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Rationales
  
 

Rationales
The ‘educational’ ICT literature makes frequent reference, both directly and indirectly, to rationales for the use of ICT in education. A literature review was carried out, and the rationales that were identified were grouped into three categories, based on the Focus dimension of the Computer Practice Framework (Twining 2002b; 2002c).

Table 1 provides a summary of the rationales that mapped on to the IT category on the Focus dimension of the Computer Practice Framework (CPF).

Table 1 - Rationales that fit into the IT category on the Focus dimension of the
                 CPF
1. In order to learn IT skills
  • Integration - learning IT skills (through the medium of other subjects) (Anderson and Collis 1993 in (Harris 1999)).
  • As part of the curriculum (Scott et al. (1992) in (Harris 1999)).
  • The Computer Practice Framework (CPF): Focus = IT (Twining 2001b; 2002b; 2002c)

Table 2 provides a summary of those rationales that mapped on to the Learning Tool (LT) category on the Focus dimension.

Table 2 - Rationales that fit into the Learning Tool category on the Focus
                 dimension of the CPF
2. As a tool to achieve traditional teaching and learning goals across the curriculum
  • Infusion - use computer to support learning in other curriculum areas (Anderson and Collis 1993 in (Harris 1999)).
  • As a tool to achieve traditional pedagogical goals (Scott et al. (1992) in (Harris 1999)).
  • Integration of drill and skill and/or other software with other activities (Clements et al (1993) in (Harris 1999)).
  • Pedagogical rationale - "computers may improve the instructional processes and learning outcomes." (Pelgrum and Plomp 1991 p3. ).
  • The Computer Practice Framework (CPF): Focus = Learning Tool (Curriculum Tool), Mode = Support (Twining 2001b; 2002b; 2002c).
3. In order to extend and enrich learning across the curriculum
  • 'Neoprogressives' [social constructivists] want learning communities - and see computers as 'mind-tools' that can make this possible (Cuban 1993).
  • Use of problem-solving software and tools (eg word processors, Logo, drawing packages) to extend and enrich learning. (Clements et al (1993) in (Harris 1999)).
  • As a major framework for learning in certain disciplines, notably languages (Hexel, De Marcellus and Bernoulli 1998).
  • The Computer Practice Framework (CPF): Focus = Learning Tool (Curriculum Tool), Mode = Extend (Twining 2001b; 2002b; 2002c).
4. In order to motivate learners
  • To unlock new attitudes and behaviours, hopefully to be transferred to other learning situations (Hexel et al. 1998).
  • The Computer Practice Framework (CPF): Focus = Learning Tool (Affective Tool) (Twining 2001b; 2002b; 2002c).
5. As a catalyst for educational change
  • Redefining teachers' roles with a move towards resource management and more independent learning by pupils (Moseley, Higgins, Bramald, Hardman, Miller, Mroz, Tse, Newton, Thompson, Williamson, Halligan, Bramald, Newton, Tymms, Henderson and Stout 1999).
  • Catalytic rationale - "the use of computers may accelerate another educational innovation .... the possibility that schools can be changed for the better by the introduction of new technologies" (Pelgrum and Plomp 1991 p.3).
  • The Computer Practice Framework (CPF): Focus = Learning Tool, Mode = Extend (Twining 2001b; 2002b; 2002c).
6. Because of the impact of ICT on the nature of knowledge
  • ICT is in fact transforming knowledge itself (Cloke 2000).
  • Hypermedia alters what we can represent and how we can represent it (Twining 2001d).
7. In order to fundamentally change teaching and learning
  • To fundamentally change teaching and learning (Dwyer, Ringstaff and Sandholtz 1990).
  • "Transform teaching and learning into an engaging and active process connected to real life." (Cuban 2001 p.14).
  • The Computer Practice Framework (CPF): Focus = Learning Tool, Mode = Transform (Twining 2001b; 2002b; 2002c).
8. As a tool to support learners in thinking about their own learning
  • The Computer Practice Framework (CPF): Focus = Learning Tool (Mathetic Tool) (Twining 2001b; 2002b; 2002c)
9. In order to provide access to the curriculum for those who might otherwise be excluded from it
  • The Computer Practice Framework (CPF): Focus = Learning Tool (Curriculum Tool) (Twining 2001b; 2002b; 2002c)

Table 3 provides a summary of the remainder of the rationales, which mapped on to the Other category of the Focus dimension of the Computer Practice Framework (CPF).

