ICT provides a rich and flexible learner-centred environment in which students can experiment and take risks when developing new understanding. (Victorian Essential Learning Standards, Structure of the Information and Communications Technology Domain, <http://vels.vcaa.vic.edu.au/ict/structure.html>)
This statement leads me to think about the relationship between experimentation and risk, how this relates to learning, teaching, and ICT in the classroom.
Think of the relationship between a tightrope walker and her net. At first, we might think that the presence of the net allows the tightrope walker to experiment and take greater risks with her routine than she otherwise might. However, on further reflection, it seems that this is not completely right. Surely the presence of the net greatly reduces the negative consequences of failure for the tightrope walker, and thereby reduces the risk involved in attempting unfamiliar manoeuvres. And if this is right, the presence of the net does not allow the tightrope walker to take more risks per se. Rather, it facilitates greater experimentation on her part by reducing the risks associated with such experimentation.
Now, it is often remarked that it is very important for students to experiment and take risks. But, this is surely not quite right either. Whilst it is true that students learn best when given an opportunity to experiment with knowledge, skills and understandings, it is precisely the reduction or removal of risk that makes it more likely that such experimentation will occur.
In many ways, the role of ICT in the classroom is analogous to the role of a net in tightrope-walking. Think about the role of a word-processor. Word-processing allows for experimentation on the part of students, because it makes such experimentation less risky. When using a word-processor, you can “save as”, cut and paste to radically rearrange what you have done, and then go back to the original version if things don’t work out. And, although spelling and grammar checks are seen my many as making students lazy, they also provide students with a kind of safety net; allowing students to experiment with vocabulary or sentence structures that they would not otherwise be prepared to use.
But how does this make learning more student-focused? The answer is quite simple. Because students can – through the use of ICT resources - engage in relatively risk free experimentation, teachers can afford to let them work things out for themselves. This leaves the teacher free to act more in the role of a guide, than of a transmitter of knowledge.
When browsing through the VELS learning foci and standards for ICT, I was struck by how much emphasis is placed on experimentation and exploration at the early stages. For example, “Students begin to explore contemporary ways of communicating ideas and information”(Information and Communications Technology - Level 3, Learning focus), “Working in all areas of the curriculum, students explore a range of ICT tools … and simple techniques for visualising thinking,” (Information and Communications Technology - Level 3, Learning focus) and, “In their learning of new material, students experiment with some simple ICT tools and techniques for visualising their thinking”(Information and Communications Technology - Level 2, Learning focus). However, as we move into the higher levels, this emphasis on experimentation and exploration disappears. As a 36 year old who has learned almost everything he knows about ICT through experimentation, I wonder whether this is a good thing.
This statement leads me to think about the relationship between experimentation and risk, how this relates to learning, teaching, and ICT in the classroom.
Think of the relationship between a tightrope walker and her net. At first, we might think that the presence of the net allows the tightrope walker to experiment and take greater risks with her routine than she otherwise might. However, on further reflection, it seems that this is not completely right. Surely the presence of the net greatly reduces the negative consequences of failure for the tightrope walker, and thereby reduces the risk involved in attempting unfamiliar manoeuvres. And if this is right, the presence of the net does not allow the tightrope walker to take more risks per se. Rather, it facilitates greater experimentation on her part by reducing the risks associated with such experimentation.
Now, it is often remarked that it is very important for students to experiment and take risks. But, this is surely not quite right either. Whilst it is true that students learn best when given an opportunity to experiment with knowledge, skills and understandings, it is precisely the reduction or removal of risk that makes it more likely that such experimentation will occur.
In many ways, the role of ICT in the classroom is analogous to the role of a net in tightrope-walking. Think about the role of a word-processor. Word-processing allows for experimentation on the part of students, because it makes such experimentation less risky. When using a word-processor, you can “save as”, cut and paste to radically rearrange what you have done, and then go back to the original version if things don’t work out. And, although spelling and grammar checks are seen my many as making students lazy, they also provide students with a kind of safety net; allowing students to experiment with vocabulary or sentence structures that they would not otherwise be prepared to use.
But how does this make learning more student-focused? The answer is quite simple. Because students can – through the use of ICT resources - engage in relatively risk free experimentation, teachers can afford to let them work things out for themselves. This leaves the teacher free to act more in the role of a guide, than of a transmitter of knowledge.
When browsing through the VELS learning foci and standards for ICT, I was struck by how much emphasis is placed on experimentation and exploration at the early stages. For example, “Students begin to explore contemporary ways of communicating ideas and information”(Information and Communications Technology - Level 3, Learning focus), “Working in all areas of the curriculum, students explore a range of ICT tools … and simple techniques for visualising thinking,” (Information and Communications Technology - Level 3, Learning focus) and, “In their learning of new material, students experiment with some simple ICT tools and techniques for visualising their thinking”(Information and Communications Technology - Level 2, Learning focus). However, as we move into the higher levels, this emphasis on experimentation and exploration disappears. As a 36 year old who has learned almost everything he knows about ICT through experimentation, I wonder whether this is a good thing.
