Computers. Information Processing. Information Super Highway. Infotech. Internet. I.C.T. The names keep changing almost as fast as the technology. Is I.C.T. (Information Communication Technology) an integral part of the learning curriculum that will improve and enhance student performance or a very expensive form of school marketing?

An important point to remember as schools continue to embark on I.C.T. spending (in excess of $100,000.00 for a medium sized primary school), is that children have to be able to read in order to use a computer. Perhaps we need a reality check to ensure that our school budgets are balanced and prioritized. Certainly, the core purpose of a school in enhancing the learning of reading, maths and language is an absolute pre-requisite for successful integration of I.C.T. into children’s learning.

There is no doubt that computers have an important role to play in improved education outcomes for children, both in the skills / processes area and as an information tool. Quite literally, the World Wide Web opens up the resources of the world to computer users. Additionally, computers are a powerful tool in terms of pupil motivation.

Classroom computer use does lead to improved technological literacy in pupils. Mark Teadwell however, New Zealand’s leading I.T. Consultant, quotes 84% of computers in schools are still used for word processing and games (1999). A school in which all staff were provided with laptops some 5 years ago were startled to find that after 3 years the laptops were largely unused. The government, through the Ministry of Education in 2001, has embarked on another round of I.C.T. contracts for selected school cluster groups to enhance the use of I.C.T. in schools. The two stated aims are to make I.C.T. an integral part of classroom learning and to get teachers using the T.K.I Internet site. However, the key to increased use of I.C.T. is increased staff knowledge and training both in physical hardware use and in the potential pedagogical use

Computers in schools can be used in a number of areas. The first can be labeled “Information Technology.” This can involve the use of C.D’s, databases, software and the World Wide Web as information repositories or tools. This involves training children not only in the skills necessary to access the information, but also to interpret the information. Interpretation involves the ability to read, process information, note take, pr�cis, identify the main idea, summarize, distinguish between fact and opinion, read graphs etc. This is an ideal area to be integrated with a library programme or information center concept. It also illustrates perfectly, the integration of computer skills with language / reading based skills.

A second area of use can be labeled “communication technology.” This is literally the use of technology to communicate with others. In it’s simplest form it is teaching children the use of the telephone and fax to communicate or seek information. It includes use of email, the web and perhaps newsgroups. Again, children need to be taught the use of the hardware as well as the necessary oral and written aspects of language – letter writing, requesting information – who, what, when, where, how. Word processing and publishing would also be included in this area but is not exclusive to this area.

A third and quite powerful use of computers is for “computer assisted learning.” This is often in the form of simple tutorial, repetition, drill-like programmes, simple math’s and spelling with prompts and reinforcement. This is often of a remedial like nature.

The fourth area is very much a traditional primary school area of “interactive fiction” which is in the area of ‘critical thinking / problem solving’ strategies. This takes the form of simulation type programmes where children are required to problem solve, use visual as well as language clues and trial and error various solutions. It is an excellent means of facilitation co-operative or group skills. Apart from the cognitive problem solving, language and visual language skills can also be taught and used. A simple example might be to re-tell the story:

- traditional in written form
- as a slide show
- as a video

Although these areas are described under separate headings, there is a lot of overlap and integration between the areas and lots of the skill areas are incidental and transferable. The point however is that the use of ICT is not a stand-alone area and will have limited impact if considered as such. The intent of the current ICT contracts, common logic and sound pedagogy say that when ICT is taught as part of traditional classroom learning and is founded in a strong language / reading base, then it becomes an integral part of classroom learning and teaching and also becomes a far more effective learning tool.

The challenge for schools is to maximize use of computer technology to justify the disproportional amount of money spent on them and to ensure that they are an integral and natural part of classroom learning, not a stand alone extra.