1. Margaret J. Cox King’s College London
ICT and Pedagogy: Implications for international collaborative learning and learningenvironments
Margaret J. Cox
King’s College London

2. Focus of the paper What do teachers’ pedagogies include?
What types of ICT resources and communications technologies are being used by teachers and pupils and for what purposes?
What is the relationship between different types of ICT use and teachers’ pedagogical practices?
What ways is networked learning being integrated with other more traditional teaching methods?
Implications for international educational collaboration and learning environments

3. Three main developments
Technological
Educational initiatives
Applications to teaching and learning

4. Technological
developments
Educational
Initiatives
ICT as a subject
ICT to enhance
teaching and
learning
ICT resources
Implications
For teachers and
leaners

5. Technological developments
Reducing costs and increasing diversity
Impact and migration from the IT industry
Domination of commercial technologies
Widespread use of office software in education

6. Growth of IT resources Decline in IT costs

7. Educational initiatives
Major government policies regarding ICT in education
Different priorities from nation to nation
Two main directions: IT as a subject and ICT across the curriculum
Extending the boundaries of educational settings

8. Applications of ICT to teaching and learning
Vocational need to meet demands of the IT industry
Changing nature of ICT representations
Networked technologies used for sharing of peripheral educational activities
Networked learning within single institutions

9. Tutorial style software
USER
decisions
practice
choice of
variable values
confirmation
of correct
answers
Fixed model
Few variables
help for
incorrect
answers

10. Simulations choice of variables USER and values study relationships
hypothesise
investigate theories
semi-fixed model
range of variables
results of
hypotheses
and
investigations

11. Framework software USER develop model choose variables analyse data
build theories
framework
creation
and
analysis
of user’s
theories
choice of model
learning framework

12. What do educators understand by teachers’ pedagogies
Teachers’ ideas and beliefs about teaching
Includes the whole practice of teaching before and after the class activity as well as during the teaching itself
How ICT is used will have a positive or negative effect on pupils’ learning
Teachers’ pedagogies will affect how ICT is integrated with other more traditional teaching methods

13. Pedagogical reasoning model
Teachers’ knowledge,
beliefs and values
Pupils’ knowledge,
beliefs and values
Pedagogical
reasoning
Pupils’
behaviours
Teachers’
behaviours
Affordances
Actions and activities
Learning outcomes

14. Affordances
The properties of a teaching and learning system as perceived by the user which allow certain actions and specific types of behaviour.
For ICT, affordances which are influenced by the teacher and the learner would include providing learning opportunities for the student using different ICT environments

15. Pedagogical reasoning
Subject content knowledge
Knowledge related to general teaching issues, e.g. teaching approaches, classroom management
Curriculum knowledge - “tools of the trade”: schemes of work, resources etc.
Pedagogical content knowledge - their own special form of professional understanding
Knowledge of learners and their characteristics;
Knowledge of educational contexts: groups, classes, school and wider community
Knowledge of educational ends, purpose and values and their philosophical and historical grounds.

16. ICT hardware Stand-alone computers Computer networks in classes
Laptop computers for personal uses in class and at home
Personal digital organisers
Interactive whiteboard
Measurement and control devices
Range of other ICT devices: mobile phones, Web pads, tablet PCs etc.

17. ICT software
Office software: word-processing, spreadsheets, databases,
Subject based simulations
Computer based modelling
Measurement and control
On-line communications
Web-based courses
Researching on-line evidence
Computer based assessment

18. Hardware
Different modes of
Human computer
interactions
Expanding range of
Representations
systems
New forms of
knowledge
Software

19. What do we know about ICT and teachers’ knowledge?
Teachers subject knowledge - greatest attainment when teachers understand their own subject in depth and detail
Access to ICT resources- teachers who take the initiative to acquire relevant ICT resources are able to use them with more consequent benefits to their pupils
Teachers who understand the range and scope of ICT can achieve greater integration and higher learning outcomes

20. Relationship between ICT and teachers’ pedagogical practices
Teachers who were confident in using specific ICT resources were able to plan and implement appropriate learning activities
Pedagogical practices of the teacher using ICT - depended upon their subject knowledge, ICT skills and their understanding of ICT
Organisation - the class organisation had an important impact on the attainment of the pupils
Beyond the classroom - ICT pedagogy includes all aspects of teaching, not just in the lesson.

21. ICT as a subject/across the curriculum
IT/ICT as a subject
Insufficient teachers competent to teach ICT
Dominated by Microsoft Office
Insufficient time-tabled time to teach ICT well
Curriculum poorly understood
Quality of learner’s achievements limited by the above
ICT across subjects
Insufficient teachers motivated to use ICT
Lack of expertise in how to use it effectively
Lack of support from school principals
Competing for resources with ICT teachers
Dominated by Microsoft office

22. Integration of networked learning
Use of the Internet for distance learning
Web-based courses
Extending pupil-pupil and teacher-pupil communications:
On-line assignments
Pupil-pupil evaluations
On-line evaluations
Distance learning whole courses

23. Emerging issues Pedagogical conflicts Teachers’ subject knowledge
Teachers’ pedagogical knowledge
Teachers’ knowledge of the potential of ICT
Pedagogical practices and affordances
Access to ICT networking resources
Managing a community of learners
Balancing local and international educational priorities

24. Pedagogical conflicts
Using office based software
New knowledge and new representations
Challenges of networked learning environments
Using subject based software
Using existing knowledge and traditional representations
Abilities of teachers to use ICT
National curriculum requirements

25. Teachers’ subject knowledge
Teachers need to know
that some ICT uses will change the nature and representations of knowledge and of the way the subject is presented to and engages the pupils
the potential of ICT and networked resources not only in terms of its contribution to pupils’ presentation skills but in terms of its facilities for challenging pupils’ thinking and extending pupils’ learning in a subject
how to prepare and plan courses and lessons where ICT is used which will challenge pupils’ understanding and promote reflection and thinking, in the subject

26. Teacher pedagogical knowledge
Teachers need to know
how to organise pupils when using ICT resources within a range of learning settings
the relationship between a range of ICT resources and the concepts, processes and skills in their subject
how to obtain and select appropriate ICT resources to meet a range of learning opportunities;
how and when to decide on the four approaches to using networked technologies

27. Four approaches to using networked technologies
Substitution approach
Integrated approach
Enhancement approach
Complimentary approach

28. Loss of control of the learning process
Informal learning outside the formal institution
Learners’ access to other ‘teachers’ and ‘experts’
Learners’ perceptions of the value of IT in society
Changing roles of the teacher

29. Balancing local and international educational priorities
Within formal courses
Using goal oriented international communities - new on-line courses
Using international communities of interest to support networks of teachers at national and international level
Facilitating learners’ communities across nations
Communities of practice to contribute to students on formal courses

30. Balancing local and international educational priorities
Within informal learning
Providing opportunities for informal learners collaborating within a community of interest
Providing specific Web-sites to support informal learners to exchange ideas and knowledge
Communities of practice could contribute to students engaged in informal learning
Educational collaborations need to benefit the whole community of partners

31. Implications for learning environments
Other
resources
The teachers
Communication
resources
Simulations
Learning
environments
Learning
Affordances
Tutorial
software
Framework
software
The learners
Other
experiences

32. Possibilities for international collaboration
Setting up international communities of practice
Setting up international projects on course development and evaluation
Exchanging students and academics
Providing professional development in the uses of ICT
Sharing best practice in using ICT in teaching and research