Using Ict in Classroom
Using ICT in the classroom
Classrooms can provide students with a myriad of learning possibilities and ICT is certainly the most emerging. ICT offers thinking and learning in a new and more engaging way (Howell, 2012). Students are often noticeably more motivated and excited to participate in technology based learning especially as it offers such visual presence. Students also have the opportunities to learn with extended higher order thinking activities and with some examples being, podcasts, movie making, animations and digital storytelling.
The Catholic Education office (2012) points out that there are many benefits to online learning. The technology system used is often interactive and can be used as a useful reporting tool. The use of technology can also enable learning outside the classroom and offer learning in any environment. A study completed in 2011 at the Royal Children’s Hospital Education Institute proved that with technology, children whom were unwell and not able to attend school still had the same opportunities to learn. (Ellis, 2011, p.62)
ICT may well be emerging but is still important for teachers to ensure that they incorporate ICT as a support to good learning outcomes. It is important to ensure that the pedagogy for technology is relevant to the curriculum and doesn’t conflict with communication levels between students. Not all students will respond to this type of learning and teachers should be aware that students have their ideas on what they want to learn. As Howell (2012) points out, students are not all digital natives and schools and teachers need to make provision for all rounded learning.
Teachers also need to be aware of the limitations that ICT can cause and some of these being the concern of online security, easy distraction, cost and adequate support for parents. (Department of Education, Training & Employment, 2012). Teachers along with parents need to ensure that students are not operating the technology devices
Classrooms can provide students with a myriad of learning possibilities and ICT is certainly the most emerging. ICT offers thinking and learning in a new and more engaging way (Howell, 2012). Students are often noticeably more motivated and excited to participate in technology based learning especially as it offers such visual presence. Students also have the opportunities to learn with extended higher order thinking activities and with some examples being, podcasts, movie making, animations and digital storytelling.
The Catholic Education office (2012) points out that there are many benefits to online learning. The technology system used is often interactive and can be used as a useful reporting tool. The use of technology can also enable learning outside the classroom and offer learning in any environment. A study completed in 2011 at the Royal Children’s Hospital Education Institute proved that with technology, children whom were unwell and not able to attend school still had the same opportunities to learn. (Ellis, 2011, p.62)
ICT may well be emerging but is still important for teachers to ensure that they incorporate ICT as a support to good learning outcomes. It is important to ensure that the pedagogy for technology is relevant to the curriculum and doesn’t conflict with communication levels between students. Not all students will respond to this type of learning and teachers should be aware that students have their ideas on what they want to learn. As Howell (2012) points out, students are not all digital natives and schools and teachers need to make provision for all rounded learning.
Teachers also need to be aware of the limitations that ICT can cause and some of these being the concern of online security, easy distraction, cost and adequate support for parents. (Department of Education, Training & Employment, 2012). Teachers along with parents need to ensure that students are not operating the technology devices
References: - Catholic Education Office (2012). Ipad advice for schools. Melbourne: Catholic Education Office Archdiocese of Melbourne Department of Education, Training and Employment (2012). iPad Trial Report. Queensland: Queensland Ellis, S. (2011). Teaching the future: How iPads are being used to engage learners with special needs . Screen Education, 2011, Issue 63, p.60-64 [Peer Reviewed Journal] . Howell, J (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. South Melbourne, Vic. : Oxford University Press