Over the last three decades, ICT has become a prominent feature of everyday life. With the introduction of ICT now pervading every aspect of both our personal and our professional lives. Most of the younger generation, the so-called ‘digital natives’, have grown up using technology which has now become an integral part of their everyday lives.
ICT offers a tremendous opportunity for educational institutions to make a quantum leap in the quality of teaching through the use of multimedia, specialised software and educational games.
Unfortunately, however, such a transformation has failed to materialise. While most schools are now equipped with computers, internet access and interactive whiteboards, effective e-learning requires far more than the mere introduction of hardware in the classroom. Teacher training on the use and role of ICT in learning has not been adequately addressed, leaving the exploitation up to the initiative of individual teachers.
School curricula have not been adequately updated to take into account the needs for developing ICT skills, and established textbook publishers have largely failed to leverage the use of simulations and games to provide improved learning material. The Malta Council for Science and Technology recently participated in the FarHorizon project funded through the European Commission’s Seventh Framework Programme (FP7). The project piloted the use of foresight to align research with longer-term policy needs in Europe using a success scenario approach. One of the topics addressed in the project is learning and teaching in an ICT society. Further information may be found at http://farhorizon.portals.mbs.ac.uk/
During a project workshop held last December, the participants articulated a vision for Europe where future generations possess the skills and competences they need to participate actively in a digital society, both in their personal and in their professional lives. The vision encompasses a modern educational system, a knowledgeable and competent workforce, and a digital inclusive society.
The vision states: “We want to put in place the mechanisms for developing educational systems firmly rooted in the 21st century, which equip the younger generations with the skills they need to face the future with confidence.
“We want to develop a workforce with the skills and competencies needed for future occupations. This includes not only digital literacy, but also the ability to recognise opportunities for innovative products and processes which become possible through the application of new technologies.
“All citizens must master the skills required to take advantage of opportunities offered by modern technology. These include the ability to find the desired information, to utilise e-government solutions, to perform online purchases and to participate in social networking. The elderly, the underprivileged and the marginalised will not be left by the wayside.”
The workshop participants then focused on the identification of the steps needed to achieve the desired vision, and put forward several recommendations.
The participants supported the idea of a high-level initiative driven by the European Commission, underpinned by the development of a roadmap establishing targets and lines of action and given the necessary prominence and visibility.
A competent cadre of teachers trained in the exploitation of digital technology demand the updating of university training courses for new teachers, which need to address the pedagogical dimension by including instruction in modern teaching methods, exploiting ICT hardware and use of software. This needs to be complemented with specialised courses for existing teachers in order to reach the entire teaching workforce.
School curricula need to be updated and preferably should include ICT literacy as a separate subject. ICT applications should be integrated in subject and disciplinary learning, and opportunities for self-learning through the use of ICT should be promoted and exploited. Research and pilot studies need to be undertaken to obtain a better understanding of how teaching methods can be improved.
Educational materials need to be improved, and textbooks must be complemented by courseware based on rich multimedia and incorporating graphical simulation and educational games. Educational material providers need to engage in dialogue with schools and may require encouragement to invest in the development of such materials.
Participants supported the lifelong learning paradigm and the idea that public and private employers should introduce programmes to enable their employees to develop the necessary competencies. However, merely addressing digital literacy skills in individuals is not sufficient. ICT presents myriad opportunities for productivity gains and competitive advantage in business and industry, and a more elaborate approach is called for.
Tailor-made, sector-specific workshops should be organised with the objective of enabling employees to discuss how ICT can contribute to innovation within their particular sphere.
The participants also identified the need for specific schemes targeted at those who are not in productive employment to catalyse them into embracing modern technology.
A favourable environment must be put in place to provide an opportunity for all members of society including the elderly, the underprivileged and the marginalised to form part of the information society. Sustained efforts to promote broadband and drive down the costs of computers and internet access are needed to facilitate availability for those requiring it for their personal use. Free courses on basic use of computers and the internet will also help.
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Dr Warrington is project manager for FP7 projects at the Malta Council for Science and Technology.