You may already be familiar with the term Information Technology (IT)
In an educational context this term has been superseded by the term Information and Communication Technology (ICT, sometimes C&IT).
This term is credited to Dennis Stevenson , who first used it in the report to the UK government of The Independent ICT in School Commission 1996/7, commissioned by Tony Blair and David Blunkett .
Most people limit their definition of ICT to Internet-connected computers, although I believe a broader definition is possible, which would include the whole range of technology available to educators to support teaching and learning.
One example of an attempt at a definition, from the government's IT Infrastructure Library is:
"The convergence of Information Technology, Telecommunications and Data Networking Technologies into a single technology." (ITIL 2003)
My own working definition would be:
"Any technology which facilitates the communication of information between people" .
In an educational context this may include all manner of technology, including mobile phones, cameras, audio & video recording/editing equipment etc, as well as computers and the Internet.
If we consider the history of teaching there have been successive technological advances which have had a significant impact on teaching and learning. Today we see paper and pen being challenged for supremacy by the computer, but in its own day pen and paper challenged the use of slate and chalk, causing quite a stir among teachers at the time.
Technology and teaching have always worked hand-in-hand. I remember my junior school teacher introducing us to the wonders of classical music via the 'gramophone' – that would be a record player to anyone who remembers them! And I'm sure the subsequent generation enjoyed the first use of television in the classroom. Now we take VCRs and TVs in the classroom for granted, and today's children expect the presence of the PC, as well as their mobile phones!
There is a tendency for people to become polarised over contentious issues like the introduction of new technology or new methods; to be 'for' or 'against', which rather tends to oversimplify cases, often missing important points.
Between the two poles of 'ICT will do everything for me' and 'I don't want to touch ICT' there is a long continuum to explore.
It isn't necessarily a case of ICT or face-to-face (often abbreviated as f2f), but rather a case of 'how much ICT or f2f is appropriate in the particular context?' This is known as a 'blended' approach, and has much to commend it.
We'd like you to explore your own perceptions of technology in the classroom. Are you 'for' or 'against'? Have you taken time to consider the issues and arguments? What's it all about?
Take a look at the ICT Perceptions continuum, and see where you are placed on it, bearing in mind that it will vary from subject to subject and context to context.
You should also complete the ICT Capability self-assessment. This will help you to determine your level of ICT skills, as they pertain to this module, and may be of help in deciding which sections you need to study, and those you may be able to skip.
Once you've completed this you should read Susan Imel's short paper entitled, "Using technologies Effectively In Adult & Vocational Education".
Then have a go at Activity 1: -
Take a look at your current teaching context and see if you can identify elements of ICT being used to support your learners.
Make a note of your responses to these questions, and retain them for future reference.