Interrelatedness

 
ICT technologies can be used to extend and deepen children’s learning experiences by allowing them to actively observe, interpret and record what they see, further encouraging independence, responsibility and choice. The student is an inquirer, viewing the world through a child's eyes and the results each child is able to produce independently will give a truer reflection of their understanding and knowledge of the world, their personal learning, their relationships, and the important events in their lives. 

Does the inquiry based PYP programme necessarily apply constraints to the way ICT technologies and programmes can be used in our particular learning environment? In other words, does adherence to inquiry based learning have to preclude the structured teaching of basic skills and processes, vital to the students' ability to access and use these technologies productively? 


The ongoing challenge will be to combine the two within the context of our learning environment as making changes to one will affect the other. If something turns out to be a good practical solution for integrating ICT into the PYP curriculum, we may have to revisit the Units of Inquiry and change some aspects of the planners; on the other hand, we may have to modify our goals for the ICT curriculum to ensure that the learning objectives, philosophies and principles of the PYP pedagogy are preserved. 

 

 
One last question:- 
How far should the limitations applied by administration or financial departments be allowed to influence effective planning for integrated, inclusive ICT programmes?