A CONTINUUM OF APPROACHES
Studies of ICT development in both developed and developing countries
identify at least four broad approaches through which educational
systems and individual schools proceed in their adoption and use of ICT.
These four approaches, termed emerging, applying, infusing, and transforming, represent a continuum depicted as the model in Figure 2.1.
Figure 2.1. Model depicting a continuum of approaches to ICT development in schools
The emerging approach
Schools at the beginning stages of ICT development demonstrate the
emerging approach. Such schools begin to purchase, or have had donated,
some computing equipment and software. In this initial phase, administrators
and teachers are just starting to explore the possibilities and consequences of
using ICT for school management and adding ICT to the curriculum.
Schools at this emerging phase are still firmly grounded in traditional,
teacher-centred practice. The curriculum reflects an increase in basic skills
but there is an awareness of the uses of ICT. This curriculum assists movement to the next approach if so desired.
The applying approach
Those schools in which a new understanding of the contribution of ICT to
learning has developed exemplify the applying approach. In this secondary
phase, administrators and teachers use ICT for tasks already carried out in
school management and in the curriculum. Teachers largely dominate the
learning environment.
Schools at the applying approach phase adapt the curriculum in order to
increase the use of ICT in various subject areas with specific tools and software. This curriculum assists movement to the next approach if so desired.
The infusing approach
At the next stage, the infusing approach involves integrating or embedding
ICT across the curriculum, and is seen in those schools that now employ
a range of computer-based technologies in laboratories, classrooms, and
administrative offices. Teachers explore new ways in which ICT changes
their personal productivity and professional practice. The curriculum
begins to merge subject areas to reflect real-world applications.
The transforming approach
Schools that use ICT to rethink and renew school organization in creative
ways are at the transforming approach. ICT becomes an integral though
invisible part of daily personal productivity and professional practice. The
focus of the curriculum is now learner-centred and integrates subject areas
in real-world applications. ICT is taught as a separate subject at the professional level and is incorporated into all vocational areas. Schools have
become centres of learning for their communities.
