Информатика и образование 2019 №02 [журнал «Информатика и образование»] (pdf) читать постранично, страница - 5

technology with the transformation of
educational process. A correct understanding of the
harnessing ICT in education replaces the «introduction
a technology» approach by the «digital transformation
of education with technology” (or “digital transformation”) approach.
In the last decade, many classrooms around the
world have used ICT to support quality teaching and
student engagement, through digital tools and environments that help connect learning to authentic, real-life
challenges. Students in those classes have reached the
21-st century educational results. Teachers who use
inquiry-based, project-based, problem-based educational practices consider digital technology as a critically
important instrument [7, 9]. However, this usually
happened contrary the policy that use «introduction
a technology» approach and do not include the changes
of teaching/learning process as a necessary component
of the harnessing ICT in education.
Nowadays the digital technologies are the necessary instruments to transform personalize teaching/
learning. They are ready to support the introduction
of highly effective pedagogy that advances the high-

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quality teaching and learning for each student. The
implementation of the “digital transformation” approach is the necessary step to real equity in access to
high-quality school education all. The solving of these
eternal (traditional) pedagogical problems relies heavily
on the intensive use of digital educational resources,
solutions, and services and is the main part of the work
on the harnessing of ICT in education. Therefore, the
policy and programs on the harnessing of ICT in education should include all policies and programs related to
the transformation or development of the educational
system as their essential component (or opposite) [10].
Such approach gives to educators the freedom/
permission to change traditional practices in a systemic
way including [11]:
• Clarifying the learning goals, especially related
to ‘deep’ ICT-supported learning.
• Choosing/developing the precise pedagogy that
encroached with the ICT and will deepen learning
in relation to these goals.
• Selecting/developing the technology to may
facilitate/accelerate the learning.
• Assessing the learning process and results
with ICT-supported instruments to provide the
further improvements and to get evidence of
efficacy.
The harnessing of ICT in education policy should
include all other policies for educational change but
not serve as a restriction, but support incentives
as the possible driver of innovation. The digital
transformation that integrates learning and technology
has to occur systematically at the specific project in
each of the regular schools.
Statement of issue: Building the Vision of the
Harnessing ICT as digital transformation of the school.
The vision of the harnessing ICT in education is
very often limited by “introduction a technology” and
does not connect the harnessing ICT directly to the
transformation of the teaching/learning process and
everyday educational practices the ICT has to improve
(support, enrich and so on). This is acceptable when
the harnessing ICT in education has limited goals. If
the harnessing ICT in education is aimed to improve
educational results the educational tasks (the change
of the school culture and the teacher/student relations,
the change of curriculum and the learning space,
teachers’ professional development and so on) become
the main one and the technology decisions become the
serving one.
Recommendation: The government should consider
ICT policies and programs on the Harnessing ICT in
education as policies and programs for the digital
transformation of the school.

2. Sub-areas, issues and recommendations
ICT (digital technology) can be a powerful tool
for transforming learning. It can help to reinvent
approaches to learning and collaboration and adapt
learning experiences to meet the needs of all learners.
To realize the benefits of ICT students and teachers

need to use ICT effectively in their everyday practice.
The focus areas for the harnessing ICT in education
include:
• Learning with/through ICT When Suitable.
• Teaching with/through ICT When Suitable.
• Developing Culture for ICT-promote Educational
Changes.
• Building Digital Infrastructure to Promote
Learning and Teaching.

2.1. Learning with/through ICT when suitable
Learning with/through ICT when suitable, means
that students turn to
• devices (computer, projector, printer, digital
microscope, robot and so on);
• digital tools (word processor, graphics editor,
browser, communication instruments and so on);
• passive and interactive information materials
(texts, video and audio recordings, virtual
objects, and so on);
• spatialized environments (games, simulators,
teaching programs, and so on);
• services (search engines, social networks,
distribution networks and so on),
and use them to achieve their goals every time it is
necessary, or required by the curriculum (the lesson
plan, the teacher’s task etc.) or for one’s own needs
or interest.
Learning with/through ICT should never displace
interaction between people, the role of unstructured,
non-integrated, interactive and creative play, communication, manual labor, as well as a direct students’ contact with natural and artificial objects and phenomena.
There are many ways [12] ICT can improve and
enhance learning:
• ICT can help organize learning around real-world
challenges and project-based learning — using
a wide variety of digital learning devices and
resources to show competency with complex
concepts and content. Rather than writing
a research report to be read only by her biology
teacher and a small group of classmates,
a student might publish her findings online
where she receives feedback from researchers
and other members of communities of practice
around the country.
• ICT can enable personalized learning or experiences that are more engaging and relevant. Mindful of the learning objectives, educators might
design learning experiences that allow students
in a class to choose from a menu of learning
experiences — writing essays, producing media,
building websites, collaborating with experts
across the globe in data collection — assessed via
a common rubric to demonstrate their learning.
• ICT can help learning move beyond the classroom
and take advantage of learning opportunities
available in museums, libraries, and other outof-school settings. It empower learners with the
tools and resources to explore together to better
understand the world around them.

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ISSN 0234-0453 • ИНФОРМАТИКА И ОБРАЗОВАНИЕ • 2019 • № 2 (301)
• ICT can help learners pursue passions and
personal interests. This ability to learn topics
of personal interest teaches students to practice
exploration and research that can help instill
a mindset of lifelong learning.
• ICT access when equitable can help close the
digital divide and make transformative learning
opportunities available to all learners. An adult
learner with limited physical access to continuing
education can upskill by taking advantage of
online programs to earn new certifications and
can accomplish these goals regardless of location.
Statement of issue: The harnessing ICT has to be
relevant to the needs of the curriculum.
Many ICT innovations in education have failed in
many countries just due lack of pedagogical purpose
focus. The projects have focused on technology without
creating an Infrastructure to sustain the innovations.
Recommendation: Begin with pedagogy when
harnessing ICT in education. Work on clarifying the
roles of teachers and students as well as all other
stakeholders. Define the pedagogical partnership. Work
on clarity and precision of the evidence relative to
impact on learning. Put pedagogy in the driver’s seat
and use ICT to accelerate and deep learning relative
to particular learning outcomes.
Statement of issue: The selection of ICT- promote
educational solutions.
There are a number of ICT-promote educational
solutions available but their quality and appropriation for the specific educational tasks is not always
clear. Schools and teachers have no clear connection of
ICT-promote educational