Technology

	Children, on-line learning and authentic teaching skills in primary education
	Technology

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Technology and Tasks

Technology is usually 'embedded in a device &/or approach that (potentially) changes the way an activity is carried out. For example, consider all the technologies that can (potentially) change the activity of ‘seeing’.

Functionality

A device with embedded technology may be able to be used to carry out certain functions within an activity. Thus it may be useful to think of technology more in terms of functionality rather than devices. In relation to teaching and learning, appropriate ICT has potential functionality in areas such as

clarifying the zone of proximal development for a learner
scaffolding learning activities
mediating learning while in progress

In order to better understand the potential contributions of ICT it may be useful to consider the relationship between technology and activity.

Technology & activities
Technology influences what activities are possible and what the activities may achieve. For example, rollers increase our capacity to move heavy objects (limitations = friction, weight) while brakes increase friction and spoilers increase 'weight'.

The impact of technology: with the available technology a certain set of activities is possible

Enabling Technologies

However with the introduction of additional technology may increase the range of possible activities, eg, the use of presentation software and associated equipment:

Consider the possible activities with new technology:

Some activities are not related to new technology (A).
Some require a choice of technology to be made (B).
Some require the new technology (C).
Possible new practices may be required: enabling the new technology.
Some practices may become redundant: embedded in, or automated by, the new technology.
Some of the previous technology may become redundant.

Limiting Technologies

Not all technology increases the range of possible activities. Some technologies are specifically designed to decrease the range of activities, eg, passwords, handcuffs, NetNanny, cruise control, thermostats...

Undertaking activities (B) will not be possible using the new technology. These activities require previously-existing technology.

Automation & learning

By combining and 'programming' various technologies it is possible to automate many functions making certain human activities redundant. However learning is closely linked with activities: thus the adoption of technology may change the learning needs of the users.

Examples

Consider the limitations (and learning needs) changed by the following technologies

Lever (cf. a person)
Microwave (cf. oven)
NetNanny (cf. browser without NetNanny)
Pressure cooker (cf. pot)
Telephone (cf. voice)
Word processor (cf. pen and paper)
Backhoe (cf. spade)
Cruise control (cf. accelerator/brake)

ICT in the classroom -a simple example

Consider the availability of information in a classroom before and after internet access is provided. Before information is available from books, CDroms, people... but with an internet connection....

The increase in the available information has implications for purposes, policies and practices of the school and the class, for teaching learning and managing...

The ability to communicate (send and receive information) more easily and rapidly has similar implications for changed considerations engagement and cooperation terms of place and time.