Summary & Reflection

Summary: Incorporating ICT in Class

Based on the posts I have read, it is clear that classroom management plays a critical role in ensuring that lessons will proceed smoothly. This is especially more pertinent in computer laboratories where the setting makes it harder for the teacher to monitor what the students are doing (e.g. they are hidden behind their computer screens).
I agree with Jing Xun that Mrs. Xing became too preoccupied with her lesson plan and did not improvise on the spot. For example, when students who have completed their work earlier started to disrupt the rest in class, she should have given them another task. In this case, she could have provided a peer editing task to free herself from editing the students’ work and assist students who are not too familiar with working with computers.
Based on the problems she faced, it is clear that prior detailed planning is essential, and there is a need to preempt difficulties that can arise in class. As highlighted in numerous posts including my own, she could have assigned seats according to familiarity with computers so students can help each other. If this sounds too ideal (students may not want to assist), using the paper cup system was shown in the Secondary Class video will be useful.
I also like Adam’s idea of having a Wiki Page where students can refer to instructions. This is an alternative to showing it on the screen in front of class as I suggested. Either way, it helps students keep on track, and will have no excuses when they hand in assignments which do not adhere to the requirements.

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Reflection
Doubts - Can anyone please clarify?
We have established in the first lesson that ICT needs to be two-way. Hence, documentaries are not considered as ICT tools while youtube videos are. However, while reading the text (pp.143-5) I came across the one-PC per classroom scenario and the example provided was one which used a powerpoint presentation, showing video clips etc. The example explained that the teacher would show slides/video and get responses from the students. I suppose that is a two-way communication, but done offline? If that is the case, then the examples of non-ICT tools we thought of in week one would then be considered ICT? Hmmmm confusing stuff indeed. What are your thoughts on this?
After doing e-learning for two modules, I learnt that it is an effective method to get tangible work from students. While we usually sit in class, discuss certain issues and then head home, we now have to read up, think, and produce something at the end of the week. However, I do not think this is very significant change in secondary schools as students usually do get worksheets to complete anyway. It is different in tertiary institutes as we usually only need to produce one paper per module at the end of the semester (and those which require more than one will be termed ‘killer mods’ and students will hesitate before picking those).
What do I think of e-learning? It is definitely useful for SDL as the teacher will not be around to guide them every step of the way. This autonomy also givess the students a sense of responsibility for their learning as they have after all chosen to move in that particular direction. Also, their peers can learn from their work.
I learnt that it is useful to delineate the deliverables at the end of the e-learning session clearly as students can easily refer to the list and check whether they have completed the required tasks. Providing a choice for the activities (all related to a fixed theme/topic) is also useful in facilitating CL as students can learn from their peers the issues they have decided not to concentrate on.