'd sugest that "it depends" includes consideration of the "somewhere" in which it is being used. The class, the learners, the teacher(s), what is being learned..
But the rationale that I find most disturbing — despite, or perhaps because of, the fact that it’s rarely made explicit — is the idea that technology will increase our efficiency
The first of the "big three reason". As here, there are arguments aginst this particular reason, or at least for not having it drive the why (not) question
We can’t answer the question “Is tech useful in schools?” until we’ve grappled with a deeper question: “What kinds of learning should be taking place in those schools?”
The "theory" method from the Why (not) framework can help inform this, but you do need to question your deeper assumptions about this question. Of course, the problem you face is that the "way things are done" impacts this greatly and can limit what you can question
Some people seem to be drawn to technology for its own sake — because it’s cool
Why "goodish practice" can be a problem. Often it's what is "cool" that attracts attention.
Despite corporate-style declarations about the benefits of “innovation” and “disruption,” new forms of technology in the classroom mesh quite comfortably with an old-school model that consists of pouring a bunch o’ facts into empty receptacles
Far more common, in any case, are examples of technology that take for granted, and ultimately help to perpetuate, traditional teacher-centered instruction that consists mostly of memorizing facts and practicing skills
This is where we can have some argument. There is some value in doing this type of stuff as long as there is amplification going on AND it's part of a broader move from traditional forms of learning to different types of learning.
I'm also troubled by the "one size fits all" approach to this. "Nothing works everywhere".
According to an article in Education Week, “a host of national and regional surveys suggest that teachers are far more likely to use tech to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning.
Post reflecting on questions of why (not) and how around ICT and Pedagogy. Critiques a lot of what is currently done. Some annotations added to explicitly link with the course.
Post reflecting on questions of why (not) and how around ICT and Pedagogy. Critiques a lot of what is currently done. Some annotations added to explicitly link with the course.