ICT Discourse Groupings
- 1. ICT Discourse Groupings The tales they tell
- 2. Introducing The Groups Boosters Unequivocal Promoters of ICT Anti Schoolers Promote ICT to aid the demise of school Critics Sceptical of the claims made for ICT Doomsters Unqualified opponents of ICT
- 3. Boosters Teachers are to; Only ask how questions How to integrate new technologies How to measure learning How to find the money Make use of the technologies as they become available because they all have intrinsic educational value.
- 4. Boosters The lexicon Instructional design Multi media Computer based Computer aided Intelligent Smart Improvements
- 5. Boosters ICT Justified in terms of Improving learning Improving access to jobs Improving access to information Improving administration Saving time All problems will be solved by the application of the new technologies
- 6. Boosters The future Is totally wired, classrooms, students, teachers and the home School is retained but much modified Schools help socialise the young but national identity is largely subsumed within a a new global culture
- 7. Boosters The tellers Negroponte Gates
- 8. Anti Schoolers Teachers and school are the problem; That existing school practices are anti learning and damage young minds That schools support a monolithic and restrictive curriculum Teachers are boring
- 9. Anti Schoolers The lexicon Internet Online Electronic communities Home as school Open learning Self directed Improvements
- 10. Anti Schoolers ICT Justified in terms of Improving learning Improving motivation to learn Getting rid of schools All problems will be solved by the application of the new technologies
- 11. Anti Schoolers The future Is totally wired, students, teachers and the home Schools don’t exist as we know them Identity is largely subsumed within a new global community
- 12. Anti Schoolers The tellers Perelman Papert Lemke Spender
- 13. Critics Teachers are to; Ask questions About the claims of the new technologies About social justice About the effects on students Should it be done Make use of the technologies but be very careful about why and when Make sure education is being enhanced
- 14. Critics The lexicon Ways of knowing Social and cultural dimensions Inequality Critical consumption Negotiation
- 15. Critics ICT to be critiqued for its effects On what is learnt On Culture On students On centralisation Saving time Problems may be solved but the application of the new technologies also may cause some problems
- 16. Critics The future Is to be negotiated by schools, students, teachers and the home Schools are a place that the young are taught to form a critical relationship with technology
- 17. Critics The tellers Cuban Bigum Green Kenway
- 18. Doomsters Teachers are to; Resist The new technologies Return to traditional values Stop wasting money The new technologies have no intrinsic educational value.
- 19. Doomsters The lexicon Psychological damage Social decline Rampant consumerism Deskilling Information verses knowledge Loss of human interaction
- 20. Doomsters The use of ICT in schools is not justified Huge problems will be created by the application of the new technologies
- 21. Doomsters The future Is a cop out society Entertainment all important Information glut Destruction of national cultures
- 22. Doomsters The tellers Postman Bromley Stoll
- 23. Source Bigum,C., & Kenway, J.(1998). New Information technologies and the ambiguous future of schooling – some possible scenarios. In Hargraves et al (eds.), International handbook of educational change – part one (pp. 375 – 395). Dordrecht: Klumer Academic Publishers.