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On the issue of low frequency of ICT use by teachers, I wonder whether teachers don't integrate ICT into their practice because they don't find it to be essential to their work. For instance, how long would it take a non-using educator to figure out how to use a computer if a cure for illiteracy were put on the Web? Other times I think low use of ICT b y teachers might be due to the cognitive load it creates for them and they don't have enough time and energy to reconcile that load. What do you think?

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Some teachers would still balk at using technology even if there was a cure for illiteracy available through technology. I often have to keep in mind that some of the same teachers who balk at technology still find the time to use it personally. It is the extra work that they perceive that they dislike.

“If the doors of perception were cleansed, everything would appear as it is - infinite” ~~William Blake
To what extent is cognitive load inhibiting teachers and students from using ICT in ways that significantly improve instruction and learning?

"We see what we know." Goethe
Perhaps the true question is does ICT significantly improve instruction and learning.
ICT does significantly improve the efficiency of instruction. By using the internet and my PLN, I can gain knowledge that would take significantly longer to find in book format. I have access to teachers, authors, poets and academics who have added significantly to my knowledge base.
Teachers who chose to not use ICT in a meaningful way are often IHO the same teachers who use the same lesson plans year after year without adaptation. Who are not trying to teach the students where they currently are as human beings in the 21st century.

I've found that the students who do not adapt quickly to ICT have often been restrained by their parents from using technology. They are understandably wary.
Hi Mark,
My first thought is access to the technology; having only one computer lab shared by the school of 600 students means very limited hours in the lab. Sometimes it's just easier to forgo the trip to the lab and continue the teaching dialog from within your classroom. I think if the computers were dispersed into mini-lab stations around the school, teachers might be more inclined to have small groups using technology in turns. My dream of course is to have a computer for every child all the time! I know, dream on. :)
So in lab setting lots of effort...not enough return.

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