Towards effective learning with new technology resources: the role of teacher education in reconceptualising the relationship between task setting and student learning in technology-rich classrooms

Abstract

The purpose of this paper is twofold: first, to explore the reasons why it is inherently difficult to use resources — including new technology resources — to generate and support learning in classrooms; and second, to put forward suggestions for an approach to teacher education which might enable new technology resources to be used to much better effect. The paper begins with an analysis of the reasons why it is difficult to make good use of resources such as books in the classroom context, and relates this to difficulties for teachers in setting learning tasks for students. It goes on to argue that although these problems can be overcome by adopting an approach to teaching as reflective practice, these benefits are often lost because the focus of teachers’ reflection is upon classroom organisation rather than student learning. The paper ends by suggesting that new technology resources provide an opportunity for teacher educators to redirect the focus of reflective practice towards the teacher’s role in setting effective learning tasks.