Scenario One, activity B: pre-emptive/ intervention strategies

The computer lab became an unfavourable learning environment for the students in Mrs Xing’s class due to poor classroom management on her part.

Mrs Xing faced a class of mixed abilities—some know how to use the internet, others did not. She could have given out a set of instructions of what to do before the lesson started. The class was also distracted. She should have set firm ground rules, such as disallowing her students to log on to the internet unless she gave the go-ahead (Chai and Wang eds., 2010).

In addition, since the school recently acquired tablet PCs, Mrs Xing could have brought a few extra tablet PCs to class in case any of the computers failed to work. During our QED 527 lessons, I noticed whenever we had lessons in the MXL lab, Dr Tan would make sure to bring extra laptops for those who did not have laptops.

An ICT lesson must be coupled with non-ICT tools, effective classroom management skills and organization skills (Chai and Wang eds. 2010). Mrs Xing was too concerned about her task to integrate ICT in her lessons. In the secondary video, the teacher utilized non-ICT tools to manage the class, i.e.: Blue and Red cups to signal for help and classroom lights to signal attention. Furthermore, Mrs Xing neglected to account for those who finished their work early. Once again, she should have pre-empted it by preparing lesson fillers (crossword puzzles) to occupy them. Once again, an ICT lesson does not have to solely rely on ICT tools.

Mrs Xing did not make full use of what an ICT lesson could provide. The lesson was too teacher-oriented; she could have gotten the class to collaborate in marking each other’s assignments through putting their essays up on Google documents.

With regards to the poor quality of assignments handed in, Mrs Xing overestimated her students’ ability to made effective use of the internet to produce good essays. She could have provided starting or supporting resources so that students would not waste time researching or finding the wrong material—this prevents the submitting of poor quality assignments (Chai and Wang eds. 2010).

We also learnt that Mrs Xing’s lesson plan was not even one-third complete—perhaps it was too tedious with too many SIOs. Breaking down the lesson into mini tasks, with timelines and milestones and coming up with a more detailed and less tedious lesson plan with less SIOs could have made for a more effective lesson and less distracted students (Chai and Wang eds. 2010).

Jin Xun

References

1. Video clip (Secondary)
2. Lim, Cher Ping; Pek, Meow Sien; Chai, Ching Sing. (2005). Classroom management issues in information and communication technology (ICT)-mediated learning environments: back to the basics. Retrieved September 03, 2009, from http://www.accessmylibrary.com/article-1G1-142339826/classroom-management-issues-information.html
3. Lim, Cher Ping. (2007). Effective Integration of ICT in Singapore Schools: Pedagogical and Policy Implications. Retrieved September 03, 2009, from http://www.redorbit.com/news/education/970275/effective_integration_of_ict_in_singapore_schools_pedagogical_and_policy/index.html
4. Chai, C.S. & Wang, Q.Y. Eds. (2002). ICT for self-directed and collaborative learning. Singapore: Pearson.