International Journal of Education and Development using ICT - Vol. 5, No. 5 (... - The Diigo Meta page

• 01 Dec 09
  

  Lee Mowbray
  • almost insurmountable obstacle to lecturers
  • In reality all seven are necessarily integrated and should not be viewed in
    isolation from one another; they exist in dynamic tension. It is obvious then
    that content neutral, add-on generic courses or workshops to train lecturers to
    use ICTs in teaching and learning, while they have a valid place and purpose,
    are unlikely to lead to integrated knowledge which will enable lecturers to take
    full advantage of the potential of educational technologies to enhance their
    teaching. TPCK is more likely to help academic staff to develop the kinds of
    curricula, teaching and assessment methodologies that will ensure that their
    students engage in the kind of learning appropriate for their context.
• 02 Nov 09
  

  dean groom

  resources research development

  • ICTs are dealt with in isolation from
    teaching and learning in official documentation pertaining to teaching and
    learning
  • Aimed at quality promotion and capacity
    development these resources contain suggested good practice descriptors that
    are consequently used as the basis for the institutional audits
  • 10 more annotations...
  • • the
      use of ICTs in teaching and learning is dealt with in isolation from other
      core modules such as curriculum development, assessment, evaluation and learning
      design.
    • challenged
      in favour of practices based on social constructivist learning theories that,
      for example, emphasise interpersonal interactivity over interaction between
      a student and a courseware program.
    • Shephard (2004, 67),
      for example, distinguishes between the provision of technological support
      to describe an orientation of “let us help you to develop and use these
      learning resources” and professional development to signify the scaffolding
      provided to lecturers to help them develop the theoretical understandings
      and skills that they will need “to find, develop, and use these learning
      resources”
    • educational
      technologists increasingly fulfil the role of “curriculum designer”
      alongside one or more academic staff members in a curriculum development team
      (Littlejohn and Peacock, 2003)
    • The combination of increased use of LMSs in higher education,
      inflexible course structures, time tables and the dominance of the “performance”
      model of teaching (Morrow, 2007) therefore seem to have shifted the role of
      educational technologist from “instructional designer” to “curriculum
      designer”.
    • Although the curriculum for the PGDHE was developed by a team of AD practitioners,
      the team did not initially include an educational technologist.
    • this de-contextualised
      practice is indicative of the knowledge structures that underlie much of the
      current discourse on educational technology that separates technology from
      pedagogy and content.
    • curriculum development to be a team-based activity
    • work in isolation from
      their colleagues when developing their courses, resulting in academic processes
      at this institution still resembling a cottage industry where all the major
      teaching and assessment processes are managed and executed by a single individual
      (Daniel, 1997)
    • educational technologists have a role to play in identifying
      areas of teaching, learning, assessment and evaluation that might benefit
      from the use of ICTs and in assisting lecturers to use ICTs in pedagogically
      sound ways.

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