Item

Information and Communications Technology, Knowledge and Pedagogy

Author
Robert McCormick & Peter Scrimshaw
Year
2010
Publisher
Taylor & Francis
DOI/Link
https://www.tandfonline.com/doi/pdf/10.1080/14636310120048047?casa_token=GEa9_wziOfYAAAAA:2naG3ufl6xXtM6e67cBoJkNgWreaOxiUYsKdGI4YUX-0Jt9d2x-BiNb-7G590cTn0EaBZ8l9D7HEPw
Abstract
Traditional approaches to the use of computers in education have given insufficient attention to the impact of Information and Communications Technology (ICT) on the classroom. Any implementation of ICT in schools requires a level of change in practice. This article examines three such levels: where existing practice is made more efficient or effective, where it is extended in some new way, and where it is transformed. A model of pedagogy is outlined and then used to examine these three levels and their implications. The analysis suggests that a more sophisticated idea of change is needed if ICT is to have a significant impact on classroom practices.
Keywords
MIL Pedagogy, Digital Literacy
Tags
Verification practices, Media consumption

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