Author: Bruno Emans, University of Amsterdam

Introduction

Everyday, computers become a more important factor in today’s society. We are confronted with computers both during working ours and in our private life. The same applies for communication: Nowadays, we have much more possibilities to communicate with other people. Mobile phones, e-mail, SMS messages and chat-boxes are a few examples of the new possibilities. All these new communication means have their own specific way of using them, their own (dis)advantages and their own specific group of users.

The upcoming of ICT technologies has its implications on school and education. It is not possible to ignore computers anymore. Education is faced with the challenge to incorporate computers and communication possibilities in a meaningful way. But this challenge has a reason: When used in proper ways, ICT can improve education in many way Children have to learn about computers. But other subjects can be taught with computers. The use of computers in education can be more efficient, it can provide better learning results and it can be made adaptive to the individual learner. But also important is the fact that it can be fun to learn with computers. Furthermore, skills like collaboration, critical evaluation, receiving feedback, planning and organisation can be learned.

Individual teachers now have the responsibility to think about ways to use ICT within their daily lessons. Even teachers that do not have any affinity with computers do feel the need and pressure to start working with computers.

This document tries in a simple way to give primary school teachers some tips and tricks, guidelines and best practices when they want to start using ICT in their daily lessons. The document is by no means meant to be exhaustive. It is meant as a start. At the end of the document is a list of sources that teachers can use when they search for more information.

Using ICT in your daily lessons

When talking about ICT in the learning process, we can distinguish learning about ICT and learning with ICT. Here, only learning with ICT will be discussed. It is interesting though that when any subject is taught with the aid of ICT, learners will also learn about ICT. In this way, two learning goals can be reached at the same time.

For many teachers and for many schools, the use of computers for educational purposes might be a threatening step. There is often little expertise, and teachers and school directors are reluctant to take the first step. This situation is changing, but in many cases, successful ICT-projects within primary schools are the result of the work of one single enthusiastic teacher. When there is not one (or more) enthusiastic teacher(s), not much happens.

However, the teachers that are reluctant in using ICT cannot be blamed. There is often the pressure of time: the children have to be taught a certain number of topics. Doing it the old way gives the teachers certainty that they will succeed, where a jump into new projects does not. But on the other hand, there is the pressure of modern times, that asks teachers and schools to incorporate ICT in their curricula. This document describes the situations and circumstances that make this step easier for schools and teachers. And when more teachers feel comfortable when starting to use computers in education, and they become enthusiastic about it, they will hopefully be able to spread that enthusiasm, and help other teachers. Maybe this document can be a start to many new initiatives.

Let’s focus on the teacher that has no computer experience at all. He has been teaching for many years with much success. As this teacher is a good teacher, he realises that sooner or later, computers will enter his classroom. And, as he is a good teacher, he is willing to let that happen. But how to start?

The first advise is: Don’t be afraid! ICT is just a tool that can help the teaching. Just as the blackboard that is used to explain material, or the books with learning material. And these days, computers became much more user friendly, so anyone is able to master them, at least to a certain level. That does not mean that there is no need for some training before the computer is actually incorporated in the teaching or learning process. But with a basic computer training a teacher can already do a lot with the computer. And maybe more important, he knows when and where to find help, in case he does not succeed himself. Furthermore, it can help to have a computer at home, to be able to practice and to prepare your lessons.

Using computers is not something extra in your daily lessons, that only requires extra time. Computer initiatives are more successful when they are part of the normal lessons, where combinations are made with the normal curriculum. In that case, the extra effort for the teacher will not be that much (as he has to prepare his lessons anyway), and for the pupils, the learning environment gets richer. They are not only learning the normal subjects, but as a bonus they learn ICT-skills and maybe other skills. Furthermore, motivation increases! Again the e-mail example: why not teaching language by asking pupils to write e-mails to each other, or to pupils in other classrooms or even other countries?

A teacher that starts using computers, should focus on the didactical aspects of using the computer, and not the technical aspects. After all, a teacher’s expertise is the didactical aspect! Any ICT-tool or software program must be evaluated on its didactical purpose for the lessons of the teacher. And it must not be used because of the nice new technologies, or because of everyone is using it. The teacher must make his own decisions on the added value for his lessons.

Above, the acquisition of new skills by pupils is mentioned. When ICT is used in the classroom, pupils will not only learn the traditional learning program. They will acquire a large set of other skills: ICT-skills, communication skills, writing skills. This is especially true when new pedagogical concepts like computer supported collaborative learning are adopted. Children that work together while using the computer will acquire skills like critical thinking, receiving feedback, reading, writing, communication skills, organisation and planning skills, and many more. This is a clear example of the added value of ICT. In the links at the bottom of this document, a few links about computer supported collaborative learning are included.

With all this, there is one important thing that the teacher has to consider when he starts using computers. And that is the changing role of the teacher! Without computers, one of the main roles of the teacher is the role of instructor. New knowledge and skills are learned from books and from the instruction of the teacher. But with the entrance of computers, this role is partly taken over by computers, by the Internet, and sometimes by experts outside the school, or even by other pupils. Of course, part of the instruction will come from the teacher. But the role of the teacher will shift more in the direction of mentor, coach, guide, and motivator. And the teacher is a learner too, as he comes in contact with all new kinds of information. It is good to talk about this fact with the pupils.

Does the teacher have to feel uncomfortable or uncertain about all this? No. Good education still requires a good teacher. ICT can make education better by helping the teacher. A good teacher will be able to fully profit from ICT. But it is still the teacher who does it.

Overview of 6 principles

1. Do not be afraid
Computers might look difficult, but anyone can learn to master them. And any teacher can find ways to use ICT in the classroom, as long as they make sure they can cope with it.

2. Make a simple start
Start with very simple ICT-projects in your class. Only projects where you can solve the problems will be a success. Later on, with more experience, you projects can become more complex.

3. Make combinations
ICT-projects are not necessarily extra lessons in your curriculum. Think about making combinations with your normal lessons. This will give you better control of the project, and thus it will increase the chance for succes. Furthermore, you have a back-up plan. It might also save you time.

4. Focus on didactics, not technics
Make sure that the use of ICT serves a didactical goal. Computers must not be used in the classroom because they are computers. They are used to improve the learning process. A teacher should focus on the didactical aspects of it.

5. Role of the teacher changes
Be aware of the changing role of the teacher. This role shifts from an instructor to other roles like mentor, coach, guide and motivator.

6. You are a learner too
A teacher is a learner too. Everyday, he will find new information as well. Especially when computers and Internet is involved. Don’t be afrain to admit to your pupils that you too have too learn.

Sources

ICT in education
- Website of IPETCCO
- Website of EUN

Computer Supported Collaborative Learning
- Euro-cscl.org