Module Two: Anytime

As a child, school was always a place where “the teacher teaches [and] the students learn” (Groundwater-Smith, Ewing & Le Cornu, 2007, p. 23). However, “rapidly changing social, cultural, and technological conditions” (Australian Council of Deans of Education [ACDE], 2001) has forced change to this concept with the role of the teacher moving from instructor to a facilitator “identifying, negotiating, interpreting and analysing student learning within the social context of our times” (Groundwater-Smith et. al. 2007, p. 40). The introduction of technology to classrooms has revolutionised classroom learning, with us – the teachers – in the centre of these changes (Groundwater-Smith et. al. 2007).
But while computers, the internet and interactive whiteboards are finding a place in almost every classroom, it requires more than their presence to become a valuable educational resource. Some of my peers “are not prepared to make technology a critical element ... of classroom instruction” (Lacina, 2009, p. 270) due to a lack of professional development leading to a lack of confidence or competence. In fact, many educational institutions delay the introduction of computers (Malone, 2006) because of the initial cost of the equipment and constant updating required to maintain its quality (Lacina, 2009).
The Australian Education Charter states that “more sophisticated learning will happen using computers” (ACDE, 2001) as such technology engages students – especially visual learners – while allowing interaction between the class and the content (Lacina, 2009). They also consolidate classroom tools such as calculators, thesauruses and dictionaries, reduce paper consumption, streamline the drafting process as well as provide multiple mediums for expression (Johnson, 2008).
Whether technology belongs in the classroom or not, there is no doubt that it has changed the context of learning and education. As “many students have access to computers and the internet at home” (Groundwater-Smith et. al. 2007, p. 140), school is no longer the only place in which students can obtain knowledge as learning can now occur in many settings “outside traditional educational institutions” (Malone, 2006, p. 7). The role of the teacher in the use of such new technology has been rendered virtually useless, as most students are self taught in this area (ACDE, 2001; Malone, 2006).
In order to keep up with this changing technology, teachers must be able to adapt and learn as fast as students in this new generation where computer literacy plays a huge role in the globalisation of our world. Instantaneous knowledge in a “world connected through Information and Communication Technology (ICT) and social relations” (Malone, 2006, p. 2) has revolutionised the teaching profession and one day may overtake the traditional education institutions. For now, however, we must attempt to move with the “big changes affecting the nature of knowledge” (Malone, 2006, p. 1) and “rethink ourselves as teachers and learners” (Malone, 2006, p. 1) to keep pace with this world so different to that of ours when we were the students.

REFERENCES
Australian Council of Deans of Education. (2001). New Learning: A Charter for Australian Education. Retrieved from http://www.acde.edu.au/docs/CharterForAustralianEducation2004.pdf

Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2007). Teaching Challenges and Dilemmas (3rd ed.). South Melbourne, Victoria: Thomson.

Johnson, J. (2008). Can a laptop change how the world teaches? Knowledge Quest, 36(4), 72-73. doi: 1538736811

Lacina, J. (2009). Interactive whiteboards: creating higher-level, technological thinkers? Childhood Education, 85(4), 270-272. doi: 1705200601

Malone, K. (2006) New learning in new times. In Latham, G., Blaise, M., Dole, S., Faulkner, J., Lang, J. & Malone, K. (Eds.) Learning to Teach (pp. 1-16). Retrieved from http://images.lib.monash.edu.au/edf1304/04133667.pdf