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Yes, if technology is used by a skillful teacher.
Technology can enhance current practices/classroom strategies.
Technology can enable new practices/classroom strategies.
We do not want a one-technique teacher.
The use of technology supports the teacher in developing a repertoire of practices to meet the different learning needs of their students.
In the hands of a good teacher, technology value-adds in creating
- Efficiency: saves printing, seamless
- Engagement: As digital natives, students take to technology like fish to water
- Increased Participation: Students’ views are represented
- Deepening of Learning: Make thinking visible
- Cooperative & Collaborative Learning: students work with each other
- Self-directed Learning: Students have the tools to pursue their own learning goals
- Personalised Learning: Any place, Any time, at Any Pace
No, there has not been a causal link established between the use of technology and students’ outcomes.
- Large scale system-wide research are few. Eg. NESTA –Decoding Learning
- Confluence of Factors for Students’ Outcomes: non-attributable to ICT, beware the One Cause Fallacy, Co-relation is not Causality.
- Disparity in Teachers’ Quality in the system
when practice is grounded in theory, there is hope.
We see benefits of technology reported from various small-scale classroom intervention projects.
Internationally, there are numerous research on technology-mediated classroom interventions, such as those highlighted in the Horizon Report and the Innovating Pedagogy Report, reporting learning gains from the use of technology.
Locally, small-scale innovation projects have yielded a range of data pointing to the value of the specific technology intervention in the classroom.