How ICT can be usedto enhance teachingand learningBefore we can consider the HOW we need to establish the WHAT and the WHY.

What is ICT? We can consider ICT as two main forms; physical and virtual. Physical ICT is made up of hardware such as computers, printers, digital camera, etc. Virtual ICT is the software, both installed and web based, online resources including websites and social networking tools such as twitter and edmodo. As a collective term, both physical and virtual ICT are often referred to as digital technology.

Why does the use of technology in learning need to be addressed?Research evidence from the Sutton Trust toolkit surrounding the impact of digital technology shows only moderate benefits for technology use linked to cost. This could be due to the fact that schools find it difficult to keep pace with the increasing rate of technological change and so much of their technology belongs to ‘yesterday’, also making it somewhat difficult to gauge what to buy for ‘tomorrow’. In addition, the use of digital technology in classrooms calls for different teaching approaches and the ability to select technologies for different purposes and outcomes.

The challenge is to move ICT from moderate to high impact. Championing the use of digital technology to underpin the most effective pedagogic practices (peer-assisted learning and feedback etc) should help support student progress.

You DO need digital technology skills and knowledge, but more important is the pedagogy that sits behind it and underpins effective learning. Otherwise technology becomes the destination and not the vehicle to reach there, a series of lower level ‘colouring in’ tips and tricks as opposed to creative, rich opportunities that were beyond comprehension 10 years ago.

Digital Technology in society-so much more than an IWBThe pervasion of ICT in popular culture and the development of societies which are heavily reliant on digital technology, means that in order for our young people to play a full and active part in those societies, they will need exposure to a rich and diverse range of digital tools and practices. Students need to develop digital literacy in order to;• knowwhen,andwhat,ICTcanbeusedeffectivelyto support learning• becomeautonomouslearners,importantfortheacquisition of all other skills and knowledge• deciphermeaningfromavarietyofsources,contexts and formats• judgethevalidityandauthenticityoftheinformation they access• createcontenteitherautonomouslyorcollaboratively, for different purposes and audiences• buildalegacyoftheirlearning,usingeffectivedigital communication methods to share content for others to access now and in the future• overcomethechallengesthattechnologycanpresent• besafety-awareatalltimes;knowtheimportanceof online reputation management.

Extract from EEF Sutton Trust Toolkit

Contact the TEEP teamwww.ssatuk.co.uk/teepEmail teep@ssatuk.co.uk Phone 020 7802 9003

SSAT, 5th Floor, 142 Central Street, London, EC1V 8ART 020 7802 2300 info@ssatuk.co.uk www.ssatuk.co.uk

SSAT (The Schools Network) Ltd, a private company limited by shares.Registered in England and Wales, Company No. 8073410Printed: December 2013

How does this link to TEEP Due to the ever changing nature of ICT and the rapid development of new tools, TEEP provides a dynamic reference document exemplifyingtheideas,modelsandquestionsraisedinthisbooklet.Thisdocumentcontainsanumberofpracticalstrategies,weblinks and further reading to aid all teachers in enhancing teaching and learning through the effective use of ICT. http://bit.ly/18HGTfn

How to transform learning with ICT Learners as consumers of knowledge, now have access to a broad and rich variety of information on the internet. We can access limitless and ever-expanding digital resources and tools fromTVandradioarchivestosubject-specificwebsitesandrichveins of information which can be used to provoke debate, and stimulate thinking. This poses certain challenges for teachers, notleastensuringthatlearnershavetheskillsandtoolstojudgethevalidity,relevance,qualityandreliabilityoftheinformationtheyencounter and to decide what, where and when they learn best.

It is worthwhile considering that ICT in schools is no longer the novelty it once was. Students are exposed to a wide range oftechnologiesintheireverydaylivesanditisourjobtoworkalongside students to bridge the gap between technology at home and technology for learning. Engage with the rich plethoraofinteractivemediaandtoolsfortheacquisitionandsharing of knowledge, balanced by the development of critical thinkingskillsandjudgementofcontextsthatshapeor influence meaning.

This concept permeates the ideas in Daniel Pink’s book Drive: The Surprising Truth About What Motivates Us which suggests that autonomy, mastery and purpose are fundamentally important factors for self-direction and high performance at work, in school and at home.

When learners are producers and contributors of content and given opportunities to demonstrate their understanding (often to other students and teachers), they find they have more purpose for achieving; and with increased purpose, comes autonomy and mastery; the elements which Daniel Pink says in his book Drive, are crucial for the development of lifelong learners.

Learners as collaborators: If peer assisted learning is very powerful as a mechanism for ensuring high rates of progress, then it makes sense for lessons to include opportunities for learning collaboratively using appropriate technology. A variety of approaches are outlined in our online reference document.

So the emphasis must be on what students and teachers DO with the technology and how the careful application of ICT can transform teaching and learning.

Are we making sure that students of today are leaving behind a legacy of learning for students of tomorrow? Are our students communicating and collaborating globally? TEEP provides a wonderful opportunity to explore the opportunities and possibilities. Within every classroom in every school, our young people are armed with a native technical ability. We should be capitalising on thisubiquitouspoolofexpertisetoensurethattheirskillsovercomeanybarrierstotechnologyuseintheclassroom.Butfurther,weshould be encouraging technologically competent students to take on digital leadership roles in schools to help embed technology into whole school practice.

Dr Reuben Puentedura has developed the SAMR modelwhich offers a method of seeing how ICT impacts teachingand learning. The model exemplifies four main levels of ICT activity and student engagement as shown in the graphic.

It is only when we achieve Modification and Redefinition of activities that we truly transform the learning experience using ICT.

SAMR model developed by Dr. Ruben Puentedurawww.hippasus.com

Peer assistedlearning

Digitalliteracy

Flip model Criticalthinking

Global connectedness

Consumer

Collaborator Producer