The context of use

25 July 2007

Reading the Futurelab report Beyond the Digital Divide: Rethinking digital inclusion for the 21st century (Selwyn and Facer, 2007) (1) I am struck by their exposition of a number of digital divides – beynd the ‘traditional’ one of access. In particular, there is the divide caused by a misalignment of the culture of the context in which ICT is being used.

This leads me to address the question: How can we assess the ICT capability of a person without assessing the mediating effect of the context and culture in which they are operating? In particular the context of the school and the education system.

To quote the report (p16) “If the wider cultural context of use (such as the workplace,  school or home) does not fi t well with the culture of the ICT application, then  use will not easily follow. As such ICT use is not just based on the individual  being able to ‘understand’ the potential benefi ts of ICT use, but how well  ICT-based activity ‘fi ts’ with the wider contexts within which they are  operating.”

(1) Selwyn, N and Facer, K (2007)  Beyond the Digital Divide: Rethinking digital inclusion for the 21st century, Bristol: Futurelab available online at http://www.futurelab.org.uk/resources/documents/opening_education/Digital_Divide.pdf accessed 25/07/07

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Heppell on ICT, creativity and the need for systemic change

22 July 2007

In a discussion in the Naace online community (1), Stephen Heppell comments on the ever-changing nature of tools and the permanence of ICT as a force for creativity. His comments resonate with the ‘practice’ side of my model in the previous post and how it can be counter to the theory/system side.

Heppell reflects on young people’s changing usage of tools – MySpace is so yesterday, Facebook today, something else tomorrow. Further, he points out that young people never e-mail now. My step daughter added a different lens to this – they do e-mail but only when communicating with adults or when they are passing on links, files etc.

Some selected quotes from Heppell’s comments are posted here (reproduced from the posting to the Naace mailing list by permission of Stephen Heppell, they should not be reproduced without citing this context)

“Most efforts that I can remember to establish standards in educational ICT have failed. And that is no loss. They hold everything back … The whole world of ICT is so organic and changes so rapidly – one minute MySpace is cool, the next it’s where your grandad goes. Just as adults get their blackberries finally emailing to each other, so children have stopped emailing altogether (“it’s what your dad does..”). And so on.”

And then, on the need for systems and policy to match students’ ambitions:

“Systems are never ambitious for children. Children are, so are their teachers, parents and others are too, but without a shared vision of just how good all this can be, it all founders into a generation of coasting kids delivering on dull targets. If you word search the “Higher Standards, Better Schools For All” white paper for example you will find the word “creativity” is entirely absent, as indeed is the word “ingenuity”.

“[I , and others,] constantly see, and are delighted by, just how ambitious children can be for their learning – especially where it is mixed age, project based, over a decent length of time, shared and not capped in any way. We need to lock that ambition into policy.”

On students a leaders of learning

“Last week I was in a school working with a group of young secondary children who were busy designing a CPD workshop to bring their teachers up to speed with the cool things they might do on Facebook, with why poking isn’t rude any more, with Bebo and myArtSpace and YouTube Comments and so on. They were very sanguine about what their teachers needed to know and were in turn interested as to the ideas their teachers might have about using these new places and spaces in learning. There is a rich irony in imagining that down the corridor their teachers might have been busy parsing a policy document to plan the ICT curriculum for those same children!”

On the need for assessment ot be relevant to this debate:

“I think if Hollywood can measure satisfaction as people leave the rough cut of a movie (and then fund the re-shoot of an ending as with Pride and Prejudice in the US version) then we can measure creative esteem, ingenuity, delight, satisfaction and so on. All or any would be more helpful measures than cohort aggregate exam passes.”

On his related projects:

“Have a look at www.learnometer.net or indeed at www.heppell.net/doctoral if you want to see where I imagine all this will be going. The learnometer project is already under way.”

(1) Naace is the association for the advancement of ICT in education. Its community has a private mailing list from which these comments are drawn (they should not be reproduced without citing this context)


Futurelab (2006) Social software and learning

20 July 2007

I hadn’t come across this paper until today…

To quote from the executive summary…

“This paper is focused on exploring the inter-relationship between two key trends in the field of educational technologies. In the educational arena, we are increasingly witnessing a change in the view of what education is for, with a growing emphasis on the need to support young people not only to acquire knowledge and information, but to develop the resources and skills necessary to engage with social and technical change, and to continue learning throughout the rest of their lives. In the technological arena, we are witnessing the rapid proliferation of technologies which are less about ‘narrowcasting’ to individuals, than the creation of communities and resources in which individuals come together to learn, collaborate and build knowledge (social software). It is the intersection of these two trends which, we believe, offers significant potential for the development of new approaches to education. ”

These new approaches include those encapsulated in these quotes

“Today, the use of social software in education is still in its infancy and many actions will be required across policy, practice and developer communities before it becomes widespread and effective. From a policy perspective, we need to encourage the evolution of the National Curriculum to one which takes account of new relationships with knowledge, and we need to develop assessment practices which respond to new approaches to learning and new competencies we expect learners to develop.

and

“A rigid curriculum inhibits the development of the knowledge and skills that may be useful in the 21st century. If we are to promote the benefits of problem solving and collaboration then they need to be validated and legitimated by the assessment system. This is the greatest challenge for education policy.

There is some sort of mapping in my mind between the two trends identified in the first paragraph and the two aspects of my research.

The report has a change in the purpose of education and its interface with the change in technologies. I have the two views of ICT/assessment of ICT, (and maybe also views of the purpose of ICT in education). Putting these four onto a diagram I see that two are to do with system, theories etc and two are to do with learners, users, practice.

futurelabandme1.gif


Future Forces and New School

2 July 2007

Derek Wenmoth has  recentlyposted two articles on his blog that have relevance to the area of my study.

Firstly, the reinvention of schooling in Knowsley – schools being replaced by learning centres with ‘rich tasks’ and enhanced possibilities of personalised learning. Does the very concept of school mitigate against the alignment of assessment with capability?

Secondly, the seemingly avant garde yet, in some way, strongly pragmatic map of future forces affecting education. Here the landscape of current trends and dilemmas is mapped out. Crucial for me are the aspects of schooling and the characteristics of “Generation Y” or “Millennials” (Howe and Strauss).