[Advisory] RE: The ICT Continuum Hoax
Ray Tolley
rjt@maximise-ict.co.uk
Mon, 8 Feb 2010 22:27:02 -0000
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Mal,
It all depends on how you define 'Continuum' and how you define
'Competency'.
If by 'Continuum' you mean that 'All 11yr-olds should be able to do this,
this and this.' And at 12-yrs old they should additionally be able to do
that and that.' And by 13yrs old they should all be able to do, 'The other
and the other.' Then I would agree with you. However, if we believe in
personal learning plans (PLPs) then perhaps we can say/negotiate for each
individual, "Your target for this week/term/year should be..." And these
should be written in terms of processes rather than competencies but still
leaving room for the unexpected. If not set as actual targets (and even
these allow for adjustments) then at least the continuum can be seen as a
track-record, an audit trail or 'breadcrumbs'. As professionals we often
suggest considering, "Where are we now? Where do we want to get to? How
will we get there? and How will we know when we have arrived?" (Accepting
that learning never really stops.) If such a planning strategy (or
continuum) is appropriate for us as professionals why should we not share
such approaches with our children and their parents?
Again, 'Competency' should not be thought of in terms of practical abilities
such as 'cut and paste', 'insert page numbering' or 'write a conditional IF
statement'. This went out of UK thinking almost ten years ago!
Competencies are about processes, such as 'plan a strategy in order to...',
'negotiate with a partner how to share a workload', 'design a presentation
to challenge conventional ideas concerning...', 'or 'investigate the
historical causes of...'
The need to learn technical skills then becomes purpose driven as I suggest
in one of my presentations:
http://www.slideshare.net/maximise/planning-my-learning
Best Wishes,
Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/>
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/>
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm>
http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
From: Mal Lee [mailto:mal.lee@netspeed.com.au]
Sent: 07 February 2010 23:18
To: Glenn Finger; Mike Gaffney; Arthur Winzenried; Jason Zagami; Damian
Maher; Phil Roberts; Karen Bonanno; Lyn Hay; Judy Parr;
lorrae@cyperus.co.nz; Martin Levins; Peter Kent; Allan Shaw; Roger Hayward;
Ray Tolley; John Hodgkinson; Tony Brandenburg
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 purport 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 program.
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 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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<body lang=3DEN-GB link=3Dblue vlink=3Dpurple style=3D'word-wrap: =
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<div class=3DSection1>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Mal,<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>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>It all depends on how you define ‘Continuum’ =
and how
you define ‘Competency’.<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>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>If by ‘Continuum’ you mean that ‘All =
11yr-olds
should be able to do this, this and this.’ And at 12-yrs old they =
should
additionally be able to do that and that.’ And by 13yrs old =
they
should all be able to do, ‘The other and the other.’ =
Then I
would agree with you. However, if we believe in personal =
learning
plans (PLPs) then perhaps we can say/negotiate for each individual, =
“Your
target for this week/term/year should be...” And these =
should be
written in terms of processes rather than competencies but still leaving =
room
for the unexpected. If not set as actual targets (and even these =
allow
for adjustments) then at least the continuum can be seen as a
track-record, an audit trail or ‘breadcrumbs’. As
professionals we often suggest considering, “Where are we now? =
Where
do we want to get to? How will we get there? and How will we know =
when we
have arrived?” (Accepting that learning never really =
stops.)
