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Perspectives on the relationships between ICT and assessment
Author(s) -
McFarlane A.
Publication year - 2001
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1046/j.0266-4909.2001.00177.x
Subject(s) - information and communications technology , knowledge management , value (mathematics) , mathematics education , psychology , sociology , computer science , world wide web , machine learning
There are at least three perspectives on ICT in schools which influence policy and practice. This paper considers the relationship between each of these perspectives: as a tool, as learning support and as revolutionary agent, and the relationship of each to assessment. It proposes that ultimately what determines the role ICT plays in school‐based learning depends on the value attributed to learning outcomes. While national assessments continue to reward specified content knowledge above knowledge building abilities, the use of ICT will continue to cause tensions in the classroom.