ICT can work—the challenge comes from within
I read an article online about how the integration of ICT in lessons is dependent on what happens on the ground. Major obstacles include the mentality of schools and teachers alike with regards to a technology-based lesson and their willingness to adopt this teaching approach. To date, the success of the three master plans (MP I, II and III) has yet been witnessed except in a few schools.
Like all major undertakings, perhaps it is best to take it one step at a time. The first few lessons were pretty mind boggling for me. Nevertheless, at the most basic level I learnt that online applications are very useful for the teacher. For example, the online stopwatch makes sure that the lesson proceeds efficiently. The teacher does not have to make constant reminders to the class to “hurry up and finish your work!”
I no longer have to nag till my voice is hoarse!
ICT means more than nifty online applications
This class has reformed my impression of what integrating ICT in lessons really mean. In the past, I used to think that ICT meant students looking at PowerPoint presentations, watching video clips and clicking on the internet explorer icon to surf the net. However, I learnt that ICT has to go beyond that—students need to actively participate in the use of ICT in classrooms. Applications such as the Mindmeister concept map ensure a more interactive and open-ended lesson.
Also, I learnt that it is always essential to follow up after a lesson. This can be in the form of online quizzes, a mini project, or merely a general discussion that can take place online, mediated by me.
Treading the thin line: employing ICT in a way that benefits the students
Then again, ICT is useful insofar as it benefits the students. I endeavour not to make the same mistakes as Mrs Xing did in scenario A. From that assignment I learnt that a good lesson plan and effective classroom management is more important than the use of ICT tools per se. Ultimately, I have to make sure that my students actually learn from an ICT-based lesson. True enough, encouraging the use of computers/laptops and the vast range of information available via the internet ensures that lessons do not follow the run-of-the-mill didactic style of the past. However, the teacher should also get to know the needs of his/her students. What kind of pedagogy to adopt? What kind of ICT tools to use? How should the lesson be planned? These should be considered with the students in mind.
The various pedagogical approaches (Inquiry based, project based, case based and game based learning) can be enhanced through the use of self-made YouTube videos, group or class blogs and podcasts. Certainly I will take these into account and be reminded that the internet has a lot to offer when it comes to making my lessons more interesting or comprehensive. However, the bottom line is that the use of ICT cannot hinder the learning process and should only be used if it can enhance learning.
Alright, that's all for now :) might post more if i can think of more ideas!
I read an article online about how the integration of ICT in lessons is dependent on what happens on the ground. Major obstacles include the mentality of schools and teachers alike with regards to a technology-based lesson and their willingness to adopt this teaching approach. To date, the success of the three master plans (MP I, II and III) has yet been witnessed except in a few schools.
Like all major undertakings, perhaps it is best to take it one step at a time. The first few lessons were pretty mind boggling for me. Nevertheless, at the most basic level I learnt that online applications are very useful for the teacher. For example, the online stopwatch makes sure that the lesson proceeds efficiently. The teacher does not have to make constant reminders to the class to “hurry up and finish your work!”
I no longer have to nag till my voice is hoarse!
ICT means more than nifty online applications
This class has reformed my impression of what integrating ICT in lessons really mean. In the past, I used to think that ICT meant students looking at PowerPoint presentations, watching video clips and clicking on the internet explorer icon to surf the net. However, I learnt that ICT has to go beyond that—students need to actively participate in the use of ICT in classrooms. Applications such as the Mindmeister concept map ensure a more interactive and open-ended lesson.
Also, I learnt that it is always essential to follow up after a lesson. This can be in the form of online quizzes, a mini project, or merely a general discussion that can take place online, mediated by me.
Treading the thin line: employing ICT in a way that benefits the students
Then again, ICT is useful insofar as it benefits the students. I endeavour not to make the same mistakes as Mrs Xing did in scenario A. From that assignment I learnt that a good lesson plan and effective classroom management is more important than the use of ICT tools per se. Ultimately, I have to make sure that my students actually learn from an ICT-based lesson. True enough, encouraging the use of computers/laptops and the vast range of information available via the internet ensures that lessons do not follow the run-of-the-mill didactic style of the past. However, the teacher should also get to know the needs of his/her students. What kind of pedagogy to adopt? What kind of ICT tools to use? How should the lesson be planned? These should be considered with the students in mind.
The various pedagogical approaches (Inquiry based, project based, case based and game based learning) can be enhanced through the use of self-made YouTube videos, group or class blogs and podcasts. Certainly I will take these into account and be reminded that the internet has a lot to offer when it comes to making my lessons more interesting or comprehensive. However, the bottom line is that the use of ICT cannot hinder the learning process and should only be used if it can enhance learning.
Alright, that's all for now :) might post more if i can think of more ideas!
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