[Advisory] The ICT Continuum Hoax?
Ray Tolley
rjt@maximise-ict.co.uk
Mon, 8 Feb 2010 21:06:23 -0000
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>From my friend Mal Lee:
From: Mal Lee [mailto:mal.lee@netspeed.com.au]
Sent: 07 February 2010 23:18
Subject: The ICT Continuum Hoax
The ICT Continuum Hoax?
Hi
One for all you wise owls.
The question mark is important.
As you'll be aware schools and education authorities across the world have
developed curriculum documents called ICT continuum that guide teachers
across the school/s in their development of the students' ICT' competencies.
In a number of situations the continuum also provides the base for much
publicized state/provincial testing and reporting of ICT competence.
The continuum purports to describe the developmental phases in the young
peoples' acquisition of the ICT competencies.
In turn they serve as a guide to teachers shaping their teaching programme.
I have to admit I've some very real concerns about the validity of the
exercise, and am moved to ask if the practice is not a hoax.
The first major concern revolves around the term 'ICT' and the implicit
assumption that that term describes an established and clearly defined field
of study, like Mathematics or Physics.
Any Google search will soon show the fallacy of that assumption, with the
term varying in meaning from the very narrow, where it is used synonymously
with the term computer, to the very broad where it is used to refer to all
forms of information and communications
technology, analogue and digital.
In the education context the meaning of the term is further confused because
it covers only the 'approved' types of information and communications
technology, and most assuredly does not include the likes of mobile or cell
phones, iPods, digital cameras or games consoles or
indeed those ever-emerging highly convergent entities like smartphones that
integrate all the aforementioned functions.
And yet with all this uncertainty and nebulous theoretical base some very
astute 'digital immigrants' have been able to identify and construct 'ICT
continuum' that all teachers must follow.
The second major concern is the seeming lack of research validating the
current continuum.
Do any of you know of the research underpinning such continuum?
I admit to not seeing anything.
Who is the Jean Piaget [or for that matter a John Dewey? - RT) who has
identified the developmental phases and key attributes on which to develop
such a curriculum document?
Why is the content of the formal continuum at such variance to the kind of
competencies shown by the young outside the classroom?
It is when one encounters the kind of observation below by an adjunct
professor of education that one becomes concerned, and is obliged to
question the educational validity of using such a nebulous and dated term as
ICT and in turn for school authorities to continue
with the present ICT continuum.
"Young people appear to use technology in ways that are different to most of
their teachers and parents. Adults (depending on their age) typically use
Information and Communication Technologies (ICTs) as functional tools that
are used for
practical or business purposes." (McGrath, 2009, p2)
One wonders what place digital TVs, DVD players, digital cameras, car
radios, iPods, iTunes, 'web enabled phones, Skype, games consoles and the
social networking facilities occupy in her definition of ICT.
It would be great for researchers of Piaget's capability to identify the
developmental phases in the acquisition of ever changing, ever evolving
competencies and attitudes that emanate from the young's all pervasive use
of an ever evolving suite of digital technologies but
one senses that is still some time off?
Are we currently perpetuating a hoax by continuing to:
a. use the term 'ICT'
b. validate the use of the current 'ICT continuum
Kind regards
Mal Lee
PO Box 5010, Broulee, NSW, Australia
+ 61 2 44 717 947
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<div class=3DSection1>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>From my friend Mal Lee:<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> Mal Lee =
[mailto:mal.lee@netspeed.com.au] <br>
<b>Sent:</b> 07 February 2010 23:18<br>
<b>Subject:</b> The ICT Continuum Hoax<o:p></o:p></span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><b><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>The ICT
Continuum Hoax?</span></b><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#555555'><o:p></o:p></span></p>
</div>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span =
style=3D'font-size:10.0pt;
font-family:"Arial","sans-serif";color:#555555'><o:p> </o:p></span><=
/p>
</div>
<p class=3DMsoNormal><span class=3Dapple-style-span><span =
style=3D'font-size:10.0pt;
font-family:"Arial","sans-serif";color:#555555'>Hi</span></span><o:p></o:=
p></p>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal><span class=3Dapple-style-span><span =
style=3D'font-size:10.0pt;
font-family:"Arial","sans-serif";color:#555555'>One for all you wise =
owls.</span></span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
><o:p> </o:p></span></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>The
question mark is important.</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>As
you’ll be aware schools and education authorities across the world =
have
developed curriculum documents called ICT continuum that guide teachers =
across
the school/s in their development of the students’ ICT' =
competencies.</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>In a
number of situations the continuum also provides the base for much =
publicized
state/provincial testing and reporting of ICT =
competence.</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>The
continuum purports to describe the developmental phases in the young
peoples’ acquisition of the ICT =
competencies.</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>In turn
they serve as a guide to teachers shaping their teaching =
program</span><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
>me</span><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>.</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>I have
to admit I’ve some very real concerns about the validity of the =
exercise,
and am moved to ask if the practice is not a hoax.</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><b><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>The
first major concern</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Arial","sans-serif";color:#555555'> revolves around the =
