How can ICT be integrated as an important component of the

curriculum?
As the generation of digital natives streams into schools, the need
for implementing platforms familiar to them becomes a necessity.
Technology has become an important aspect of their life where their
entertainment, social and informal educational needs are fulfilled at
a swipe of a screen. The focus has now turned to their formal
educational, and how combining it with a familiar online landscape
could lead to increased engagement and participation (Mishra
2009).
The notion of putting pen to paper is no longer the only
acceptable way of working. Tablets, laptops and phones have
become increasingly popular, particularly in the last few years with
government initiatives aimed at increasing the number of
electronics available to students for use. This weeks reading
explores the idea of increasing the intergration of technology into
teaching. It argues that teachers have a specified set of skills that
allow them to merge content with any platform. Therefore, merging
ICT with educational content is well within their abilities. There are
several problems in carrying forth such an idea, mainly due to ICT
still being an optional rather than a compulsory component of the
curriculum.
Most teachers remain sceptical on the viability of a resource as
uncontrolled and as new as technology as an effective educational
tool. The reluctance is warranted as the idea of a relatively new and
unruly tool could confuse, and worse yet work against educators
who may find its vastness a challenge to their teaching. This
coupled with the fact that majority of teachers would be considered
virtual migrants, and therefore have a less developed understanding
of electronics and other educational technologies.
It is unfair to assume that because teachers have specialised
knowledge that sets them apart from other professions, as
suggested in this weeks reading, that they should also learn to
customise new technologies to suit their classrooms. The complexity
of ICT cannot be understated. As resourceful as teachers are, the
use of technological tools need to be standardised so as to provide a
working template for integrating ICT in the lessons.
Implementing such a dynamic tool would require several
components to be considered ready (Watson 2009). Firstly, a well
thought out structure outlining the principles and educational goals
supporting the use of ICT in classrooms. This is then to be followed
with a recommended starting point, for reluctant educators, and/ or
ones that may be confused on how to best approach the tool. By

providing structure, technology, just like other tools already a part of

Australian curriculum, will become a more viable tool.

A much more democratic approach that will benefit both educators

and students, is by conducting research aimed at analysing, defining
and creating an ICT specific framework for teachers to work within.
In doing so, it not only supports the teaching cohort on their journey
into the unknown. It provides recommendations that all teachers
can build upon. For example, recommending the use of Kahoot and
Plickers as the required means for some formative assessments
would start the initial integration of ICT with curriculum content. The
importance of a whole school approach to ICT integration cannot be
understated. As shown by research, whole school approach to
integration is more successful when put forth by a schools
governing body (Robertson 2007).
To sideline technological tools as destructive or underdeveloped
resources is counteractive to the overall objective of increasing
engagement and participation. Currently, the training given is
inadequate in supporting ICT integration in classrooms. By
increasing training, and reinforcing the positive changes ICT can
bring about would, educators all over Australia will likely get in
formation and facilitate a broader integration of ICT with content to
increase participation. The traditional ideas surrounding learning still
remain dominant, aspects like written assessments and face to face
interaction between teacher and students (Tallvid 2006). By
providing adequate training, rules and resources, the possibilities
are endless. The likelihood of a well developed online assessment
platform will only succeed in school only if implemented by
adequately trained teachers with a standardised structure on how to
use such a resource (Robertson 2007).

Bibliography.
Week 1Reading: Mishra, P., & Koehler, M. J. (2009, May). Too

Cool for School? No Way! Learning & Leading with

Technology, (36)7. 14-18.
1. Importance of a whole school approach for ICT intergration.
Robertson, M., Webb, I., & Fluck, A. (2007). Seven steps to ICT
integration. Portland;Camberwell;: ACER Press.(page 3)

2. The lack of cohesion between education and online technologies.

How to improve on it. How to implement ICT into the curriculum.
Watson, D. M. (2001). Pedagogy before technology: Rethinking the relationship between ICT and teaching. Education
and Information Technologies, 6(4), 251-266.
doi:10.1023/A:1012976702296

3. Reasons behind teachers reluctance to implementing ICT into their

pedagogies.
Tallvid, M. (2016). Understanding teachers reluctance to the
pedagogical use of ICT in the 1:1 classroom. Education and
Information Technologies, 21(3), 503-519. doi:10.1007/s10639014-9335-7