My final critique is on the article titled ‘Strategies for supporting the development of digital pedagogies’.  This article is a reaction to the MCEETYA (2005) document entitled ‘Pedagogy Strategy: learning in and online world’.

 Rablin finds the key ideas presented in the paper worthwhile, however, is critical of the fact that it does not offer actual strategies for a teacher to use in the classroom.  Therefore, her article provides a few strategies and initiatives that are taking place at Somerville House where Rablin is the Computer Curriculum Coordinator (at the time of writing).

One key theme throughout the article is that strategies to support teachers in using ICT needs to be a whole school approach in regards to their professional learning.  Rablin states, ‘supporting teachers with the integration of ICT also includes guiding teachers through a process of pedagogical reflection and growth’.  The school should not just give technology to the teacher and hope for the best.  It is not the technology that will have an impact on education it is the change in teaching that will have the most effective impact in student learning.  Rablin confirms this by acknowledging the fact that “changes in pedagogy come from the provision of opportunities and time for teachers to experiment with both the technology and their pedagogy within the context of school reform”.

Teachers need to be given the support to develop their ICT skills and ‘provide them with professional learning experiences that allow them to develop their use of pedagogies to support this approach to learning’.  Rabin also comments that ‘learning experiences that apply directly to the classroom are more valuable to teachers and more sustainable’ over their teaching career.  If they can apply the skills to their own teaching context this will then increase the success of using the technology in their classroom.

Finally, as is the case with all classroom teachers, the absence of time is of major concern.  Technology is advancing so quickly that teachers need to be supported by their school in their professional learning and pedagogical development to ensure that they are constantly on top of changes that are relevant to their needs.

REFERENCES: 

Rablin, A. (2005). Strategies for supporting the development of digital pedagogies. Quick(97), 3-7.