Group items tagged Computing - Literacy with ICT

But not all students are part of these learning networks and the content coverage is not always comprehensive. Therefore, educators must work to ensure that students gain these skills (Jenkins, et al., 2008). Rheingold (n.d.), who as he puts it “fell into the computer realm from the typewriter dimension,” is also working to change the belief that all students are tech–savvy by bringing emerging technologies — blogs, wikis, videos — into the college classroom (Rheingold, 2008; Young, 2008). His project is called the “Social Media Virtual Classroom” and is designed to expose students to “participatory media” in order to promote civic engagement.
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In the end, that’s all technology is, too—a resource. In the hands of talented and well-trained teachers, it can facilitate high-quality teaching and learning; when used by average teachers, it most likely will lead to average results. And in either case, it’s not entirely clear whether test scores would rise, anyway—for reasons I’ll discuss later.
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There is plenty of anecdotal evidence to suggest that, when used wisely, technology is a powerful resource that can help boost achievement.
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I would argue that’s the point: You can’t separate the technology from the rest of the learning process, because they are inextricably bound.
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But technology doesn’t exist in a vacuum. For technology to have an impact on student achievement, schools also need sound teaching, strong leadership, fidelity of use, and a supportive culture, among other things.
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Among schools with one-to-one computing programs, 70 percent reported their students’ achievement scores on high-stakes tests were on the rise. But this figure was 85 percent for schools that employed certain strategies for success, including the use of electronic formative assessments on a regular basis, frequent collaboration of teachers in professional learning communities, and—most importantly—strong principal and school district leadership.
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shared by Phil Taylor on 18 Oct 11 - Cached

it is not because they had a 1-1 program in itself that made them so, but because they had a classroom culture of student inquiry, of research, collaboration, and on-line publishing, all of which were well supported by the laptops in students’ hands.
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  “Laptop computers [would not be] technological tools; rather, [they would be] cognitive tools that are holistically integrated into the teaching and learning processes of their school.”
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One of the best sections of this article speaks right to this, as it advocates schools to bring the students to the table: But it’s not just teachers who experts say must be involved in the 1-to-1 planning process—students should be, too.
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shared by Phil Taylor on 24 Oct 11 - No Cached

the media tablet can deliver if schools build them into a larger ecosystem emerging around digital textbooks," Gartner analyst, C.G. Lee, noted in the report Market Insight: Media Tablets to Spur Computer-Aided Curriculums in Schools in Asia-Pacific.
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