A Critical Analysis of the Teaching and Learning of Ict
- Submitted by: jenmamo
- Views: 2179
- Category: Other
- Date Submitted: 01/03/2011 04:50 AM
- Pages: 8
- Report this Essay
This assignment provides a critical analysis of the teaching and learning of Information Communication Technology (ICT) within the National Curriculum (NC) and other published schemes of work, whilst addressing the ways in which learners develop ICT capability.
ICT refers to a variety of tools which can be used to ‘...process and communicate information’ (Kennewell et al 2000:1).
ICT was integrated into the National Curriculum (NC) in 1999 and has played a part in the subsequent transformation of education by being placed at the forefront of innovative pedagogy (Toor 2001, Leach & Moon 2000, Cox et al 2003, Potter & Derbyshire 2005, OFSTED 2009). Consequently, learners now benefit from low and high-tech ICT exposure to open-ended, rich environments (Smeets 2004, Leask & Younie 2001, Monteith 2004) and holistic experiences embedded within a broad and balanced curriculum (Dale 2009, Rose 2009, Robertson et al 2007). The significance of these experiences, learning from and learning through ICT, are recognised by the setting on which this assignment reflects and deemed as essential for future life (Lynch 1999 cited by Kennewell 2000, Rose 2009), particularly in terms of future employment for economic wellbeing (DCSF 2009 ECM). Moreover formal and informal (Morgan & Kennewell 2005) exposure to ICT promotes enlightening, creative and critical thinking and learning opportunities (Dale 2009, Wegerif & Dawes 2004) which heighten engagement and motivation to enhance learning experiences (DFES 2004, Good 2009, Johnson et al 2006, Loveless 2003a, Higgins 2003). Yet the use of ICT is not without challenge. Indeed it changes and develops rapidly, consequently it can support and burden teachers (Wegerif et al 2004, Monteith 2004). Therefore, in order for teachers to apply ICT purposefully and confidently across the curriculum, teachers themselves require ICT skills and ‘...pedagogical content knowledge’ (John 2004:5) with scope for ongoing development (Fox...
ICT refers to a variety of tools which can be used to ‘...process and communicate information’ (Kennewell et al 2000:1).
ICT was integrated into the National Curriculum (NC) in 1999 and has played a part in the subsequent transformation of education by being placed at the forefront of innovative pedagogy (Toor 2001, Leach & Moon 2000, Cox et al 2003, Potter & Derbyshire 2005, OFSTED 2009). Consequently, learners now benefit from low and high-tech ICT exposure to open-ended, rich environments (Smeets 2004, Leask & Younie 2001, Monteith 2004) and holistic experiences embedded within a broad and balanced curriculum (Dale 2009, Rose 2009, Robertson et al 2007). The significance of these experiences, learning from and learning through ICT, are recognised by the setting on which this assignment reflects and deemed as essential for future life (Lynch 1999 cited by Kennewell 2000, Rose 2009), particularly in terms of future employment for economic wellbeing (DCSF 2009 ECM). Moreover formal and informal (Morgan & Kennewell 2005) exposure to ICT promotes enlightening, creative and critical thinking and learning opportunities (Dale 2009, Wegerif & Dawes 2004) which heighten engagement and motivation to enhance learning experiences (DFES 2004, Good 2009, Johnson et al 2006, Loveless 2003a, Higgins 2003). Yet the use of ICT is not without challenge. Indeed it changes and develops rapidly, consequently it can support and burden teachers (Wegerif et al 2004, Monteith 2004). Therefore, in order for teachers to apply ICT purposefully and confidently across the curriculum, teachers themselves require ICT skills and ‘...pedagogical content knowledge’ (John 2004:5) with scope for ongoing development (Fox...