Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

9 – Quality Assurance by Design
Theme Policy Makers Teachers Pupils
(5) ICT for the
production of
work
(6) Social
relations
(7) New
educational
methods
Only marginal
importance, one
of a cluster of
skills. Emphasis
on versatility
(DIEE, Superhighways)
Important crosscultural
and
egalitarian role.
Facilitates
communication
and interaction
between people
Major change in
classroom
culture vis-à-vis
the role of both
teacher and
pupil. Teachers
as classroom
managers, with
pupils as independent
e-learners
(8) Scepticism No room for
scepticism
Central role,
particularly in
producing
good quality
work
Doubtful as to
social effects,
as computers
may encourage
both
laziness and
anti-social
behaviour. But
recognise the
growing
communication
role of ICT
Add to existing
teaching
methods.
Other, radical
aims concerned
unrealistic
in currect
school context
Highly sceptical
as to reasons
behind
ICT policy.
Innoveation
without any
clear indication
fo change that
brings about
improvement.
Suspicious of
the reasons
behind having
computers in
schools, as the
National
Curriculum
defines what is
to be taught
Accepted as a
tool for research
and editing of
work. High value
attached to
improvements
in neatness,
spelling and
presentation
Mixed. Accept
communication
role of ICT but
also concerned
over anti-social
effects, i.e.,
addiction and
laziness
No perceptions
of any changes.
Assumed to be
an aid to existing
methods,
and complementing
what is
already being
taught
Mixed reaction.
Positive as to
benefits of ICT in
terms of point
5—the production
of work.
Recognise that
ICT can have
benefits. Overall
regard it as one
of many phenomena
that
they encounter
on a day-to-day
basis
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124 Education for a Digital World