Ict perspectives and ict practices

What I had thought was going to be a quick descriptive couple of sub-sections has turned out to be a week of reading and processing. I have finally started writing up what I have found. Part of the problem was simply figuring out an outline for presenting the information I found, that problem was indicative of the larger problem I encountered.

When reading about ict in education it is very easy to get swept up in enthusiastic prose, a style of writing about using ict in education that focuses on the possibilities – you can do this, or this, or this, or even this… Commensurate with these possibilities are uncountable web pages and websites of lists of possible resources: online resources, specific applications, or particular instructional techniques. This enthusiasm and plethora of resources are situated within a more ominous discourse: the world is changing and schools, teachers, curriculum and pedagogy had better keep up or they will be left behind — irrelevant, replaceable, abandoned.

My problem with this approach to education in the knowledge-age, and our lives with technology, is the lack of substantive discussion about what these societal changes mean and what would be a thoughtful, responsible educational response to these changing conditions. It is one thing to acknowlege our human societies are changing, it is another thing to articulate a coherent educational response to these changing conditions. When I suggest we need to engage in substantive discussions, I mean we need to consider the realities of day-to-day life in education institutions, and discuss these realities in terms of the societal conditions thay are nested within.

My point is, we are all involved and drawing necessary sustenance from ecologists of learning. There is no one size fits all answer, and no single model that is going to save the day. It is our ecologists of learning that are evolving and we can do a better job of facilitating the process.

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