במאמרון החדש שלה Artichoke סוקרת את העשור האחרון שבמהלכו היא עוסקת בתקשוב בחינוך. היא מציינת שבמשך התקופה הזאת היא לא הבחינה בחדירה משמעותית של התקשוב לתוך החינוך:
Although I have witnessed radical and ubiquitous family, community, business and society wide adoption of ICTs in New Zealand in this time, I have yet to observe any significant school wide adoption of effective use of ICTs in teaching and learning.
- Professional development
- Hardware, software and connectivity
- Technical and infrastructure support
- Management strategies when students are learning though ICTs.
However, given the improvements in; professional development, time allowances, hardware, software and connectivity, technical and infrastructure support, and management strategies available to teachers and schools in 2008 compared to what was on offer even ten years ago it is tempting to suggest that some of these barriers are “in the eyes of the beholder” barriers rather than actual barriers.
וזה מביא את Artichoke להרהר שאולי הבעיה איננה באותם חסמים שהם כל כך מוכרים לנו, אלא במקום אחר:
It seems likely that this focus on finding and identifying barriers has prevented us from understanding what is really going on when teachers fail to collectively adopt the effective use of ICTs in teaching and learning.
I suspect this focus on barriers has prevented us from asking the right questions …
If everyone else on the planet is integrating ICTs in their programmes of living then something more is at work when teachers do not buy in to ICTs in their programmes of learning.