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ICT and Pedagogy

(Mary Webb)

August 2010

My research over a number of years with members of the Technology Mediated Learning Group and others has sought to understand the changing nature of pedagogy and pedagogical interactions in ICT–rich learning environments. Based on a literature review and research into expert teachers’ use of ICT we developed a framework for understanding teachers’ pedagogical practices (see Webb & Cox, 2004 and area marked 1 on the diagram). Subsequently research into students’ learning and formative assessment practices (Webb, 2010 (in press); Webb & Jones, 2009) has led to more understanding of how students may become more autonomous in their learning (see area marked 2 on diagram).

Framework for pedagogical practices relating to ICT-use

My research has led me to believe that one of the most successful approaches to learning and teaching with or without digital technologies is through formative assessment or assessment for learning (AfL). AfL provides a philosophical approach whose theoretical basis was summarised by Black and Wiliam (2009).

Aspects of Formative Assessment (adapted from Black and Wiliam, 2009 p. 8)

	Where the learner is going	Where the learner is right now	How to get there
Teacher	1 Clarifying learning intentions and criteria for success	2 Engineering effective class-room discussions and other learning tasks that elicit evidence of student understanding	3 Providing feedback that moves learners forward e.g. through electronic feedback on discussion boards
Peer	Understanding and sharing learning intentions and criteria for success.	4 Activating students as instructional resources for one another e.g. through online peer discussion forums
Learner	Understanding learning intentions and criteria for success	5 Activating students as the owners of their own learning

Researching how digital technologies can support the 5 aspects of formative assessment shown on the diagram is a current focus of my work. For example electronic feedback facilitates one to many feedback and student responses to teacher feedback. (Webb, 2010). Specialist discussion fora can enable students with similar interests from a wide variety of situations to support each, e.g. in solving mathematics problems (Webb & Jared, 2010)

References

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21, 5-31.

Webb, M. E. (2010). Technology mediated feedback processes in formative assessment with beginning teachers, IFIP Workshop "New developments in ICT and Informatics education. Université de Picardie Jules Verne, Amiens, France.

Webb, M. E. (2010 (in press)). Beginning Teacher Education and Collaborative Formative E-Assessment. Assessment and Evaluation in Higher Education.

Webb, M. E., & Cox, M. J. (2004). A review of Pedagogy related to ICT. Technology, Pedagogy and Education, 13(3), 235-286.

Webb, M. E., & Jared, L. (2010). Online and Face-to-face interaction for learning - Supporting assessment for learning IFIP Workshop "New developments in ICT and Informatics education. . Université de Picardie Jules Verne, Amiens, France.

Webb, M. E., & Jones, J. (2009). Exploring tensions in developing assessment for learning. Assessment in Education: Principles, Policy & Practice, 16 (2), 165-184.

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