This is the statement that I feel sums up the entire article, or, at least, the statement that had the most impact on me. Ertmer spends a great deal of time really investigating the idea that before teachers will ever be able to effectively and meaningfully implement ICT, especially the computer, use into their classroom, there must be a change in their BELIEF SYSTEM REGARDING COMPUTERS AND THEIR PLACE IN EDUCATION.
She lists 4 conditions that must be fufilled before computers can become valuabel classroom learning tools- teachers must...
- have convenient access to the technology
-be adequately prepared
-have some freedom in the curriculum they implement
-hold personal beliefs in line with a constructivist pedagogy.
Teachers have to change their pedagogical belief system from one that does not value the potential merits of computers and all they offer, to one that recognises the huge potential at their fingertips, before they can fully embrace this ditigal time. I strongly agree with this statement- having computers within reach, knowing how to use them, and having the freedom to do so in the classroom all means nothing if a teacher does not, or cannot, understand or believe that they will benefit learning. It is easy to change the availability and quality of ICT available, much harder to change the mind of a teacher. Many have it firmly ingrained in their pedagogical beliefs what a teacher does, what a student does- it is hard to shake, to allow the computer to somewhat TAKE OVER helping and facilitating student learning it is huge step to take, and needs to be done in baby steps.
Ertmer says how many teachers use computers in the classroom for "low level" work- using the internet to get info, typing up assignments, etc; essentially, developing isolated skills. They are not used for "higher level" thinking (using such tools as spreadsheets or power points) nearly as much. she acknowledges that this may be due to the fact that it takes a few years for teachers to garner enough knowledge and know-how for them to properly integrate higher order thinking ICT activities. Because it is these higher order learning experiences which are more associated with student-centred (or CONSTRUCTIVIST) learning.
Like last week's article, Ertmer is big on child-created knowledge. Basically, what she suggests is as long as teachers keep on using computers, the longer that is spent with them in the classroom, the better education via ICT will be. I agree with this- it seems a little unfair all the pressure on teachers to use ICT now now NOW- we need to be able to wrap our minds around it, and know what we are doing. For isn't it better to have waited a few years, so we really know that we are teaching meaningful, relevant computer-based lessons, and are "experts" as such, rather than just throwing ourselves into it, and creating learning experiences that are potentially detrimental to a child's education, in that we are not entirely sure of what we are doing? Teachers must feel confident and competent in their knowledge and practise of computers before they can successfully use them in their teaching; the teacher and the computer cannot just be shoved together and expected to make babies. Figuratively speaking.
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