If such a planning strategy (or continuum) is appropriate for us as =
professionals
why should we not share such approaches with our children and their =
parents?<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>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Again, ‘Competency’ should not be thought of =
in terms
of practical abilities such as ‘cut and paste’, =
‘insert page
numbering’ or ‘write a conditional IF =
statement’. This
went out of UK thinking almost ten years ago! Competencies are =
about
processes, such as ‘plan a strategy in order to...’, =
‘negotiate
with a partner how to share a workload’, ‘design a
presentation to challenge conventional ideas concerning...’, =
‘or ‘investigate
the historical causes of...’<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>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>The need to learn technical skills then becomes purpose =
driven
as I suggest in one of my presentations:<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.slideshare.net/maximise/planning-my-learning">http://w=
ww.slideshare.net/maximise/planning-my-learning</a><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>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Best Wishes,<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>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Ray Tolley </span><span =
style=3D'font-size:8.0pt;font-family:
"Arial","sans-serif";color:#1F497D'>FEIDCT, NAACE Fellow, ACQI, =
MBILD<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>ICT Education Consultant<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Maximise ICT Ltd<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>P: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>ht=
tp://raytolley.v2efolioworld.mnscu.edu/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>B: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>ht=
tp://www.efoliointheuk.blogspot.com/</span></a><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>W: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>ht=
tp://www.maximise-ict.co.uk/eFolio-01.htm</span></a><o:p></o:p></span></p=
>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
</div>
<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>To:</b> Glenn Finger; Mike Gaffney; Arthur Winzenried; Jason Zagami; =
Damian
Maher; Phil Roberts; Karen Bonanno; Lyn Hay; Judy Parr; =
lorrae@cyperus.co.nz;
Martin Levins; Peter Kent; Allan Shaw; Roger Hayward; Ray Tolley; John
Hodgkinson; Tony Brandenburg<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:"Helvetica =
Neue","serif";color:#555555'>The
ICT Continuum Hoax?</span></b><span =
style=3D'font-size:10.0pt;font-family:"Helvetica Neue","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:"Helvetica =
Neue","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:"Helvetica =
Neue","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:"Helvetica =
Neue","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:"Helvetica =
Neue","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:"Helvetica =
Neue","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:"Helvetica =
Neue","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:"Helvetica =
Neue","serif";color:#555555'>The
continuum purport 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:"Helvetica =
Neue","serif";color:#555555'>In
turn they serve as a guide to teachers shaping their teaching =
program.</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:"Helvetica =
Neue","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'><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:"Helvetica =
Neue","serif";color:#555555'>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.</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:"Helvetica =
Neue","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:"Helvetica =
Neue","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<br>
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:"Helvetica =
Neue","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:"Helvetica =
Neue","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:"Helvetica Neue","serif";color:#555555'>The second major =
concern 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'><span =
style=3D'font-size:10.0pt;
font-family:"Helvetica =
Neue","serif";color:#555555'><o:p> </o:p></span></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:"Helvetica =
Neue","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:"Helvetica =
Neue","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:"Helvetica =
Neue","serif";color:#555555'>Who
is the Jean Piaget 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:"Helvetica =
Neue","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:"Helvetica =
Neue","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:"Helvetica =
Neue","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>
<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:"Helvetica =
Neue","serif";color:#555555'><o:p> </o:p></span></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:"Helvetica =
Neue","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<br>
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>
<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:"Helvetica =
Neue","serif";color:#555555'><o:p> </o:p></span></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:"Helvetica =
Neue","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>
<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:"Helvetica =
Neue","serif";color:#555555'><o:p> </o:p></span></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:"Helvetica =
Neue","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>
<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:"Helvetica =
Neue","serif";color:#555555'><o:p> </o:p></span></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:"Helvetica =
Neue","serif";color:#555555'>Are
we currently perpetuating a hoax by continuing to:</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-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:"Helvetica =
Neue","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:"Helvetica =
Neue","serif";color:#555555'> </span><span
lang=3DEN-US style=3D'font-size:10.0pt;font-family:"Helvetica =
Neue","serif";
color:#555555'>use the term ‘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-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:"Helvetica =
Neue","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:"Helvetica =
Neue","serif";color:#555555'> </span><span
lang=3DEN-US style=3D'font-size:10.0pt;font-family:"Helvetica =
Neue","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
style=3D'font-size:10.0pt;font-family:"Helvetica =
Neue","serif";color:#555555'><o:p> </o:p></span></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
style=3D'font-size:10.0pt;font-family:"Helvetica =
Neue","serif";color:#555555'>Kind
regards<o:p></o:p></span></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
style=3D'font-size:10.0pt;font-family:"Helvetica =
Neue","serif";color:#555555'><o:p> </o:p></span></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
style=3D'font-size:10.0pt;font-family:"Helvetica =
Neue","serif";color:#555555'>Mal
Lee<o:p></o:p></span></p>
</div>
<div>
<div>
<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>
</div>
<div>
<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>
</div>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:13.5pt;font-family:"Helvetica","sans-serif";
color:black'><o:p> </o:p></span></p>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
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