Historically the role of the teacher in most cases has not changed, as Rochelle (2000 p76) pointed out. ‘A teacher from the late nineteenth century entering a typical classroom today would find most things quite familiar: chalk and talk, as well as desks and texts.’ It is the curricula which have changed considerably. ii Rochelle (2000 p76) emphasised that, historically high school students ‘were expected to recite famous texts, recount simple scientific facts, and solve basic arithmetic problems.’
Today however, according to Sebastian (1996, p1) the teacher’s role has begun to move from information giver or instructor to a facilitator of learning, and the classroom is becoming more learner - centred.
The high school students are expected to become competent in the processes of scientific inquiry and mathematics problem solving, including algebra and to acquire and process vast amounts of information.
A significant proportion of the information that high school students are accessing is from the internet, and they are accepting this information without questioning its accuracy or validity. Lee in (Paris 2002, p30) expressed this point quite succinctly when he emphasised that ‘critical literacy is our main concern. Anyone can put anything onto the internet. We need to empower our children to question the information they receive’, to become critical thinkers.
Cotton.K(2001) emphasised that we should equip our students with life long thinking and learning skills so that they can function successfully in this technological society. To do this we should be teaching critical thinking skills, because when we teach critical thinking, we teach the students to become self reliant, responsible citizens. These are skills necessary to survive in this rapidly changing society.
Proponents for ICT believe that it is not just an adjunct to the curriculum but is an integral part of it. We do not separate literacy skills from other subjects, so we should not separate ICT skills. We can achieve best results where skills are integrated within the curriculum and are implemented in a relevant and appropriate fashion.
A curriculum for ICT should excogitate a blend of cultural, organizational, and technical aspects of computer technology. It should acquaint students with policies and legal issues posed by ICT.
More training and effort is needed to ensure students learn skills in an integrated environment relevant to the subject, not as an adjunct to the subject.
In order to deepen understanding and achieve lasting benefits from ICT, we must develop an integrated environment where students can relate these technological developments to real life situations.
It is recognised that linking subject matter with everyday life and development in society, students become involved in an active learning environment. This sort of involvement can lead to the breaking of the isolation between school subject matter and the real world. Computer-based activities offer learning experiences that are under the control of the individual learner, that may better suit individual needs and offer active involvement by way of interactivity.
Proponents against ICT, some of whom are techno phobic, see the increase of outcomes and mandated assessment procedures as well as the diminishing amount of time for teaching ‘what really matters’ as cause for alarm.
DEST (2001, p 27) pointed out that ‘teachers must have time to acquire and transfer knowledge and skills in technology to the classroom. They emphasised that schools have not yet determined what kind of training and practice time is necessary in order for teachers to effectively integrate technology into the curriculum.
The focus on specifically mandated assessments is another barrier to introducing effective technology in the classroom. This mismatch between the mandated assessments covering specifics and critical learning which technology can offer, as Rochelle (2000)ii pointed out, leaves less time available to develop students’ abilities to reason and understand high order concepts.
The last and most important barrier to successfully utilizing ICT in the school situation is the student’s reluctance or readiness, Eastmond (1994) emphasised that a student’s readiness relates to his/her personal factors, and ‘these include learning preferences, prior learning experiences, prior experiences, learners’ attitudes, and motivation.
Personal access for those students can also be an issue.
ICT can enhance how children learn, but it will never change the role of the teacher in NSW because the role of the teacher is ‘to ensure that students gain the knowledge and skills they require to become effective learners, and ultimately effective and responsible citizens. To understand and appreciate the values and beliefs supported by Australian society’.
These aims defined by DET have not changed, they were written with the clear expectation that the learning environment will change over time and the teachers are expected to facilitate these changes. The way we teach has and will continue to evolve to keep pace with the ever-changing society.
Department of Eucation and Training
Roschelle.J.M Et Al Changing How and What Children Learn in school
with computer_based Technologies
The Future of Children-fall/winter 2000
Http://www.futureofchildren.org
Sebastian.J Education technology: The teachers’Role
Director of education policy & practice
Arizona Education Association
(1996)
.Paris.Paul.G Critical Thinking and the Use of the Internet as a resource
International Education Journal
Vol 4, No 1 2002
http://iej.cjb.net
Cotton .K Teaching Thinking Skills (2001)
North west Regional Educational Laboratory
DEST (2001) Making Better Connections
A Report to the Commonwealth Department of Education,
Science and Training by
ISBN 1-875864-38-5 2001
Eastmond,D.V Adult distance study through computer conferencing
Distance Education Vol 15 No 1 pp128-152.