term
‘ICT’ and the implicit assumption that that term describes =
an
established and clearly defined field of study, like Mathematics or =
Physics.</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>Any
Google search will soon show the fallacy of that assumption, with the =
term
varying in meaning from the very narrow, where it is used synonymously =
with the
term computer, to the very broad where it is used to refer to all forms =
of
information and communications<br>
technology, analogue and digital.</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>In the
education context the meaning of the term is further confused because it =
covers
only the ‘approved’ types of information and communications
technology, and most assuredly does not include the likes of mobile or =
cell
phones, iPods, digital cameras or games consoles or<br>
indeed those ever-emerging highly convergent entities like smartphones =
that</span><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
>
</span><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#555555'>integrate all the aforementioned =
functions.</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>And yet
with all this uncertainty and nebulous theoretical base some very astute
‘digital immigrants’ have been able to identify and =
construct
‘ICT continuum’ that all teachers must =
follow.</span><o:p></o:p></p>
</div>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span =
style=3D'font-size:10.0pt;
font-family:"Arial","sans-serif";color:#1F497D'><o:p> </o:p></span><=
/p>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><b><span =
style=3D'font-size:10.0pt;
font-family:"Arial","sans-serif";color:#555555'>The second major =
concern</span></b><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
> is the
seeming lack of research validating the current =
continuum.<o:p></o:p></span></p>
</div>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><i><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>Do any
of you know of the research underpinning such =
continuum?</span></i><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>I admit
to not seeing anything.</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><i><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>Who is
the Jean Piaget </span></i><i><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Arial","sans-serif";color:#1F497D'>[or for that matter a =
John
Dewey? – RT) </span></i><i><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Arial","sans-serif";color:#555555'>who has identified the
developmental phases and key attributes on which to develop such a =
curriculum
document</span></i><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#555555'>?</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>Why is
the content of the formal continuum at such variance to the kind of
competencies shown by the young outside the =
classroom?</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>It is
when one encounters the kind of observation below by an adjunct =
professor of
education that one becomes concerned, and is obliged to question the
educational validity of using such a nebulous and dated term as ICT and =
in turn
for school authorities to continue<br>
with the present ICT continuum.</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>“</span><span
lang=3DEN-US =
style=3D'font-size:9.5pt;font-family:"Verdana","sans-serif";
color:black'>Young people appear to use technology in ways that are =
different
to most of their teachers and parents. Adults (depending on their age)
typically use Information and</span><span lang=3DEN-US =
style=3D'font-size:9.5pt;
font-family:"Verdana","sans-serif";color:#1F497D'> </span><span =
lang=3DEN-US
style=3D'font-size:9.5pt;font-family:"Verdana","sans-serif";color:black'>=
Communication
Technologies (ICTs) as functional tools that are used for<br>
practical or business purposes.” (McGrath, 2009, =
p2)</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>One
wonders what place digital TVs, DVD players, digital cameras, car =
radios,
iPods, iTunes, ‘web enabled phones, Skype, games consoles and the =
social
networking facilities occupy in her definition of =
ICT.</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>It
would be great for researchers of Piaget’s capability to identify =
the
developmental phases in the acquisition of ever changing, ever evolving
competencies and attitudes that emanate from the young’s all =
pervasive
use of an ever evolving suite of digital technologies but<br>
one senses that is still some time off?</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><o:p> </o:p></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>Are we
currently perpetuating a hoax by continuing to:</span><o:p></o:p></p>
</div>
<div style=3D'margin-left:36.0pt;margin-bottom:4.8pt'>
<p class=3DMsoNormal =
style=3D'text-indent:-18.0pt;line-height:18.0pt'><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>a.</span><span
lang=3DEN-US =
style=3D'font-size:7.0pt;color:#555555'> </span><s=
pan
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
> </span><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>use
the term ‘ICT’</span><o:p></o:p></p>
</div>
<div style=3D'margin-left:36.0pt;margin-bottom:4.8pt'>
<p class=3DMsoNormal =
style=3D'text-indent:-18.0pt;line-height:18.0pt'><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>b.</span><span
lang=3DEN-US =
style=3D'font-size:7.0pt;color:#555555'> </span><s=
pan
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
> </span><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#555555'=
>validate
the use of the current ‘ICT continuum</span><o:p></o:p></p>
</div>
<div style=3D'margin-left:36.0pt;margin-bottom:4.8pt'>
<p class=3DMsoNormal =
style=3D'text-indent:-18.0pt;line-height:18.0pt'><span
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>Kind
regards<o:p></o:p></span></p>
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<p class=3DMsoNormal =
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>Mal Lee<o:p></o:p></span></p>
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<p class=3DMsoNormal><span =
style=3D'font-size:13.5pt;font-family:"Helvetica","sans-serif";
color:black'>PO Box 5010, Broulee, NSW, Australia<o:p></o:p></span></p>
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<p class=3DMsoNormal><span =
style=3D'font-size:13.5pt;font-family:"Helvetica","sans-serif";
color:black'>+ 61 2 44 717 947<o:p></o:p></span></p>
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