ICT in the Classroom

Aisling McMahon
Sep 5, 2018 · 2 min read

This area is nothing but topical at present. ICT is all around us and used in all aspects of our lives from the moment we wake up to the last thing we do or interact with before bed time. We use our smart phones to communicate, organise, learn and play. The use and effectiveness of ICT in our lives is something we take for granted. We could not imagine life without the internet, smart phones, or any one of the multiple digital devices we use to consume, interact with and publish content. But have you ever thought about time spent in the classroom and what are the experiences of our children in relation to ICT and learning? How much time do they spent using devices in the classroom to learn or supported by them for teaching? What are the interactions, for what purpose and more importantly to what end? We would find it hard to live without ICT in our lives but but how does this compare to using ICT in our schools and can learners learn without it?

There has been widespread discussion on the merits of use of ICT in teaching and learning. It is widely believed and supported by policy, schools and teachers that ICT improves teaching and learning. When ICT is used effectively with a constructivist mindset, learners are active participants with tools to help them inquire, search, collate and work collaboratively.

Constructivism is a one of many learning theories which places greater emphasis on the learner rather than the teacher. Unlike traditional learning theories, the teacher is not the sole custodian of knowledge but a facilitator and guide for the pupil in constructivist classroom. In this environment learning is unique to the learner based on their experiences and mental cognition. It occurs on both an individual and collaborative context. Ultimately this style of learning is more experiential with greater freedom and self-direction for the learner.

The OECD report Students, computers and learning — making the connection (2015) is a “first-of-its-kind internationally comparative analysis of the digital skills that students have acquired” makes for interesting reading.

While it confirmed there are many benefits in using ICT, there are equally many barriers; a strong belief does not lead to best practise or effective use.

Technology can amplify great teaching, but great technology cannot replace poor teaching.” Students,Computers and Learning — Making theConnection (OECD, 2015).

The same sentiment can be shared with ICT use in our everyday lives. Just because we are using it everyday does not equate to optimum use. We spend too much time on social media or perhaps are not effectively using the tools and content which could better serve the way we live, work and play. The same may be said of ICT in the classroom. Technology in the classroom may be in abundance in our schools but is it working as hard as we would like it to and are we taking stock in terms of the positive gains being made by learners.