The design of effective ict-supported learning activities: Exemplary models, changing requirements, and new possibilities

Despite the imperatives of policy and rhetoric about their integration in formal education, Information and Communication Technologies (ICTs) are often used as an "add-on" in many classrooms and in many lesson plans.Nevertheless, many teachers find that interesting and wellplanned tasks, projects, and resources provide a key to harnessing the educational potential of digital resources, Internet communications and interactive multimedia to engage the interest, interaction, and knowledge construction of young learners.To the extent that such approaches go beyond and transform traditional "transmission" models of teaching and formal lesson planning, this paper investigates the changing requirements and new possibilities represented by the challenge of integrating ICTs in education in a way which at the same time connects more effectively with both the specific contents of the curriculum and the various stages and elements of the learning process.Case studies from teacher education foundation courses provide an exemplary focus of inquiry in order to better link relevant new theories or models of learning with practice, to build upon related learner-centered strategies for integrating ICT resources and tools, and to incorporate interdependent functions of learning as information access, communication, and applied interactions.As one possible strategy in this direction, the concept of an "ICTsupported learning activity" suggests the need for teachers to approach this increasing challenge more as "designers" of effective and integrated learning rather than mere "transmitters" of skills or information through an add-on use of ICTs .The Internet is an embarrassment of riches that is next to worthless without an educator to facilitate learning and integration in classrooms what tends to be in shorter supply are specific learning activities that make use of this wealth.(March, 2001) How do we understand persistence, but also the reasons for transformation --decays of old lines of work and the emergence of really new ones?For this, we need an as yet unknown nonexistent theory of the structure and evolution of activities.(Disessa, 2000, p. 78) INTRODUCTION: THE CHALLENGE OF "DESIGNING" LEARNING FOR ICT INTEGRATIONIn general, ICTs are often used as an "add-on" in the classroom, demonstrations of cutting-edge programs and possibilities often intimidate rather than encourage educators, and teachers often resent the nave rhetoric of ICT integration typically associated with top-down policy imperatives (Cuban, 2001;Healy, 1998).The challenge for teachers to more effectively harness the educational implications and possibilities of ICT learning resources and tools is not simply a problem of finding sufficient time to develop appropriate computer skills or even think about potential applications.Relevant contexts or frameworks for practical integration which link to both the curriculum and the learning process are also needed, as are specific methods and models.Despite an often instinctive skepticism, many teachers have a Cameron RichardsThe Design of Effective ICT-Supported Learning Activities...