How do we know if the use of classroom technologies is effective for learning?

Bigum (2012) describes the way schools come to terms with technologies as ‘response’. Response to the latest fad, response to what the school down the road is doing, response to a fear of disruption to learning (p.14). Assignment 1 has allowed us to make more informed decisions about which tools we will use in the classroom. The tool isn’t chosen as it is cool or the teacher at a conference said they use it all of the time, it is chosen with the task in mind. The tool should help to achieve the learning outcomes.

Many schools find themselves in the cycle of identifying, buying and domesticating the “new best thing” (Bigum, 2012, p.23). They rarely get the opportunity to evaluate the tool’s impact on learning. Bigum (2012) argues that looking for improvement is a distraction, we already know ICT changes things. The focus should be change and the social aspects ICT has introduced (p.24-26). Again, assignment 1 has allowed us to think about appropriate tools and focus on the implementation of them in the curriculum.



Bigum, C. (2012). Schools and Computers: Tales of a Digital Romance. Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms. L. Rowan and C. Bigum, Springer Netherlands: 15-28.

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