Rowan and Bigum looks that they ways in which schools and school systems respond to and “new technologies” and argue that such patters are likely to continue into the future.
These “patterns of response” are identified as response to digital products, which are designed or created for educational purposes, a need to ensure they have technology which compares to their counterparts (and in some cases this takes a forms of elitism), and finally the need to monitor technologies, in “response to concerns that, left unchecked, technologies could disrupt the patterns of schooling and, by extension, student learning”(Rowan & Bigum, 2012, p. 15). The last point of shifting control is also raised in the Alan Novembers’ video and will be visited below.
Rowan and Bigum look at the relationship between computers and education, and more specifically the broader social and economic content that links ICTs with “desirable characteristics” such as “improvement, efficiency and, by extension, educational status” (Rowan & Bigum, 2012, p. 20).
Interestingly, there is a practical overview of how new ICTs are introduced into schools and form part of existing or previous school practices. At a local level teachers or principals or policy makers, are “deciding whether new technology can be successfully domesticated or schooled, that is to say: able to be engineered into the existing routines and structures of a school” (Rowan & Bigum, 2012, p. 21).
Cox identifies the difficulties in researching e-learning, due to the everchanging nature and increasing access to IT “changing the balance between formal and informal uses of e-learning” Cox, 2012, p 1). While investigating the challenges and issues, Cox highlights that policy makers have recognised the importance of e-learning, however there still remains “misconceptions about its potential to enhance student learning” (Cox, 2012, p 17). the situation and conditions acknowledged that there is evidence e-learning can enhance student learning (Cox, 2012, p. 16).
Cox raises some interesting issues when reviewing the conditions of e-learning; namely that teacher and student engagement with e-learning are limited to a small range of technologies, that there has been a shift from educational designed resources towards “commercially focused” resources, and finally that there is a digital divide within communities which impact upon IT use and e-learning experiences (Cox, 2012, p. 17).
Some of the issues raised by Cox, Rowan and Bigum are addressed in the four “calls to action” in regards to teaching and learning processes;
“They deal with the relationship between (1) ICT and 21st century learning; (2) restructuring schools to be able to use technology in addressing individual needs of students; (3) the need for new assessment structures to be able to measure outcomes of technology-rich experiences; and (4) the relationship between formal and informal learning experiences and its implications for formal learning” (Voogt, Knezek, Cox , Knezek & Brummelhuis, 2011 p. 2).
Alan November in the video Myths and opportunities: Technology in the classroom, as the names suggests discusses misconceptions of technology, but also identifies learning opportunities which technology can afford. Doubling as a cooking show (how good did that Lobster look?) November identifies three myths, namely technology will; be the equalisers of society, offer diversity of opinion (globally) and make kids smarter. On the other hand, the opportunities are global communicator, global researcher, tool builder and internal collaborator, and these skills are essential to the modern workplace and the skills required in the 21st century.
Cox, M.J. (2013), Formal to informal learning with IT: research challenges and issues for e-learning. Journal of Computer Assisted Learning. Retrieved from http://onlinelibrary.wiley.com.ezproxy.csu.edu.au/doi/10.1111/j.1365-2729.2012.00483.x/abstract;jsessionid=3A22FA5B169A95E11AB1C92081A21B42.f03t02
Rowan, L., & Bigum, C. (Eds.). (2012). Transformative approaches to new technologies and student diversity in futures oriented classrooms : future proofing education. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au
Voogt J., Knezek G., Cox M.J., Knezek D.& Ten Brummelhuis A. (2011) Under which conditions does ICT have a positive effect on teaching and learning? A call to action. Journal of Computer Assisted Learning. Retrieved from http://ezproxy.csu.edu.au/login?url=http://dx.doi.org/10.1111/j.1365-2729.2011.00453.x
November, A. [November Learning]. 2009, March 30). Myths and Opportunities: Technology in the Classroom by Alan November [Video file]. Retrieved from https://vimeo.com/3930740