ICT in English: A Position Paper from NATE's English and ICT Committee
This is the complete document; read a summary here or download it to save on your computer.Why ICT?
Firstly, new technologies can enable the active, vibrant, relevant teaching of English. They need not replace traditional texts. They need not undermine traditional skills. They can aid motivation, understanding, engagement, analysis and creativity.
Secondly, forms of communication have changed radically in the past few years. We need to help our students understand, critique and produce the new media in which they are immersed. Students also need to experience a learning environment that reflects the media rich environment outside school.
As a profession, we cannot ignore ICT. By far the largest component of ICT is the C: communication. We don't have to embrace every aspect of it, any more than we do of the printed word. But we do need to acknowledge young people's use of Web 2.0 technology and we need to understand how to harness their creative potential in the classroom.
Where are we now?
Inevitably, an answer to this question will date quite quickly. Nevertheless, at the time of writing, it seems to us that:
- only a minority of secondary English departments have embedded ICT confidently into their teaching; the situation in primary schools is probably better but we need more evidence
- many schools do not give ICT in English a priority, or even an equable share of resources and attention
- many departments do not understand what ICT can offer them which is better than more traditional (and often less expensive / less troublesome) approaches. Nor do many take account of the ICT being taught elsewhere in the school and, as a result, the prior knowledge which students have.
- many departments view ICT, where it is used, mainly as a way of accessing the internet and internet-derived resources
- access to technology on an 'at need' basis is limited to a minority of departments
- where access to technology has improved (more interactive whiteboards, projectors and so on) departments have not always taken this into account in considering their teaching and rewriting Schemes of Work.
- confidence in the use of technology among teachers has grown enormously over the last few years, partly through developments in schools but more often through the personal ownership of computers and other devices.
- the advent of reliable (and increasingly, wireless) networks in schools is enabling much greater use of the internet and the sharing of resources
- the advent of interactive whiteboards and, particularly, data projectors is changing the nature of what can be achieved without access to computer suites
- the development and spread of other technologies – wireless keyboards, voting systems, tablet PCs, for example – will also have a positive impact on the learning and teaching of English.
Where do we want to be?
We want to achieve an e-confident classroom. Or, to avoid the perhaps irritating 'e-' prefix, English classrooms where both teacher and students are at home using ICT as and when it is appropriate.
In what ways might ICT be appropriate in such a classroom?
In three areas, which can be summarised as
- Receiving/understanding
- Sharing
- Creating/producing
Receiving/understanding
- Editing/transforming
- Investigating/discovering
- Reading for information
- Media rich ICT resources help elicit new meanings from texts (often more quickly – and with added relevance for today's young learners)
Sharing
- Collaborative writing and publishing
- Group talk
The increased/enhanced use of VLEs – all schools must have them in place by 2008 - opens up huge potential for self-publishing, electronic drafting, independent learning any time, anywhere etc. English will benefit from these new models of learning/ accessing information/ communicating. (The Building Schools of the Future programme, about to be rolled out by NCSL, will make much of this.)
Creating/Producing
- Drafting/redrafting
- Proofing/preparing for publication/presentation
- 'Publishing' (see above – we may need to qualify this in light of future teaching/learning aspirations with VLEs)
It will not have escaped your notice that these areas are exactly those where non-ICT approaches are also appropriate....
In all these considerations, it is important that we keep in the forefront of our minds, the principles of enhancement and extension. ICT is still an expensive and scarce resource; it still poses challenges to teachers in terms of confidence and time. Therefore, if we are to propose its use, we need to be sure that it is helping us to do something new, something better or something beyond what we could achieve by other more traditional means.
Faced with a plethora of techniques, products and resources competing for limited time and budget, it might be useful to consider the following points when planning Schemes of Work, deciding the allocation of hardware and software resources or the spending of money – whether the department's or the school's.
The most worthwhile resources employing ICT in English tend to:
- allow users to import their own work;
- permit users to adapt and add to the content (leading to a greater sense of ownership of the content);
- encourage active participation with the resources;
- are organised so that teachers and pupils find materials and support 'to hand' when they need them (e.g. the online dictionary built into the latest versions of Word);
- genuinely save time and improve the effectiveness of teaching and learning;
- exploit unique features of ICT (such as animation) to enhance learning and engage learners in fresh ways.
What are the barriers to getting there and what can help us get there?