Table 3 - Rationales that fit into the Other category on the Focus dimension of
                 the CPF
10. In order to increase productivity in education
  • Need for greater productivity in education (Cuban 1993)
11. In order to reduce the cost of education
  • Cost-effectiveness rationale - reduce the cost of education (Pelgrum and Plomp 1991)
12. In order to make education more efficient
  • Help teachers to do their jobs as they do them now (Moseley et al. 1999).
  • "Make schools more efficient and productive than they currently are." (Cuban 2001 p.13).
  • The Computer Practice Framework (CPF): Focus = Other (Twining 2002b; 2002c).
13. As a substitute for teachers
  • As a substitute for the teacher (Scott et al. (1992) in (Harris 1999))
14. In order to reward learners
  • As a reward [for children] (Clements et al (1993) in (Harris 1999)).
  • The Computer Practice Framework (CPF): Focus = Other (Twining 2002b; 2002c).
15. As preparation for living in a society that is permeated with technology
  • Social rationale - preparation for living in a society that is permeated with technology (Pelgrum and Plomp 1991).
  • Need to prepare students for the future (and computers are the future) (Cuban 1993).
16. As preparation for work (employment)
  • Vocational rationale - preparation for work (Pelgrum and Plomp 1991).
  • "Prepare the current generation of young people for the future workplace." (Cuban 2001 p.15).
17. In order to support and stimulate the country's economic development
  • Information technology rationale - about supporting and stimulating the computer industry (Pelgrum and Plomp 1991).
18. In order to impress stakeholders (e.g. inspectors, funders, prospective parents/students)
  • Opportunistic rationale - attract more students to the school (Pelgrum and Plomp 1991).
  • The Computer Practice Framework (CPF): Focus = Other (Twining 2002b; 2002c).
19. In order to reduce inequalities between students/pupils with differential access to ICT outside formal education
  • The Computer Practice Framework (CPF): Focus = Other (Twining 2002b; 2002c).

References
Cloke, C. (2000) Planning to use ICT, factors which influence teachers, ESRC ICT & Pedagogy.

Cuban, L. (1993) Computers meet classroom: Classroom wins, Teachers College Record 95(2): p.185 (26p).

Cuban, L. (2001) Oversold and Underused: Computers in the Classroom, London: Harvard University Press.

Dwyer, D.C., Ringstaff, C. and Sandholtz, J.H. (1990) Teacher Beliefs and Practices Part I: Patterns of Change. The Evolution of Teachers' Instructional Beliefs and Practices in High-Access-to-Technology Classrooms. First to fourth year findings, Cupertino: Apple Computer Inc.

Harris, S. (1999) INSET for IT: a review of the literature relating to preparation for and use of IT in schools, Slough: National Foundation for Educational Research.

Hexel, D., De Marcellus, O. and Bernoulli, M. (1998) Potentials and constraints of ICT in schools, Educational Media International 35(3): pp.149-156.

Moseley, D., Higgins, S., Bramald, R., Hardman, F., Miller, J., Mroz, M., Tse, H., Newton, D., Thompson, I., Williamson, J., Halligan, J., Bramald, S., Newton, L., Tymms, P., Henderson, B. and Stout, J. (1999) Ways forward with ICT: Effective pedagogy using Information and Communications Technology for Literacy and Numeracy in Primary Schools, Newcastle: University of Newcastle.

Pelgrum, W. and Plomp, T. (1991) The Use of Computers in Education Worldwide, Oxford: Pergamon Press.

Twining, P. (2001b) Planning to use ICT in schools?, Education 3-13 29(1): pp.9-17.

Twining, P. (2001d) E211 Learning Matters: Challenges of the Information Age - Software Guide, Milton Keynes: The Open University.

Twining (2002b) Enhancing the Impact of Investments in Educational ICT, PhD Thesis, Milton Keynes: Open University. http://kn.open.ac.uk/public/document.cfm?documentid=2515 (visited 31.1.03).

Twining, P. (2002c) Conceptualising Computer Use in Education: introducing the Computer Practice Framework (CPF), British Educational Research Journal 28(1): pp.95-110.

   
 

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it was reviewed by Peter Twining on 24th June 2003.

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