Policy Press
Six Information, communication and learning technologies
Abstract
The old computing was about what computers could do; the new computing is about what users can do. Successful technologies are those that are in harmony with users’ needs. They must support relationships and activities that enrich the users’ experiences. (Ben Shneiderman)
If, as experts predict, some two billion users will be on the Internet by 2005, using computer-driven feedback loops to communicate and transact virtually every mode of human enterprise, fundamental categories of community, of participatory politics, of the exchange and codification of knowledge and desire will have altered. The analogy will not be one of expected and gradual and adaptive change, but of mutation. (George Steiner)
Information and communication technology (ICT) skills have become one of the educational ‘basics’ alongside literacy and numeracy, and they cannot be ‘dropped’ as a subject on the school curriculum before the age of 16. Beyond 16, ICT remains one of the key skills in which all students ought to achieve at least a level 2 qualification, that is, equivalent to a higher grade in GCSE. In further education colleges, ICT is usually called ILT – information and learning technologies. Since in education both the information and communication aspects of the new technologies relate to learning, it seems sensible to combine the terms as ICLT – information, communication and learning technologies (ICLTs).
When ICLT skills eventually become embedded in the classroom practices of all teachers, they may be taught entirely through other subjects, but for the moment ICLT will continue also to be a separate subject taught by specialist teachers.
Abstract
The old computing was about what computers could do; the new computing is about what users can do. Successful technologies are those that are in harmony with users’ needs. They must support relationships and activities that enrich the users’ experiences. (Ben Shneiderman)
If, as experts predict, some two billion users will be on the Internet by 2005, using computer-driven feedback loops to communicate and transact virtually every mode of human enterprise, fundamental categories of community, of participatory politics, of the exchange and codification of knowledge and desire will have altered. The analogy will not be one of expected and gradual and adaptive change, but of mutation. (George Steiner)
Information and communication technology (ICT) skills have become one of the educational ‘basics’ alongside literacy and numeracy, and they cannot be ‘dropped’ as a subject on the school curriculum before the age of 16. Beyond 16, ICT remains one of the key skills in which all students ought to achieve at least a level 2 qualification, that is, equivalent to a higher grade in GCSE. In further education colleges, ICT is usually called ILT – information and learning technologies. Since in education both the information and communication aspects of the new technologies relate to learning, it seems sensible to combine the terms as ICLT – information, communication and learning technologies (ICLTs).
When ICLT skills eventually become embedded in the classroom practices of all teachers, they may be taught entirely through other subjects, but for the moment ICLT will continue also to be a separate subject taught by specialist teachers.
Kapitel in diesem Buch
- Front Matter i
- Contents iii
- Foreword v
- Acknowledgements viii
- Introduction 1
- Curriculum 5
- Assessment 15
- Pedagogy 25
- Advice and guidance 35
- Information, communication and learning technologies 45
- School design 55
- Innovation 65
- The teaching profession 75
- Leadership 81
- Firm foundations 91
- Sources and suggestions 101
- Participants in the seminars 105
- Index 107
Kapitel in diesem Buch
- Front Matter i
- Contents iii
- Foreword v
- Acknowledgements viii
- Introduction 1
- Curriculum 5
- Assessment 15
- Pedagogy 25
- Advice and guidance 35
- Information, communication and learning technologies 45
- School design 55
- Innovation 65
- The teaching profession 75
- Leadership 81
- Firm foundations 91
- Sources and suggestions 101
- Participants in the seminars 105
- Index 107
