Engage, empower, enable: Developing a shared vision for technology in education

After more than two decades of computers in education in Australian schools there is still confusion at all levels about why technology matters and widespread reluctance to move beyond the tokenistic use of computers in classrooms. Why? The reasons are probably many and varied but this chapter proffers the notion that the confusion and reluctance stems from the lack of a shared vision, at the school and classroom level, and the lack of pragmatic teaching frameworks that take into account the realities of teaching in the 21st century. In this chapter scenario planning will be applied to the conundrum that is, Information and Communication Technologies in Education (ICTE). The focal point selected will be how ICT’s impact on teaching and learning. The organizational mental models that exist range from, the use of ICT underpinned by constructivist theory, to the behaviorist view, that technology makes learning faster, easier and cheaper. Colliding forces and trends include; outcomes based curriculum, rapidly changing technology, and increasing accountability. Two themes are chosen. The first theme, not surprisingly, is the technology itself. We can choose to saturate teaching and learning with technology or not. The second theme is teaching and learning theory. The two themes are placed on a continuum, intersected, and positioned on a matrix. From the matrix scenarios are extracted and presented as vignettes. It will be argued that the scenario planning stages of establishing a focal point, identifying organizational mental models, and conducting an environmental scan can greatly assist schools in developing a shared vision, and that the teasing out of narratives can greatly assist in the development of realistic teaching methods