ICT for Learning: Technology and Pedagogy

Abstract

Information and communications technologies (ICTs) are pervasive in twenty-first-century society, something that subsequently warrants their importance in twenty-first-century education. Whilst the use of ICTs in education is fairly ubiquitous, the ways in which they are utilised are, however, quite varied. A range of factors influence the ways in which ICTs are used in education including those related to access, socio-economic status, ethics, cyber safety and teacher confidence and competence. These influential factors have contributed to technology use in schools becoming an important topic for consideration, particularly in regard to the what, where and how of ICT for learning. Fitting with the theme of this manuscript, the considerations privileged in this chapter are those concerned with the relationship between ICT, pedagogy and personalising learning. We explore ICT’s potential to be a vehicle for personalising learning and argue that the achievement of such potential lies in understanding the perspectives of, and relationships with, pedagogy in deeper thinking about technology and learning that teachers and teacher educators need to undertake.