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Flanders faces the challenge of integrating digital technologies in the classroom Alan Hope More articles by Alan \ flanderstoday.eu
How do we expect teachers who didnât grow up being taught technology to teach with it effectively themselves? An expert from UGent has been investigating how ICT can best be used in Flandersâ schools.
T
echnology is everywhere; thereâs no getting around it. The Internet of Things is no longer on the way; we are inside it. If my phone can tell me how far Iâve walked today, then I am one of the Things. But if teachers have to teach children how to use technology and also have to use technology to teach them other subjects, like maths or geography, what is the situation regarding the education of teachers? How do they learn not only to use information and communications technology (ICT), but to teach it? Dr Jo Tondeur of the educational studies department of Ghent University carries out research into ICT integration in schools, as well as the interplay between ICT innovations
and professional development. On the one hand, he helps teachers keep up with the shape-shifting world of digital technology. On the other, he monitors the difference that makes to whatâs going on in the classroom. âFirst, it might be important to make clear what we mean when we talk about ICT,â Tondeur advises. âDo we mean computers, interactive whiteboards, specific hardware or software, applications for social media? Itâs difficult to talk about ICT as a single fact or construct.â In one of his studies he discovered three main types of ICT use in primary education in Flanders: as a search tool, like looking for information on the internet; to teach pupils technical skills, such as the use of a keyboard and mouse or how to insert a picture in a Word file; and as a learning tool, to practise certain types of knowledge and skills. So, he says, itâs important that we take a multi-dimensional approach when we look at integration of technology in the classroom.
Another factor is the personal beliefs of the individual teacher, whether their pedagogical view is student-centred or a more traditional teacher-centred one. Different belief systems lead to different ways of using ICT. Pupil-centred teachers are open to all uses, while teacher-centred teachers are less likely to take up technology as an information tool because of the direct relationship between the pupil and the device and the freedom it offers. But they are keen on using it to develop knowledge and skills. You also have to consider the role of the school and its characteristics, says Tondeur. âWhat weâve found, for instance, is that schools with a good ICT policy plan or a positive attitude about ICT in general are using it more often in the classroom,â he says. Itâs important not only to have an ICT plan but that it be a plan developed in consultation with teachers, he emphasises. âSometimes teachers are not even aware of what it consists of,â he says. âItâs important that they are partners continued on page 5