This might be a question, which is already answered in several research results, but for myself, an interesting triangle develops in a school context, when three pedagogical areas interact.
- Classroom Pedagogy
- The Pedagogy for Teaching about ICT
- The Pedagogy for Teaching with/through ICT
I open some point of views regarding these relationships. First, the idea of general pedagogy for teaching any school subject needs to be adjusted for teaching about ICT (e.g. with a help of the pedagogical content knowledge). I feel that learning ICT needs more ‘trial and error’ type of activities and more valuing students own ways of using tools.
Second, the approach from classroom pedagogy towards teaching with/through ICT is discussed a lot. Diffusion of Innovation and Social Shaping of Technology are often mentioned. Generally I feel that ICT hasn’t changed the classroom pedagogy as much as it was hoped for. The teachers use ICT in their teaching depending on how well the tools fit the existing ideas of how the process should be carried out in the classroom.
Third, the pedagogy for teaching about ICT in relation to teaching with/through ICT is interesting. Besides the hopes for ICT enhancing teaching, many schools reason the use of ICT in different school subjects by saying that at the same time as students learn the content of teaching they learn important ICT skills. When these two goals meet in the process, it will affect both, the pedagogy for teaching about ICT and the pedagogy for teaching with/through ICT.
We’ll see if this leads me to gather data some day about the topic.