Information and Communications Technology, Knowledge and Pedagogy

Traditional approaches to the use of computers in education have given insufficient attention to the impact of Information and Communications Technology (ICT) on the classroom. Any implementation of ICT in schools requires a level of change in practice. This article examines three such levels, namely where existing practice is made more efficient or effective, where it is extended in some new way, and where it is transformed. A model of pedagogy is outlined and the model is then used to examine the three levels and their implications. The analysis suggests that a more sophisticated idea of change is needed if ICT is to have a significant impact on classroom practices.