It is one of the mandates of the 21st century to be technology-literate. Although the basics of language and arithmetic remain sturdy as ever, the foundation on which all real-life pursuits draw their application has been disrupted by information and communications technologies (ICT), as manifest in the use of computers, the Internet, telephones, television and the radio.
In order to participate in or interact with this ICT-laden paradigm and to truly seize its potential, we must transcend the realm of basic literacy, and move towards fluency, which relates to a scenario-responsive agility to wield technology.
The first step in creating a healthy learning space that furthers such a transformation is to mainstream the awareness of technology. This can be achieved in two ways: by teaching ICT as a subject with focus on computers and the Internet, and by integrating ICT in the knowledge facilitation process. Both of these can jointly provide learners with the means to fully tap the wonders of technology.
As technological knowledge has the potential to be a digital equaliser, in this context, the term ‘learners’ encompasses both the learners and teacher-facilitators in the existing teaching-learning matrix.
Teaching young minds
Teaching ICT to young learners as a separate subject that appears on the weekly timetable may include giving the subject a range of labels such as: IT class, ICT class, computer class, computer science, and so on. As such, the names may or may not necessarily convey the scope of what is to be learnt. For example, an IT class may only introduce students to the fundamentals, such as parts of the computer and the basics of using MS Office application software.
On the other hand, although computer science ought to describe learning that goes beyond fundamentals and explores the underlying principles governing the devices and software being used, in reality, the course may turn out to be an equivalent of a basic ICT literacy programme.
This is where academic programme design comes into the picture for pioneering a consciously created computer science curriculum. If we are to cover the fundamentals and basic applications, why not include an exploration of the ‘how’ and ‘why’ of hardware and software? Why not use this opportunity to delve into the underlying processes for using office applications and programming, such as planning, step-wise gathering of information, mind-mapping, logical reasoning and algorithmic thinking?
Rather than simply learning computer facts, figures and functions, a conscious curriculum such as this inculcates the development of cross-disciplinary life skills and enhances the learner’s technological fluency.
Weaving-in
The integration of ICT in the process of instruction could involve any subject that is not technology-oriented. Take, for instance, a Std VII history class, where students are asked to do a project on a chosen dynasty of medieval India. Rather than using chart paper and felt-tip pens, picture ‘homework’ can take the form of a digital presentation, incorporating texts, audio and video, and paving the way for achieving a dual learning outcome — both of the history lesson and ICT preparedness.
Take another instance of a science class where the teacher-facilitator wants to introduce the function of heat on the agitation or movement of atoms. This is a difficult concept to be conceptualised within the confines of a school science lab. However, the concept can easily be brought home with interactive educational content in the form of animated simulations. ICT possesses the potential to augment classroom learning in a fascinating way.
Effective methods
However, not all approaches that fall under “ICT-integration” are novel. There have always been teacher-facilitators with an inclination to stimulate their learners in ways alternative to the chalk-and-talk model. The last few generations, no doubt, have memories of visits to the school ‘AV room’ (audio-visual aided classrooms) where devices such as projectors (including overhead projectors for transparency) were used, but their effectiveness was uncertain.
With the advent of smart classes and a host of flashy new educational technologies, anecdotal evidence shows that the excitement has extended primarily to their installation and mere presence of technology, without sufficient focus on how best to boost the efficacy of learning and teaching processes using them.
It would require a facilitator with a thorough understanding of the core concepts, a vision for lesson planning, and most importantly, a command over technology to seamlessly weave ICT into the curriculum rather than seeing it as an add-on or additional work.