Information and communication technologies in schools: a ...

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ICT IN SCHOOLS
A HANDBOOK FOR TEACHERS
There are also hybrid situations where content can be pre-loaded onto a
learner’s computer and integrated with other dynamic environments on the
Web. Automated and human responses can be mixed.
Writing
Speed of writing
Most people, and especially children, can type faster than they write, and they
can learn to type faster than learning to write. For smaller children, writing in
clear calligraphy is a major problem. ICT allow students to learn communicative
skills independently of the kinaesthetic ability to write. Writing in a clear script
is important, but this can be trained separately, while students get on with the
excitement of communicating.
Writing as designing and constructing
Two Russian proverbs reflect the irreversible character of some oral and written
communication:
A word is not a sparrow – you can’t catch it after it has fled.
Nearest English equivalent: A word spoken is past recalling.
and
What is written with a pen cannot be cut out with an axe.
Nearest English equivalent: What is writ is writ.
In oral communication, this reality will probably never change. However,
one of the beauties, and the banes, of the modern computer is that you can change
whatever you want at any time. Moreover, changes are reversible. You can keep
all versions of a paper or manuscript, and changes are traceable. In other words,
the written object is close to the ideal in its flexibility. Indeed, perhaps for the first
time in history, it takes less time to make a change than to think of it.
In education, this means that students are free of the horror of fatal errors.
They are in a more adult position: if you, the Teacher, do not like it, I, the
Student, can change it. As a result, the whole culture of writing in school is
changing.