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Integrating Digital Techonology in the School Curriculum - Coggle Diagram
Integrating Digital Techonology in the School Curriculum
On Learning and Digital Technologies
Students have changed radically, today's students are no longer the people our education system was designed to teach.
Turn to the Internet to get information second than the first, or in reading the manual for the program instead of assuming that the program itself will teach us how to use it
The process of using information - search, selection, accommodation and assimilation - is critically different.
Teachers need to create a form of communication ”in a way that suits the needs of digital natives i.e. running faster, less step by step, more parallel with more random access among others
Focus efforts on artifacts (instruments, tools, rules) that make up different systems of activity to create real gaps that contribute to the emergence of discontinuities in practice
Helping to increase the use of digital technology in schools and bridging the gap between schooling and other aspects of student life.
The myth of The Technology Integration in the
Curriculum
Efforts to integrate digital technology into the school curriculum stem from the mythical idea that ‘students will learn what is in the curriculum’
Cearly stated in the curriculum and in textbooks, the objectives and content of learning become objects that are easy to learn or teach
The myth of curriculum as a driving force for learning is well established in teaching
Many myths about the integration of digital technology in the curriculum stem from a vision of digital technology that is not problematic and overly simplified in schooling its application forms and strategies and from the debugging of its use in general in society.
An open view of the role of digital technology in schools requires teachers to address what is happening in a larger structure within the school’s social organization
Teachers as curriculum developers will lead them to operate in their professional communities, seeing themselves as agents of change
The Need for an Evidence-Based Framework
5.1 A focus on practice
A practicing community is an intrinsic condition for the existence of knowledge, not least because it provides the interpretive support needed to understand its heritage
Research on teacher practice involves considering teachers in action using digital technology as well as other common artifacts we commonly encounter in schools and at home
Understand how teachers incorporate technology into daily activities
Teachers and students practice in schools on a daily basis, using a variety of artifacts where technology represents a relatively relevant dimension
5.2 The unit of analysis
Communities can no longer be understood without the actions of individuals using digital technology
Digital technology is no longer seen as a raw material for educational education
Each student as a person living between various systems of activity in which different technologies have different roles and give different meanings to actions,
The unit of analysis should simultaneously incorporate the people, activities and contexts in which it develops
Curriculum is not only considered as an artifact of mediating the practice of teachers and students in schools but also more broadly and holistic and important when researching digital technology in education
5.3 Research approaches to the empirical field
Researching school practices with digital technology suggests the use of a methodological approach under the principle of ‘suitability for purpose’
Recognize the priority of the relationship between the research problem addressed and the conceptual framework used in the analysis of the empirical data collected
Maintaining a dialectical relationship between the fields of empirical research and theory is essential to producing less biased results.
An eclectic approach to research on the type of data required, the form of analysis to be conducted and methodological strategies for generating evidence and coordinating conclusions
Conclusion
The focus should be on school practice and the quality of
participation in such practice is essential for learning
success.
Teachers are key actors in creating opportunities for learning.
Focus efforts focused on the curriculum.
Three key issues that are poorly represented for teacher
professional development when discussing the use of digital technology in teaching and learning.
Teacher competences
Technology-enhanced teacher education programs should address the way 21st century skills design such training programs and the way teachers or educators prepare for the task
Learning from practice
The teacher constantly observes the students and continues to make inferences and decisions moment by moment.
Opportunities to learn
Looking at the way students use digital technology every day - and the way they engage in exploration, discovery, analysis and production - teachers realize the potential in assimilating the use of such technology in schooling
On The Curriculum
Attention should be paid to the diversity of meanings produced by the idea of ‘digital technology in education’ as contradictory meanings; in schools, for example, there are various meanings that stem from the idea of ‘teaching digital technology’, ‘teaching with digital technology’, etc. All of these perceptions share an emphasis on ‘teaching’ and the need to have a curriculum that states what students should learn or what teachers ’perspectives are on improving learning in the classroom.
The field of knowledge reproduction in which in fact knowledge is contextualized again as part of a pedagogical plan. The curriculum is a reference to that pedagogical plan. Teachers act in the field of knowledge reproduction - a secondary context
The teaching curriculum offers a path that teachers must follow (regardless of the topic or discipline in question) to achieve a set goal. In fact, the discourses suggested by schools to teachers (and often applied to them) suggest styles and forms of practice that should be most efficient for curriculum purposes. The discourse offers a rationale for understanding, justifying, legitimizing and explaining teacher practices to students and parents
Emphasizing the importance of technical and professional skills as well as generic digital technology skills required to understand, use and adopt technology. In parallel, the ability of life learning to adapt to technological change and creativity, communication skills, critical and logical thinking, teamwork and digital entrepreneurship are expressed as complementary digital technology soft skills categorized as future work skills
Introduction
New understandings of how children learn outside the school and in formal school settings as well as dynamic changes in curriculum and digital technology, result in the need for pedagogic retooling.