Misplaced ICT

I'm firmly of the opinion that Information and Communication Technology (ICT) in schools is misplaced and therefore misused. In essence, the way it is conventionally deployed negates much of the potential of ICT, and unless there is a dramatic reappraisal, we won't be witnessing much in the way of learning gains in schools. Here's my argument in two points:

My first argument is that ICT is almost always delivered in schools as if it were a subject to be studied. It is not a subject, and never has been. ICT represents a set of tools which should be embedded across every subject in the curriculum. As it stands, this will never be fully realised, because ICT is delivered as a discrete subject. Let's not confuse ICT with computing. Computing is a subject in its own right. You can do a computing degree at most universities. By contrast ICT is simply a set of very powerful tools that enable children to learn other things. Why waste valuable contact time teaching kids how to create PowerPoint slides, or how to write a webpage? They can be spending their time doing much more important things in the classroom, and many probably already know how to do the basics anyway.

My second argument is, why do schools spend so much of their resources creating ICT suites? This is quite clearly placing all your eggs in one basket, where only one class at a time can gain access to valuable if not essential resources. Computers are tools just as pencils or calculators are tools. But we don't set up pencil suites or special calculator rooms in schools, do we? I damn well hope not, anyway. As Craig Taylor so eloquently stated this week in his discussion on redesigning learning spaces:

"Lose the ICT suite. This only serves to isolate technology from current learning activities as opposed to embedding it within them. It also stands empty for the majority of the time, which is a waste of space and resources. IT access could still be gained by providing netbooks/laptops to each learner attending events. These can be kept in purpose built storage/charging trolleys. Coupled with a WiFi connection this will allow learners to connect to the outside world as opposed to relying solely on the knowledge that is being shared amongst the facilitator/delegates, a great example of social constructivism. A modern approach to learning which fits with a modern building."

I couldn't have put it better myself. Another problem with positioning ICT within one room is that children get themselves into the mindset that 'this is where we use the computer.' I would actually go farther than Craig (who speaks from a corporate training context) by arguing that children should be using handheld, wireless devices around the school, rather than lugging around laptops or netbooks. The vast amounts of money that have been invested in expensive ICT suites should be diverted to this kind of untethered learning instead. This way they are being prepared for learning on the move, in an increasingly mobile world. Craig makes a very valid observation in his post that the separation of ICT from all other learning spaces engenders a perception that ICT and learning are somehow separate. They should not be, of course. ICT should be embedded into all learning activities as is appropriate. This brings me back to my first argument about ICT not being a subject, but rather being a set of tools for learning. I hope you get the point.

Image source by ejk

Misplaced ICT by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.