This exponential time, as one of the video states, calls for educational communities to set new policies and strategies to keep up with all the non-stopping changes of our world.
To what extent am I giving my students the possibility of building knowledge in this world? Am I giving them the possibility of developing and applying their ICT capability through the use of web 2.0 along with ICT tools to support their learning?
Well, it will not be just a matter of saturating the praxis with as many resources as we can, just for the sake of being updated. As Kester, Schwartz, Seufert, and Zumbach. (2008) have stated, this process of integration of technology in our praxis “is a sensitive task that has to be well planned in order to meet the needs of learners and teachers” (p.10). In order to make of that process a sensitive one, we have to have a look at what the features of such a progression would be. According to Vallance, Vallance and Matsui (2009) there are some key factors that are to be taking into account as criteria for the implementation of learning technologies:
In regards to activities:
Flexible Be flexible enough to address different learning styles.
Pedagogy Focus on the quality of teaching and types of learning as many studies in technology integration tend to concentrate merely on the practical advantages.
Opportunities for learning A key factor in the success of synchronous inter-networking is the instructor’s skill in creating opportunities for interaction.
On integration:
A constructive environment: Use technology to create constructivist environments which supported higher level thinking skills.
Integration Training in the integration of technology into the curriculum is nearly always more helpful than basic technology skills training alone.
Adding value If ICT is used in learning then it should be done with the intention of adding value to good tasks. That is, the technology should make these tasks even more worthwhile.
Collaboration:
Collaboration Collaboration among students.
Cooperation Use cooperative learning models.
Communication Increase communication between students and instructors.
Shared spaces:
Shared space The activities, learning context and shared space should aim to meet the five qualities within a knowledge construction, constructivist learning environment:
(1) instructors supporting instructors;
(2)dialogues;
(3) reflections;
(4) observing best practice;
(5) taking risks
Making connections Relate the skills to real-life situations
Even though meeting all the requirements above would seem an unattainable goal, learning and instructing with computers and media have come to be an essential component of our society, and the changes themselves will lead us to embrace new ways of doing things, new ways of to foster students to build knowledge.
References
Kester, L., Schwartz, N., Seufert, T. & J, Zumbach. (Eds.). (2008). The legacy of competence in meaningful computer-based learning environments. Viena, Austria: Springer
Vallance, M., Vallance, K. & Matsui, M. (2009). Criteria for the Implementation of Learning Technologies. In Thomas, M. Handbook of Research on Web 2.0 and Second Language Learning. (pp. 1-19). United States of America: Information science reference
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