This is the other side of the equation. When students have experienced schooling as passive consumption of knowledge to be reproduced for summative assessment, it is very difficult for them to make the shift to becoming knowledge contributors in the classroom. The classroom itself has been a site of enacting punitive assessment procedures, where learning has become a strategic defence against humiliation. Students’ uses of ICT have been private, often out of sight of parents, as well as other authority figures. Teachers, and the educational institutions they represent, have subjugated the pleasure of learning into textbooks of knowledge distilled and prepared for consumption. When students are asked to participate in knowledge generating learning communities, they are being asked to trust that their efforts mean something and are not being exploited to satisfy arbitrary institutional standards.
Filed under: learning to learn with ICT
