Understanding the relationship between ICT and education means exploring innovation and change

  • Authors:

  • Deryn Watson

  • Affiliations:

  • Department of Education and Professional Studies, King's College, London, UK

  • Venue:
  • Education and Information Technologies
  • Year:
  • 2006

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Abstract

This paper sets the debates of the other papers in the context of a benchmark in time that is after four decades of deliberations about the relationship between ICT and education. The environment for and deliberations about this relationship has been one of rapid change in perspectives, most characterised as a shift of focus from the technology to learning. While contemplating the future however, a number of enduring issues remain, including understanding how learning occurs, learning with or about the technology, and the role of the teacher and professional development. The papers address these issues, as well as exploring national policies and software learning environments; all reflect on the growing complexity of the situation and the conundrum of failure to achieve `lift-off.' Key phrases for debates in the future include lifelong learning, the commonplace of ICT in society, the digital world of the young, and the digital ethical dilemmas. In addition I suggest that the key word of change could be paid more attention.