1. Reflecting on ICT M Educational Computing Waves Computer Portability
Development of Thinking: Four Generations
Catching the Third ICT Wave: Bereiter & Scardamalia M
Mike Whiteman: Waitomo ICT Cluster

2. Educational Computing Waves
Instructional
Often unrelated to curriculum and required too much knowledge – eg turtle logo
Problem Solving
Pupils learning with and from the computer
Behaviourist – teach skills such as touch typing
Mind Tool
A tool that could amplify cognition – huge time demands
Media M

3. Educational Computing
Instructional
Behaviourist – teach skills such as touch typing
Often unrelated to curriculum and required too much knowledge – eg turtle logo
Problem Solving
A tool that could amplify cognition – huge time demands
Mind Tool
Media
Pupils learning with and from the computer M

4. Computer Portability
Fixed M
Portable

5. Development of Thinking: Four Generations
“Technological change is not additive; it is ecological. A new technology does not merely add something; it changes everything.”
Postman (1992)
gesture and action – using ‘calculate’ in a broad sense, people were the first computers – hand-tools from the axe to the abacus were the first generation of technology that extended human thinking
Non-oral
invention of speech – oral language is also a technology that stores information and procedures, as words – skills with speech still important today
Speech
creation of symbol based information systems – notches on sticks, carvings… – storing ideas moves from bone/stone to clay, skins, parchment and paper – writing systems emerge – the alphabet – numerals – writing and mathematics – these skills not always easy to master
Symbols
electronic computers – meaning of ‘computer’ shifts from a person to a machine – transformation of our thinking culture: calculation, communication, composition – can apply these to problem finding, problem framing, problem solving
Machine M

6. Catching the Third ICT Wave: Bereiter & Scardamalia
Technology as an imperative
belief that schools must become computerised and networked to prepare children for the Information Age – huge amounts of money on hardware – teacher anxieties and resistances - “Oversold and Underused” Larry Cuban
Use ICT in educationally appropriate ways
“It isn’t the computers, its how you use them.” – the imperative is not just to adopt ICT but to use it in educationally appropriate ways – computer regains importance, but ICT is like an unexpected important guest at a dinner party for whom a place must be found – move of computers from suites back to the classroom
ICT as ‘affordances’
‘affordances” used in the sense of perceived action possibilities – educational ideas are primary, and various ICT affordances serve in realising a particular idea – Wave 3 educators never ask, “how can I integrate ICT into this activity?” Instead they think about how the class could evolve into a more successful knowledge building community M ?

7. Catching the Third ICT Wave: What’s holding it back?
has not touched a large number of teachers – the words that describe this 3rd`wave are good, (inquiry, constructivism, collaboration, curiosity, higher-level thinking…), but many see Wave 2 as their limit
learning objectives and tests often force the ‘good words’ to the sideline
as adults we can be too easily impressed by students ICT skills – we tend to favour those who ‘show off’ these skills without analysing the content
our lack of belief and trust that students really can function as active members of a worldwide knowledge-creating culture M

8. M