Week 2 Forum Discussion: How do the types of integration outlined in Downes' Better Connections document underpin the design of EdCap and its scoring? Vision and Attitude I’d like to begin by quoting Downes, Fluck, Gibbons, Leonard, Matthews, Oliver, Vickers & Williams (2001): “The knowledge economy, the global market, new technologies, new and emerging occupations and professions, organisational change, diverse communities and complex cultures are all here to stay” (p.24). Downes et al (2001) discuss th need for a shift in thinking about education pedagogy in relation to the integration of ICTs . This philosophical viewpoint is evident throughout the Phases of the Teacher Educational ICT capabilities outlined by EdCap. Teachers functioning in Phase 4 view ICT as “a catalyst for rethinking classroom educational goals and transforming learning culture” (edCap_Matrix_v162.pdf). Furthermore, teachers functioning in Phase 4 keep “abreast with research in ICT integration and make informed contribution to transforming educational practice” (edCap_Matrix_v162.pdf) .
Professional Contribution and Learning Downes et al (2001 ) cited Skyes (1999) to highlight the importance of teacher professional development and the successful integration of ICTs. Downes et al (2001) wrote, “teacher development that is embedded in the curriculum and integrated with the assessment of student learning is considered far more likely to lead to changes in teacher practice than teacher development programmes that are conducted as isolated exercises” (p.25). This theology is adopted by EdCap which emphasises that not only do teachers functioning in Phase 4 undertake “and/or provides professional learning around using ICT to transform pedagogy and practice” (edCap_Matrix_v162.pdf) but are “involved in reflective research and innovation around ICT in education and shares with the wider profession” (edCap_Matrix_v162.pdf).
Integration into Teaching and Learning Downes et al (2001) wrote, that the integration of ICT in education is essential in order to provide opportunities for 21st century students to “access data from multiple sources, to review it critically and to discriminate what is reliable and what is not reliable” (p.25). This is evident when viewing Phase 4 of the EdCap continuum which states, teachers functioning at this phase encourages “students to select how and when ICT is used” (edCap_Matrix_v162.pdf), provide “a supportive environment where students can be self-directed and discriminating learners in their use of ICT to achieve broader and deeper learning” (edCap_Matrix_v162.pdf) and uses ICT to support flexibility in learning contexts and knowledge construction.Downes et al (2001) comment that the integration of ICT into classroom practices is essential in order to cater for a wider variety of students, who are not only coming from increasingly diverse backgrounds but with diverse modes of student learning. This form of thinking is evident within the design of EdCap. In Phase 4 of the continuum, teachers functioning at this level enable and “empower learners to be innovative in their own learning pathways” (edCap_Matrix_v162.pdf) , use “ICT to support flexibility in learning contexts and knowledge construction” (edCap_Matrix_v162.pdf) and “encourage students to select how and when ICT is used based on individual learning needs and styles” (edCap_Matrix_v162.pdf).
How do the types of integration outlined in Downes' Better Connections document underpin the design of EdCap and its scoring?
Vision and Attitude
I’d like to begin by quoting Downes, Fluck, Gibbons, Leonard, Matthews, Oliver, Vickers & Williams (2001): “The knowledge economy, the global market, new technologies, new and emerging occupations and professions, organisational change, diverse communities and complex cultures are all here to stay” (p.24). Downes et al (2001) discuss th need for a shift in thinking about education pedagogy in relation to the integration of ICTs . This philosophical viewpoint is evident throughout the Phases of the Teacher Educational ICT capabilities outlined by EdCap. Teachers functioning in Phase 4 view ICT as “a catalyst for rethinking classroom educational goals and transforming learning culture” (edCap_Matrix_v162.pdf). Furthermore, teachers functioning in Phase 4 keep “abreast with research in ICT integration and make informed contribution to transforming educational practice” (edCap_Matrix_v162.pdf) .
Professional Contribution and Learning
Downes et al (2001 ) cited Skyes (1999) to highlight the importance of teacher professional development and the successful integration of ICTs. Downes et al (2001) wrote, “teacher development that is embedded in the curriculum and integrated with the assessment of student learning is considered far more likely to lead to changes in teacher practice than teacher development programmes that are conducted as isolated exercises” (p.25). This theology is adopted by EdCap which emphasises that not only do teachers functioning in Phase 4 undertake “and/or provides professional learning around using ICT to transform pedagogy and practice” (edCap_Matrix_v162.pdf) but are “involved in reflective research and innovation around ICT in education and shares with the wider profession” (edCap_Matrix_v162.pdf).
Integration into Teaching and Learning
Downes et al (2001) wrote, that the integration of ICT in education is essential in order to provide opportunities for 21st century students to “access data from multiple sources, to review it critically and to discriminate what is reliable and what is not reliable” (p.25). This is evident when viewing Phase 4 of the EdCap continuum which states, teachers functioning at this phase encourages “students to select how and when ICT is used” (edCap_Matrix_v162.pdf), provide “a supportive environment where students can be self-directed and discriminating learners in their use of ICT to achieve broader and deeper learning” (edCap_Matrix_v162.pdf) and uses ICT to support flexibility in learning contexts and knowledge construction.Downes et al (2001) comment that the integration of ICT into classroom practices is essential in order to cater for a wider variety of students, who are not only coming from increasingly diverse backgrounds but with diverse modes of student learning. This form of thinking is evident within the design of EdCap. In Phase 4 of the continuum, teachers functioning at this level enable and “empower learners to be innovative in their own learning pathways” (edCap_Matrix_v162.pdf) , use “ICT to support flexibility in learning contexts and knowledge construction” (edCap_Matrix_v162.pdf) and “encourage students to select how and when ICT is used based on individual learning needs and styles” (edCap_Matrix_v162.pdf).
References:Downes, T., Fluck, A., Gibbons, P., Leonard, R., Matthews, C., Oliver, R., Vickers, M., & Williams, M. (2001). Making Better Connection: Models of Teacher Development for the integration of information and communication technology into classroom practices, Commonwealth Department of Education, Science and Training, p. 1-124. Retrieved from:http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/making_better_connections.htm
edCap_Matrix_v162.pdf Retrieved from: http://www.decd.sa.gov.au/learningtechnologies/pages/ProfessionalLearning/edcap/