Approaches to ICT Development

Approaches to ICT Development

Advances in technology and the way technology is incorporated into a system is a dynamic process. Each school must work within the context of its own system to fit choices to what best suits its unique situation and culture. Even within a school, various units or courses may use different approaches. The approaches are hierarchical with the emerging approach as a beginning point, and the transforming approach as a goal many perceive as the future of education. 

Emerging 

The emerging approach is linked with schools at the beginning stages of ICT development. Such schools begin to purchase computer equipment and software or perhaps have had some donated. In this initial phase, administrators and teachers are just starting to explore the possibilities and consequences of adding ICT for school management and the curriculum. The school is still firmly grounded in traditional, teacher-centered practice. For example, teachers tend to lecture and provide content while students listen, take notes, and are assessed on the prescribed content. School organization provides discrete time periods for each subject. Learners' access to technology is through individual teachers. A curriculum that focuses on basic skills and an awareness of the uses of ICT assists movement to the next approach.

Applying 

The applying approach is linked with schools in which a new understanding of the contribution of ICT to learning has developed. In this phase, administrators and teachers use ICT for tasks already carried out in school management and in the curriculum. Teachers still largely dominate the learning environment. For example, instructing may be supplemented with ICT such as electronic slide presentations and word-processed handouts. Students receive instruction and add notes to teacher prepared handouts. They use ICT tools to complete required lessons and are assessed on prescribed content. School organization provides discrete time periods for each subject with some flexibility to combine subjects and time periods. Learner access to technology is through one or two classroom computers and computer labs. Until now, ICT has been taught as a separate subject area. To move to the next phase, the school chooses to implement an ICT-based curriculum that increases ICT across various subject areas with the use of specific tools and software. 

Infusing 

The infusing approach is linked with schools that now have a range of computer-based technologies in laboratories, classrooms, and administrative areas. Teachers explore new ways in which ICT changes their personal productivity and professional practice. The curriculum begins to merge subject areas to reflect real-world applications. For example, content is provided from multiple sources, including community and global resources through the World Wide Web. Students' access to technology enables them to choose projects and ICT tools that stimulate learning and demonstrate their knowledge across subject areas. School organization provides the flexibility to combine subjects and time periods. Learners have more choices with regard to learning styles and pathways. They take more responsibility for their own learning and assessment. ICT is taught to selected students as a subject area at the professional level. To advance to the next phase, schools choose an ICT curriculum that allows a project-based, ICT-enhanced approach. These schools begin to involve the community more in the learning environment and as resource providers.

Transforming

The transforming approach is linked with schools that have used ICT creatively to rethink and renew school organization. ICT becomes an integral though invisible part of the daily personal productivity and professional practice. The focus of the curriculum is now much more learner- centered and integrates subject areas in real-world applications. For example, Students may work with community leaders to solve local problems by accessing, analyzing, reporting, and presenting information with ICT tools.

Learners’ access to technology is broad and unrestricted. They take even more responsibility for their own learning and assessment. ICT is taught as a subject area at an applied level and is incorporated into all vocational areas. The school has become a centre of learning for the community.