Sunday 12 August 2018
Start Date
12-8-2018 4:15 PM
End Date
12-8-2018 5:15 PM
Subjects
ICT in education, Knowledge base for teaching, Technology integration, Preservice teacher education, Creative development
Abstract
Since computers first appeared in classrooms, educators have sought to integrate information communication technologies (ICT) into teaching and learning. In Australia, as elsewhere, ICT are widely regarded as critical facilitators of student learning. The ability to use ICT effectively is specified in Australia’s national curriculum as a required general capability. However, despite the educational environment being replete with ICT related programs, our understanding of how students use ICT for learning is still limited. This paper presents insights from the past 30 years of research, which suggest that even though the current ‘climate’ in Australian schools is favourable, teacher confidence and capability to transform their pedagogy with ICT requires robust, evidence-based frameworks and tools that will support teachers to critically analyse the affordances of ICT, and plan transformative learning experiences for their students. A framework to guide teacher development and practice, the Technological Pedagogical and Content Knowledge (TPACK) model is described, as well as the Teaching Teachers for the Future (TTF) TPACK Survey, which assesses teacher beliefs about how their students use ICT to achieve learning outcomes. Attention is then focused on the potential for creative thinking that is enabled when ICT is integrated as a ‘mindtool’ for learning. The paper concludes by proposing an explanatory framework that describes a systems perspective for student creativity in classrooms, Distributed Creativity (DC), which accounts for variables that impact student creativity and provides teachers with a scaffold from which to plan and assess student use of digital technologies for learning and creative thinking.
Recommended Citation
Jamieson-Proctor, R. (2018, August 12). Transforming learning with information and communication technologies: Insights from three decades of research [Paper presentation]. Research Conference 2018 - Teaching practices that make a difference: Insights from research. https://research.acer.edu.au/research_conference/RC2018/12august/5
Presentation
Copyright Statement
Copyright Australian Council for Educational Research 2018
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742865119
Included in
Computer Sciences Commons, Online and Distance Education Commons, Teacher Education and Professional Development Commons
Transforming learning with information and communication technologies: Insights from three decades of research
Since computers first appeared in classrooms, educators have sought to integrate information communication technologies (ICT) into teaching and learning. In Australia, as elsewhere, ICT are widely regarded as critical facilitators of student learning. The ability to use ICT effectively is specified in Australia’s national curriculum as a required general capability. However, despite the educational environment being replete with ICT related programs, our understanding of how students use ICT for learning is still limited. This paper presents insights from the past 30 years of research, which suggest that even though the current ‘climate’ in Australian schools is favourable, teacher confidence and capability to transform their pedagogy with ICT requires robust, evidence-based frameworks and tools that will support teachers to critically analyse the affordances of ICT, and plan transformative learning experiences for their students. A framework to guide teacher development and practice, the Technological Pedagogical and Content Knowledge (TPACK) model is described, as well as the Teaching Teachers for the Future (TTF) TPACK Survey, which assesses teacher beliefs about how their students use ICT to achieve learning outcomes. Attention is then focused on the potential for creative thinking that is enabled when ICT is integrated as a ‘mindtool’ for learning. The paper concludes by proposing an explanatory framework that describes a systems perspective for student creativity in classrooms, Distributed Creativity (DC), which accounts for variables that impact student creativity and provides teachers with a scaffold from which to plan and assess student use of digital technologies for learning and creative thinking.
Comments
Session 1C