Information and communication technologies in schools: a ...

into existence, and then revitalized in the form of Computer Aided Instruction
(CAI). In some cases like touch-typing, this works perfectly. It can work also in
the process of learning technicalities of certain ICT environments such as text
editors, CAD packages, or search engines. Open inquiry technicalities can be
learned in the same way by, for instance, varying structural parameters of a system
under experimental investigation and registering the changes in its functional
behaviour.
Can the inquiry itself be monitored and controlled along similar lines? This
is the Philosophers’ Stone, sought for years by researchers and prophets of ICT
in education. A definitive answer has yet to be found.
Nevertheless, it is clear that automation of much of a teacher’s work is possible.
We can outline some features of a system that supports interaction between
student, teacher, and information environment:
• Scripts of interaction are available, understandable, changeable and
able to be constructed by educational researchers, textbook writers,
willing teachers, and students (the most controversial and the most
exciting opportunity). Records of interaction are also available in an
understandable and structured format.
• The system of script writing and use can be integrated into general
school information space, and into specialized learning environments
used by a student or teacher. The system can monitor and control a student’s
use of tools, resources, search and observation instruments.
Students can thus be restricted in using calculators, spell checkers,
equation solvers, historical databases, Internet space, looking inside living
organisms and chemical molecules. Strictly enforced, this can make
learning in a rich ICT environment similar to the 20th century school.
• The system provides tools for organizing usual and complementary
educational activities, including classwork and homework, essay writing
and submitting, word-problem solving in mathematics and physics,
conducting virtual experiments in the setting provided by a textbook or
a teacher, or constructed by a student.
Elements of this complex information system are already in use in schools
worldwide. While they are not the final solution for everyone, they may be useful
in almost any school. For example, any school can use a computer to record
test scores, to place individual assignments on a school website , or to collect students’
works via email.
ICT in Learning and Teaching
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