and Microworlds
• Modelling
• Programming and Logo
• Data-logging and real-time graphing
• Text and multimedia editing software (see cognitive tools, writing-to-learn, etc.

Teacher development issues

See also: teacher development

Highlights of excellent Web & Cox (2004) study of the literature include:

• “Effective collaboration as well as effective learning with ICT when students are in control requires careful planning [...] Teachers need to assess the types and extent of support or scaffolding that students will need in order to use the affordances provided by ICT as well as the affordances provided by collaboration together with ICT.” (Web & Cox, 2000: 277), but:
• “Research on effective teaching reveals a complex picture in which it is difficult to characterise effective teachers [...] and it has been reported that pedagogical practices associated with effective use of ICT, e.g. the development of students as independent learners, are currently only achieved by the best teachers [...]” (Web & Cox ,2004: 278).
• Teachers need a wide range of knowledge about the affordances of ICT in addition the knowledge they always have needed.
• Teachers' beliefs about the value of ICT for learning are important in their pedagogical reasoning (but it's not enough).

Links

• Jamie McKenzie (1998), The WIRED Classroom, Creating Technology Enhanced, Student-Centered Learning Environments, From Now On - The Educational Technology Journal, Vol 7 No 6 March|1998 HTML

References

• Hannafin,Michael J., Land,Susan M., The foundations and assumptions of technology-enhanced student-centered learning environments, Instructional Science, 25, 3, 5/1/1997, Pages 167-202, [DOI 10.1023/A:1002997414652] (Access restricted)

• Pedretti, Erminia; Jolie Mayer-Smith, Janice Woodrow, (1998). Technology, text, and talk: Students' perspectives on teaching and learning in a technology-enhanced secondary science classroom, Science Education, 82 (5) 569-589, Abstract and PDF

• Webb, Mary & Cox, Margaret, A review of pedagogy related to information and communications technology, Technology, Pedagogy and Education, Volume 13, Number 3, October 2004, pp. 235-286 (52) PDF (This open acces - as a sample article of this journal)