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Educational imperatives for a digital world It is well over 20 years since the widespread introduction of computers in schools. But rarely does a day pass when there isn't debate about information and communication technology (ICT) access, cost, training and quality. Most schools would say they don't have enough computers, that teachers need more training to use them effectively, and students have more information and communication technology expertise than many teachers. ACER Research Director of Early Childhood Education Alison Elliott presented a paper Educational Imperatives for a digital world, for the Australian School Library Association XIX Biennial Conference in Canberra in April. The paper looks at the mismatch between rhetoric and reality in ICT policy and practice; the evolution of a digital generation and how this is changing the cultural and technological landscape, and the need to both embrace digital cultures and strengthen thinking, problem-solving and creativity if students are to be users, explorers and creators in a digital world, not merely consumers. "The school library has rarely had a more critical role in education, but this role is not clearly defined. The library is central to the digital culture of the school, but how do you capitalise on the technology to build powerful learning communities that best meet students' needs and interests within the boundaries of existing school cultures and resources? 'Thinking outside the square' to position yourself strategically, to gain the necessary resources and to get the balance right, plus identify the best ways to support pedagogy and scaffold children's learning is a major challenge for the decade ahead," Dr Elliott said. That ICTs have not had the widespread impact on teaching and learning processes envisaged a decade or so ago is disappointing but not surprising. Most educational innovation happens slowly and ICT is in itself continually transformed by new developments. Its applications in education are the subject of considerable debate, informed by a combination of scholarly discourse, opinion and research. A national assessment of ICT literacy starts later this year. It is being managed by the Australian Council for Educational Research and samples 8000 Year 6 and Year 10 students. A report detailing the ICT literacy of Australian school students will be released in 2006. Download full conference paper Educational imperatives for a digital world by Alison Elliott. (Adobe PDF format: 185kb) « Back to eNews
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It is well over 20 years since the widespread introduction of computers in schools. But rarely does a day pass when there isn't debate about information and communication technology (ICT) access, cost, training and quality. Most schools would say they don't have enough computers, that teachers need more training to use them effectively, and students have more information and communication technology expertise than many teachers.

ACER Research Director of Early Childhood Education Alison Elliott presented a paper Educational Imperatives for a digital world, for the Australian School Library Association XIX Biennial Conference in Canberra in April.

The paper looks at

the mismatch between rhetoric and reality in ICT policy and practice;
the evolution of a digital generation and how this is changing the cultural and technological landscape, and
the need to both embrace digital cultures and strengthen thinking, problem-solving and creativity if students are to be users, explorers and creators in a digital world, not merely consumers.

"The school library has rarely had a more critical role in education, but this role is not clearly defined. The library is central to the digital culture of the school, but how do you capitalise on the technology to build powerful learning communities that best meet students' needs and interests within the boundaries of existing school cultures and resources? 'Thinking outside the square' to position yourself strategically, to gain the necessary resources and to get the balance right, plus identify the best ways to support pedagogy and scaffold children's learning is a major challenge for the decade ahead," Dr Elliott said.

That ICTs have not had the widespread impact on teaching and learning processes envisaged a decade or so ago is disappointing but not surprising. Most educational innovation happens slowly and ICT is in itself continually transformed by new developments. Its applications in education are the subject of considerable debate, informed by a combination of scholarly discourse, opinion and research.

A national assessment of ICT literacy starts later this year. It is being managed by the Australian Council for Educational Research and samples 8000 Year 6 and Year 10 students. A report detailing the ICT literacy of Australian school students will be released in 2006.

Download full conference paper Educational imperatives for a digital world by Alison Elliott. (Adobe PDF format: 185kb)