Don’ts and Do’s for ICT in Teaching and Learning: What Does the Research Say?
Abstract : Mark Twain once said that “In religion and politics, people’s beliefs and convictions are in almost every case gotten at second hand and without examination”. Unfortunately this is also true in present day education, especially with respect to the use of multimedia (MM) and other information and communication technologies (ICTs). We see this not only in schools and universities, but also in teacher education and teacher training. Educational technologists, educational reformers, instructional designers, local and federal politicians, teachers, school managers, and advisory groups are all jockeying to show how innovative and up to date they can be, based not upon good science but rather upon commonly held but often unproven and/or untrue beliefs. As a result, we spend a lot of time. effort and money implementing so-called innovations in education making use of MM and ICTs while there is often little to no scientific research to support what is being done. And what is the root of all of this? What we see being implemented in schools and universities is most often not based on good science (and specifically the cognitive and educational psychological sciences) and/or good scientific research, but rather upon beliefs, plausible sounding rationale and/or arguments often propagated by educational gurus with little knowledge of education and teaching, and poorly designed research. We will look at a number of these myths from the perspective of what cognitive science and good research in the field has to say about them and will also offer suggestions as to what we should do.