Framework for considering the value of using digital technology. Based on the philosophy of the SLICT courses

1. Technology, Learning and
Teaching
Beyond Engagement
The e-words

2. Qualities of ICT

3. Automaticity
• Speed and automatic functions enable
mundane tasks to be performed quickly
• The focus is on learning

4. Capacity and Range
• Ease of storage, retrieval and
manipulation of information globally

5. Provisonality
• Forgiving media
• Easy to correct and edit and present well
• Encourages concentration on other areas

6. Interactivity
• Allows for more active learning
• We are no longer passive recipients of
knowledge
• Multimedia facilities improve
– concentration,
– motivation,
– independence,
– self esteem

7. Social attributes
• Collaboration
• Interactive learning
• Social skills
• All from group work
• Teacher involved too

8. The e-words

9. Exchange
• Many teachers begin their use of ICT, exchanging one
kind of technology for another e.g. exchanging an OHP
for a PowerPoint presentation
• They change from ink based printing machines to
photocopiers and from film cameras for digital ones,
videos for DVDs and now on-line downloads
• Pupils swapping paper based work sheets for computer
based tables checkers or other drills and skills activities
• Not that this is inappropriate, but a step by step stage on
the process of use of ICT

10. Enrich
• Some uses of ICT enrich the learning by adding new
dimensions that are not available without technology
• E.g. interactive whiteboards that enable teachers to add
and show pictures, web sites or other multimedia
resources for pupils
• Quality of graphic, sound etc, which reflect the modern
media world may engage more pupils in the learning,
making them more attentive, more interested and work
with greater concentration
• Activities that engage children in the learning process
have the potential to increase learning.
• Furbles

11. Enhance
• Here a deeper learning process is enabled by the ICT
• For example a teacher demonstrating the Moon’s orbit
around the Earth and the changing phases of our Moon
might use animation software which gives pupils an
opportunity to view the different phases as well as the
orbital path and even where day and night fall on the
Earth’s surface - Moon phases
• The use of spreadsheets to model the relationship between
perimeter and area
• How the heart works
• The same concepts are being taught, but the use of ICT
enables them to be modelled in ways not previously
possible and for pupils to make deeper connections with a
deeper learning experience

12. Extend
• The use of ICT enables pupils to learn concepts, skills
and ideas that were previously not within their
understanding or grasp
• Technology has the potential to offer altogether new
ways to tackle learning
• The creation of film using digital video is one example
where pupils are able to use the technology to produce
things that were not possible before
• Another example might be a science experiments with
data logging or apps which record changes not possible
before or over a longer period of time
• 3D Printer, Drones, Robots etc
Fruit decomposition

13. Empower
• Technology has the potential to put the learning is in the hands of
the pupils
• They are able to make their own decisions about what and how they
learn, this could be linked to a personalised learning agenda
• One area where this is predominant already is in the use of the
Internet where pupils can learn at their own pace and follow lines of
enquiry and interest related to their own needs and interests
• With mobile technology tools and resources are freely available
beyond the school
• The challenge is to ensure that pupils have the necessary skills to
undertake this kind of project based learning or enquiry approaches
• International competitions
• The motivational aspect of using developing technology is one of
the keys to it’s power

14. What does
e-learning
bring to the
classroom?
engage enthuse
exchange
enrich
enhance
extend
empower
eliminate
entertain