Understanding and using technology

The New Zealand Curriculum Framework recognises the need for students to become competent in using information and communication technology, including augmented communication for people with disabilities (The New Zealand Curriculum Framework, page 18). Rapid technological changes have created an urgent need for people to be highly skilled and adaptable.

English programmes have an important role in helping students to develop technological skills and confidence. It is important to note, however, that while there is a need for students to be able to use technology effectively, the focus should be on using a range of technologies in the processes of learning, for example, to create and explore texts.

The use of appropriate technology enhances learning and facilitates new kinds of teaching. It can encourage independence in learning, as well as co-operation and interaction with others. Being able to use a word processor, fax machine, video camera, tape recorder, CD-ROM, and other computer technologies can assist the development of oral, written, and visual communication skills. The use of databases and library materials is essential for the development of information skills.

English programmes also provide students with the opportunity to explore issues relating to the use of technology in society, and to become aware of the range of available technologies.

Access is an important issue. Teachers should develop approaches and programmes which ensure that all learners have equitable access to various technologies.

Students need to develop:

• knowledge and understanding of tools, such as word processors, video equipment, electronic spell-checks and dictionaries, and electronic display and presentation devices;
• the ability to use technology effectively, for example, using a tape recorder to enhance speaking and presentation, video technology for exploring visual as well as verbal language, and tools for listening, writing, viewing, and presenting in the classroom;
• awareness and evaluation of the role of technology in a range of contexts – social, historical, cultural, and everyday – which may include the study of relevant texts.