Unlike the commercial and industrial sectors, where the use of ICT is based on almost entirely pragmatic considerations, in education the use of ICT is based on it's effective support of teaching methods - pedagogy. So how well does ICT fit into the pedagogy on which our practice as teachers is based?
This is a highly contentious area, with a broad spectrum of views being aired regularly, ranging from the zealous supporters of ICT to those vehemently opposed to its adoption. On entering this debate you will hear the term 'constructivism' repeated frequently and often. Since this is the case, it would be appropriate to familiarise ourselves with the term and its main proponents.
For a general introduction to the theories and the people see James Atherton's (2003) notes on his excellent Learning website at De Montfort University's School of Education:
http://www.dmu.ac.uk/~jamesa/learning/constructivism.htm
Alternatively, Martin Ryder (2004) in the School of Education at the University of Colorado at Denver has an equally good, although quite different, set of resources:
http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html
Having become familiar with the concepts of constructivism, I would like next to introduce you to Diana Laurillard's (2000) 'Conversational Framework' as a model of teaching and learning. View the PowerPoint presentation of the same name.
Practice Related Activity
Having encountered the theories, can you identify any of the principles already embedded in your teaching methods? Describe them and how you perceive them as part of a 'constructivist' approach, or part of Laurillard's 'conversational framework'.
If you can't identify these principles in your teaching, can you see any possible opportunities where they might be implemented to the advantage of your learners?
Resources
Brennan, R. (2000) Focus on Teaching and Learning Issues [online] at http://www.flexiblelearning.net.au/nw2000/talkback/p27a.htm accessed: 09/07/2004
Doolittle, P.E. (1999) Constructivism and Online Education [online] at http://edpsychserver.ed.vt.edu/workshops/tohe1999/pedagogy.html accessed: 09/07/2004
Hoover , W.A (1996) The Practice Implications of Constructivismin Southwest Educational Development Laboratory Letter Vol IX no. 3 [online] at http://www.sedl.org/pubs/sedletter/v09n03/practice.html accessed: 09/07/2004
Laurillard, D (2000) Rethinking University Teaching: a conversational framework for effective use of learning technologies Routledge Falmer
Montgomery, S.M. (1995) Addressing Diverse Learning Styles Through the Use of Multimedia [online] at http://www.vpaa.uillinois.edu/tid/resources/montgomery.html accessed: 09/07/2004
Retbel, J.H. (1994) The Institute for Learning Technologies: Pedagogy for the 21st Century [online] at http://www.ilt.columbia.edu/Publications/papers/ILTpedagogy.html accessed: 09/07/2004
Thornburg, D. (1997) Multimedia Encourages New Learning Styles [online] at http://www.newhorizons.org/strategies/technology/thornburg.htm accessed: 09/07/2004
