Critical+Discussion+-+Stakeholders+and+their+interests


 * Part I - Critical discussion - Stakeholders an their interests**




 * What are the key arguments put forward for using new technologies to support school teaching and learning?**


 * The current curriculum that is being encouraged by government is one of the key arguments for using new technologies in schools. According to the Victorian Essential Learning Standards, a rich use of ICT expected, not just basic use but use on different levels. This is evident with the dimensions, ‘ICT for visualizing thinking’, ‘ICT for creating, ICT for communicating’ (VELS 2009). Also ICT in VELS is categorized as “interdisciplinary learning”(VELS 2009). It is no longer confined to a computer class, but rather is expected to be interwoven in other subject areas across the curriculum.
 * That technology is engaging. Prensky (2005) argues that contrary to popular belief, children nowadays don't actually have reduced attention spans. Rather, the reason they are not paying attention is becasue they are not engaged. Prensky argues that as teachers we must adopt the use of ICT in order to engage students. Indeed, recent research seems to suggest that this is true - Tay and Lim's (2008) paper about a group of fourteen academically at risk eleven year olds in Singapore shows that after participating in an after school ICT based program, they were found to be more engaged.
 * It creates an opportunity for real, meaningful collaborative learning to occur. It means as teachers we can connect with people other than peer teacher and classmates - we can connect across year levels, across schools in the local area, across schools in the country and even to distant regions of the world! Technology enables this meanignful learning, ICCAA learning (Intentional, Constructive, Cooperative, Active, Authentic) (Loong 2011), to take place.
 * Students are ‘digital natives’ – and as teachers we need to accept that this is what they are. On the other hand, we as teachers are seen as more digital immigrants and this gap has never been more evident (VanSlyke 2003).
 * As teachers we need to recognise prevalence of ICT in society – schools and our classrooms should mirror society. I.e. prepare students for society. Also there is a need to recognise that with ICT being so prevanlent in society our role as teachers has changed - now teaching processes, how to find info rather than facts.
 * Technology teaches various important skills. Statistically significant correlations between studying within a technology rich learning environment and the development of student's critical thinking skills (McMahon 2009).
 * Wikis help students develop collaboration and negotiation skills (p58 Richardson 2010) and they are able to do this in their own space and time, rather than needing to be sitting with their peers in a confined space.

- updating hardware and software -training for teachers. E.g. PDs. Need training in not just how to use technology, but how to use it effectively in the classroom. The TPCK model emphasises this - not just subject specific content knowledge and pedagogical knowledge that is required of teachers now, but also technological knowledge of how to use computers effectively (Mishra & Koehler 2006). In addtion, Kleiman (2003) reminds us that there is much more to the process of teaching effectively using teschnology than just understanding the basic functions of a computer. - paying for IT assistants/technicians in schools. Ozel, Yetkiner and Capraro (2008, p.3) remind us of how crucial this kind of support can be for a teacher - 'frequent technical problems that are not resolved in a timely manner cause teachers to abandon their efforts tomplement technology' - possibly buying ergonomic furniture such as computer chairs, stands for computer screens to encourage teachers that while using this technology, they won't be damaging or causing harm to their bodies. - time for teachers to learn and constantly update their technology skills (personal time perhaps? And/also school time i.e. going to PDs). “How can a teacher expect her students to blog (or to use any other tool, strategy or technique) if she doesn’t use it herself, exploring the impact it has on her thinking, writing, research and creativity?” (p.43 Richardson 2010) - Wasted time. When the internet doesn’t work or waiting for things to download etc especially with passwords. - The opinions of teachers – old school in their views, [they often believe that it is not their job to entertain students – that students come to school to learn and that learning is not always synonymous with fun/entertainment; belief that year twelve exams are a traditional format and if we as teachers allow students to do everything by typing, they will lose their legible and fast handwriting skills; belief that students already engage with ICT enough in out of school time, why do need to focus/push for it so much during school time? etc] - Cyber-bullying concerns - Equity i.e. if set a computer based assignment, do all kids have access to the particular software needed? - Complications of security – e.g. theft of student computers, passwords. - Plagiarism – copy, paste makes it so easy and a very tempting with the easy access of search engines
 * What arguments are put forward in opposition to the use of new technologies to support school teaching and learning?**
 * Teachers don’t feel competent with technology. They don’t feel like they are experts and to an extent chicken-and-egg debate as if they don’t feel confident, they will likely neglect to implement the new technologies and if they don’t practice implementing, they will not get better. Teachers feel like they are not in control, they are not the oracle of knowledge. They feel students know more than them (and probably true).
 * There is a big cost factor in implementing technology:
 * There is also a big time factor


 * Who (which stakeholders) put forward these arguments and what do you think is the nature of their interest?**
 * Government supporting technology use. Need to compete with other developing nations, and to ensuring the young adults that are being created through an education would be capable of competing for jobs and a presence in a newly technologically advanced society.
 * Both government schools in addition to private schools seem to be eager to use ICT (or at least promote their use of it!). E.g. Ringwood Secondary College has a laptop program. Their school website has a little video about how they use the laptops effectively, how it helps student learning and how the learning environment has been improved. For more information and to watch the video, click on the logo for Ringwood Secondary College.
 * What other issues do you predict might be associated with the use of new technologies to support teaching and learning at your school level?**


 * The whole way that society (community, parents etc) view learning. The structure of a school day, idea that teacher is bearer of knowledge and students are to passively consume, etc may all need to change (Richardson 2010).