ICT integration is a bit like the proverbial curate’s egg: good and bad in parts. I believe that is is absolutely vital to remember that when you start using ICTs in your lessons, not every bite is going to nourish, there will be many sour moments along the way.
When it works, it can deliver spectacular gains and generate a great deal of excitement. When it doesn’t, frustration and anger follows in its wake. You organize a fantastic lesson in which students are going to use their devices to follow a trail of QR codes to find the answers to a question, and suddenly there’s no wi-fi … you’ve found the perfect YouTube video to use for a listening comprehension, and suddenly the Internet goes down!
A teacher, taking their first timorous steps in ICT integration, faced with this experience, sometimes does not make another attempt. Even tech-savvy teachers can get totally frustrated. But that’s not what I’m talking about, although it is a very real problem.
The blended classroom is a classroom in which both face to face, and online instruction is used. Blended pedagogies, in the same way, deploy both digital and analogue technologies. Students may watch a video, and then write a response on paper, or act out a scene in class, and then maintain a reflective blog online. I like to use the metaphor of the curate’s egg to think about both the good and bad moments that are inevitable in any use of ICTs, and to think about the necessity for a blended approach. If I remember that all lesson units should have both a digital and an analogue part, I am more likely to strike a balance, and avoid over-reliance on either.
I believe that this balance is necessary because knowledge, and how we access knowledge has changed radically. Google has transformed the amount of facts and figures we have at our finger tips, and the speed with which we can find things out. This is a vital part of a twenty-first century world. And yet the ability to find something is not knowledge. Knowledge is about the way things are organised: how we relate one idea to another, the meaning and significance we attach to raw facts. This requires deep, and reflective reading, rather than rapid fire assimilation and synthesising of facts. To understand something you need to follow a sustained train of thought and reflect on the logical connections between ideas, and how they relate to everything else you know about the world. And yet you also need to be able to assimilate information rapidly, given the plethora of information available these days. Knowing how to use Search Engines effectively is vitally important to allow one to scan the horizon for salient facts, but so is reading the page, reading deeply for the narrative.
Combining digital and analogue reading, and by reading I mean understanding, is very much a curate’s egg. What’s good for one purpose may be bad for another purpose. This creates a massive conundrum for teachers, and highlights the perilous situation we find ourselves in. Ignoring digital media is clearly wrong, but so is racing to adoption before thinking it through. The safest approach is to ensure that we use both, and try to establish a balance.