Information and communication technologies in schools: a ...

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144 ICT IN SCHOOLS A HANDBOOK FOR TEACHERS Diaries and portfolios A prerequisite for success and progress in learning is keeping diaries of the learning process, as well as portfolios of texts, drawings and other artifacts produced in the class or workshop. Teachers and students should make their diaries and portfolios as encompassing and detailed as practicable. Furthermore, because innovative pedagogical proposals are always restrained by a lack of time, diaries and portfolios save a great amount of time that would be spent gathering information, or on labour-consuming routine operations. In general, as we have seen in other areas, ICT allow teachers and students to achieve their particular educational objectives within the standard school time periods, or even faster. Information resources for education We can summarize the categories of components and activities that are integrated in the school information space. These are: • Information sources • Information instruments • Control tools Individual pictures, texts, sound recordings, maps and other information objects, and their collections constitute information sources. They can be properly described and open for use by all students, teachers, and textbook authors. They are numerous – currently millions of items are organized for education. Information instruments are much less numerous. There are dozens, not hundreds of them. Most are produced in the long process of labour-consuming programming, debugging, testing, and revising; some were developed in the form of code open for further improvement by anyone interested. Control tools for the learning process implement specific content and didactics in school practice. Many of them are made with the help of certain generic instruments.
MORE COMPLEX EDUCATIONAL EVENTS In this section, we consider more complex educational events and how ICT can be used as successful learning tools for these. Approaching the new literacy Literacy is the ability to vocalize a written text, or, conversely, transcribe an oral text. This skill is overvalued in the same manner as mechanical numeracy – the ability to do calculations mentally or with a pen and paper – because often we measure overall learning success of students by the speed of their oral reading or mental calculations. ICT can do these operations much more quickly and with better quality anyway. At the same time, higher-level competences are becoming more and more important. Priorities are changing. The new literacy – the system of basic linguistic, logico-computational, and communicative skills and competencies, needed to deal with internal and external technology – is a latchkey that opens the doors of subsequent stages of organized teaching and learning. An introduction of ICT in schools gives students an impetus to learn, unlocking many doors of perception and cognition. We now discuss the roads by which young learners can approach the new literacy and the role of ICT. Oral language learning The first, and in many cases the best, teacher is a child’s mother and other family members. Different processes are involved in learning the mother tongue, like imitating, asking questions and claiming help. A child also learns a lot just by moving, seeing, listening, smelling, and falling. An adult’s presence and interaction is not always critical. Interaction with the physical world, observing and imitating an adult’s behaviour, can sometimes be enough. Usually a computer cannot add much to, or substitute for, the development of this process of understanding physical reality. However, it can provide a considerable part of what an adult does in connection with a child’s learning activity. Every object on a screen, for example, can pronounce its own name when touched. If an action or an event is occurring on the screen, the participants can explain what they are doing. Today’s computers can even ask questions, hear and correct answers. ICT in Learning and Teaching 145
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