Efficacy of training
Sometimes training is simply not very good, or does not focus on the specific needs of teachers of English. Sometimes, though, teachers attend training and show enthusiasm but practice in school does not change. The other pressures of daily teaching overcome many good intentions.
Support is essential, from outside and inside. The key is often the attitude of the head of the department, the Head or SMT. Action plans with key dates and planned report-backs to the group can help to raise the priority of ICT in schemes of work and in the day to day experience of teaching. Intervention and support from LA is another way of sustaining momentum.
Over-reliance on 'an expert'
Schools frequently rely on one very keen teacher and as a result practice does not improve for the others in the department. 'So-and-so is our ICT expert' can be an excuse for inactivity and can make the school vulnerable when that teacher leaves.
The ICT 'expert' needs to be empowered to encourage the rest of the team: to become the agent for change, not the person who does it all.
Inefficient dissemination of good practice
Sometimes the work of individual teachers remains hidden.
There needs to be a systematic trawl for good practice, independent of departmental seniority (NQTs are often innovators here) which is celebrated and spread within the department and, where appropriate across other curricular areas as well as beyond the school.
Practical barriers
Schools cite numerous, legitimate reasons why they haven't made progress, often a consequence of equipment or accommodation shortcomings. English departments are frequently seen as areas where ICT is less necessary or technical support is unavailable. Access to computer suites is very often difficult or impossible at certain times of the week or certain year groups.
Sometimes a particular technology can act as a catalyst, e.g. IWBs or laptops; there is no better argument for further resources than demonstrating that current resources are being used to their full, and used effectively.
Departments need to argue for fair access to technology from a position of knowledge. The more English teachers understand what equipment they need as well as when and why they want it, the more likely those in management will listen.
Classroom context problems
Some teachers may find it hard to translate ICT based training materials to the reality of their own classrooms. Continuing support within and beyond the department is vital as is the provision and development of resources and approaches which are targeted at specific identifiable needs. Clear demonstrations of the usefulness of ICT with a subject-specific emphasis are helpful, leading to departmentally produced Scheme of Work specific ICT-based resources.
Too much too soon
The plethora of new technology can be daunting and alarming. The seeming familiarity of students with new technologies can also be seen as challenging. Many teachers will not feel comfortable if expected to master lots of different aspects of ICT in a short space of time. Personal and departmental development needs to take account of this and work to achievable goals: simple, effective approaches which will have an impact on learning and teaching.
Nor should student knowledge be a problem. It can be very helpful to recognise what students know and, indeed, harness that knowledge. Remember, though, that they frequently will not know how to apply that knowledge in an educational context and will the guidance of teachers to do so.
Final statement
There are, then, hugely practical reasons for us, as teachers of English in all its manifestations, to make good use of the new tools available – and to make sure that they are not left in the hands of technocrats, bureaucrats and target-setters. Beyond the practical there is a wider need for us to deliver teaching and learning that is relevant to a digital generation, to view technology not just as a tool (or a treat) but as an entitlement; an entitlement which opens up new types of resources and different ways of learning and communicating
As practitioners, we need to establish learning environments that attract young people and make the subject of English (and indeed all other areas of learning) vital in terms of their current and future interests, their place in an increasingly global community and their role in an increasingly networked society.
Alongside all this, we continue to espouse the value of just learning to read, of enjoying reading for the sake of our imaginations and creativity and what this offers to our ability to create, generate and communicate ideas; in addition, we celebrate all that writing in its many forms has to offer and how both remain central to a truly broad and balanced curriculum, the world of employment and life beyond both school and work.
Glossary
Web 2 technology: a term given, rather loosely, to what are called 'second-generation' web based functions. These would include social networking sites, podcasts and blogs and highlights peer to peer relationships rather than the top-down ones which currently dominate internet usage.
VLE: Virtual Learning Environment: an area linked by a network where resources can be stored, and to which students and teachers can upload work. Students and teachers can use a VLE to interact; and teachers can provide on-line support. For example, assignments can be submitted for assessment or students can use a discussion area to share ideas and opinions about current projects. In some cases, students can pursue a learning pathway receiving feedback as they progress. Teachers can also share work and resources with other teachers. There is some controversy surrounding VLEs and their practical value; it is not a foregone conclusion that they will deliver the educational gains which some proponents suggest.
- Download the NATE position paper on ICT in English in MS Word format