Information and communications technology

Information and communications technology places all learners on an equal footing. Given the right hardware, software and curriculum activities, even severely physically disadvantaged pupils can achieve the same degree of success as anyone else.

Information and communications technology has been shown to have benefits in terms of motivating pupils. That comes about partly through factors like being able to produce nice-looking work with no teacher’s red marks all over it, and partly because the computer is seen as being impartial and non-judgemental in its feedback to the pupil.

Information and communications technology enables pupils to gather data that would otherwise be difficult or even impossible to obtain. For example, data from inaccessible places (eg outer space), inaccessible times (eg overnight), from both overseas and nationally on demand (without having to physically go anywhere) or data at very precise time intervals.

Information and communications technology enables pupils to gather data that would otherwise be time-consuming or costly or both. For example, pupils can use the internet to get up-to-the-minute information on prices. They can use a DVD or the internet to watch movies of old dictators speaking, or the moon landings, or to listen to a piece of music by Mozart.

Information and communications technology enables pupils to experiment with changing aspects of a model, which may be difficult or even impossible for them to do otherwise. For example, pupils of Business Studies and Economics can see what might happen to the economy if interest rates were raised or lowered. Pupils can use webcams to capture the development of an egg or a plant.

Information and communications technologyenables pupils to draft or redraft their work until they are satisfied with it.

Another reason to use ICT in lessons is because it can help to implement personalised learning.

Pupils usually enjoy using computers and other types of technology, so lessons which make use of it start off with an advantage (which is all too often squandered).

Educational technology puts the pupil in control (if it is well-designed), enabling her to personalise the interface, select and create resources, and even choose what to learn.

Just about every aspect of modern life involves educational technology; therefore, to not make use of it in the curriculum is anachronistic.

Because educational technology pervades all aspects of modern society, schools have a duty of care to ensure that pupils understand issues such as keeping safe online, protecting their identity, recognising good and misleading information sources on the internet, the effects of educational technology on communications and the economy, to name but a few issues.

Where information and communications technology is taught well, it has been shown to enhance pupils’ levels of understanding and attainment in other subjects. That’s because “real” ICT is more about thinking skills than about mastering particular software applications.

Information and communications technology can provide both the resources and the pedagogical framework for enabling pupils to become effective independent learners. For example, computer programs are available that adjust themselves to the pupils’ level and then set appropriate tasks and give feedback on performance. Used wisely, these can help pupils to move on.

Also, newer technologies such as Web 2.0 applications enables pupils and others to collaborate in ways that reflect a broadly constructivist approach to education.