After reading the blog posts, I came to realise that in order for effective learning in an ICT-mediated environment to occur, the teacher should consider what happens before, during and after the lesson.
The following are the questions the teacher may consider when it comes to planning, executing and following up on an ICT-based lesson:
How do I plan an ICT-based lesson? Fatma has aptly pointed out that prior detailed planning is essential. This involves preliminary work. For example, Mrs Xing was unaware that some of her students did not know how to surf the internet. As Eugene suggested, she could have surveyed her students prior to her lessons on their computer literacy levels.
What am I trying to teach? The teacher has to keep in mind the SIOs set out for the lesson. ICT should only be incorporated insofar as it benefits the teaching of a particular subject. If the topic is something new for students, the n it would make sense to provide hard copy instructions or articles for the students to browse through before the lesson.
What do I look out for? As Adam mentioned, it is also important to understand repercussions of an ICT-based lesson. For a lesson that requires students to do research online for example, it would be wise to highlight the issues of Cyberwellness to the students face to face. According to Adam, relevant websites can also be given to the students to reinforce the concept of Cyberwellness.
Who are my students? Are they familiar with ICT? Will they be receptive towards a lesson that involves contributing to an online mind map for example? How about something more ambitious such as maintaining a website? The teacher has to be aware of the attitude and aptitude of his/her students. Perhaps it is useful here to adopt the ABDC approach when it comes to crafting tasks during the ICT-based lesson. This can help in the crafting of an appropriate lesson plan, as well as class room management during the lesson itself.
Why integrate ICT? Would this benefit my students? Would this help in the learning process? Do the students know how to use the online application needed for the lesson? If not how will I teach them? It is important not to allow oneself be carried away by the use of ICT in a lesson. The teacher has to consider the importance of non-ICT tools as well in helping with classroom management and the teaching of any subject. This was clearly shown in the Secondary school e-learning video we were tasked to watch.
Finally, how do I ensure that my students have benefited from an ICT based lesson? Once again, I liked Adam’s suggestion of doing reflections using the 3-2-1 method or the KWLQ framework. A good lesson necessitates following up on what the students have learnt. It also helps if the teacher himself or herself does a bit of self-reflection and ponder over what went wrong or right during the ICT-based lesson.
Jin Xun
The following are the questions the teacher may consider when it comes to planning, executing and following up on an ICT-based lesson:
How do I plan an ICT-based lesson? Fatma has aptly pointed out that prior detailed planning is essential. This involves preliminary work. For example, Mrs Xing was unaware that some of her students did not know how to surf the internet. As Eugene suggested, she could have surveyed her students prior to her lessons on their computer literacy levels.
What am I trying to teach? The teacher has to keep in mind the SIOs set out for the lesson. ICT should only be incorporated insofar as it benefits the teaching of a particular subject. If the topic is something new for students, the n it would make sense to provide hard copy instructions or articles for the students to browse through before the lesson.
What do I look out for? As Adam mentioned, it is also important to understand repercussions of an ICT-based lesson. For a lesson that requires students to do research online for example, it would be wise to highlight the issues of Cyberwellness to the students face to face. According to Adam, relevant websites can also be given to the students to reinforce the concept of Cyberwellness.
Who are my students? Are they familiar with ICT? Will they be receptive towards a lesson that involves contributing to an online mind map for example? How about something more ambitious such as maintaining a website? The teacher has to be aware of the attitude and aptitude of his/her students. Perhaps it is useful here to adopt the ABDC approach when it comes to crafting tasks during the ICT-based lesson. This can help in the crafting of an appropriate lesson plan, as well as class room management during the lesson itself.
Why integrate ICT? Would this benefit my students? Would this help in the learning process? Do the students know how to use the online application needed for the lesson? If not how will I teach them? It is important not to allow oneself be carried away by the use of ICT in a lesson. The teacher has to consider the importance of non-ICT tools as well in helping with classroom management and the teaching of any subject. This was clearly shown in the Secondary school e-learning video we were tasked to watch.
Finally, how do I ensure that my students have benefited from an ICT based lesson? Once again, I liked Adam’s suggestion of doing reflections using the 3-2-1 method or the KWLQ framework. A good lesson necessitates following up on what the students have learnt. It also helps if the teacher himself or herself does a bit of self-reflection and ponder over what went wrong or right during the ICT-based lesson.
Jin Xun
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