ICT for learning in action

Effectively using digital technologies is an invaluable skill in our globally connected 21st century world. In today’s competitive job economy, the most marketable employees are those who know how to use ICT to:

• Consume, evaluate, and analyze information and ideas, and  
• Design and create new information and ideas 

Educators must therefore thoughtfully design learning activities that integrate the use of ICT for learning to prepare learners for success.

Use the rubric or decision tree to design learning activities that incorporate the different levels of ICT for learning. Focus on planning for the next month or term and set a goal to incorporate opportunities for learners to use ICT in their learning. Though learners may already have experience using ICT, they will need specific guidance to use it in dynamic ways that transform learning. Think about learners and their experiences to date. Their experiences must guide the learning activities we design. Consider how learners currently use ICT. Is it used in more powerful ways to construct knowledge or to design knowledge-based products?  

To start, select a learning activity that learners will engage with soon. Use the ICT for Learning decision tree to guide the activity design. Learners may already be using ICT in some activities. Consider:

• Does the use of ICT support knowledge construction?
• Is the use of ICT required for constructing knowledge?
• Are learners designing an ICT product for others to use? 

Considering these questions is useful when designing a learning activity to integrate ICT for learning. The need for ICT integration will vary as it all depends on the planned learning outcomes and learners' needs.

Not all learning activities will integrate ICT at its deepest levels. However, over time, aim to integrate ICT at all the levels. If the upcoming activity doesn't warrant ICT use at a deep level, reflect on learning experiences later in the semester. What learning activities in the semester:

• Might use ICT to support knowledge construction?
• Would be impossible or impractical without the use of ICT?
• Might encourage learners to be designers of ICT products?

Note those activities now so future planning incorporates the ICT skills necessary to build on the dimension. If other colleagues have participated in this 21CLD module and understand the ICT for learning dimension, ask their advice or feedback on the learning activity. Based on the feedback, adjust and put the activity into action. Once learners have completed the activity, reflect on the following:

• What happened?
• How did learners practice the ICT skills designed?
• Were particular examples of ICT for learning demonstrated?
• Did learners need extra input that wasn't anticipated?
• What worked?
• What didn't work? 

Based on observations and reflections about the learning activity and learners' actions, consider:

• Does the learning activity need improvement?
• Is there a way to further develop learners' ICT skills?

For inspiration:

• Review Anthony Lees' Global Community Project on the ICT for learning in action page in the ICT for learning section of the OneNote. Note the ICT skills practiced throughout the activity.
• Learn how Chiho Nakagawa, an educator in Japan, incorporates the use of ICT for learning in a learning activity.