This course has changed my initial notions of ‘integrating ICT into lessons’ and ‘engaging the students’. I had thought that a well-prepared PowerPoint presentation with videos or a CD-Rom to guide students through their learning process would make great examples of ICT-integrated lessons that engage students, in the sense of capturing their attention. However, I have come to realize that there are numerous ICT tools that can be exploited to deliver effective lessons and engaging the students means more than to merely capture their attention. As teachers, we have to encourage them to be active learners who take responsibility for their own learning.
When choosing an ICT tool to plan a lesson, it is essential to ensure that the ICT tool is appropriate for teaching and learning. The ICT tool should not be chosen for the sake of incorporating ICT but it should genuinely enhance the teaching and learning process. The teacher should also bear in mind the capabilities of the students, the facilities available in the school and the limited time of the lesson when designing ICT-integrated lessons. Apart from ensuring that the students are able to understand the lesson well, are able to do the assignments and handle the tools properly, it is also the responsibility of the teacher to educate the students on social responsibility and cyberwellness along the learning journey. Infusing ICT into the notions of self-directed and collaborative learning and pedagogical approaches such as resource-based learning can result in effective lessons. However, proper classroom management and good lesson preparation is crucial for making it a success.
E-learning is a good example of an effective lesson that infuses ICT into self-directed, collaborated and resource-based learning that engages students by requiring their active participation. The benefits of e-learning include students taking the initiative in their own learning and students actively participating in the online platform to share their knowledge and improvise on their work. With e-learning, students are able to learn at their own pace as students can take their own time to understand the lesson and learning is not confined to the classroom. Moreover, students can learn much from each others’ work or can clarify their doubts and improvise their work from looking at the work of others. The disadvantage of e-learning is that it can become a chore if there are too many tasks to be done as some students might not be motivated to work on it and can be a huge problem if students do not have easy access to the Internet.
Monday, September 7, 2009
Scenario 1, Activity B
Adapting lesson ideas from other teachers
Mrs. Xing should ensure that she modifies the lesson ideas to meet the needs and interests of her own students. She should also take note that not all of her students would be familiar with using the computer and choose an ICT tool that is easy to use or has already been exposed to the students.
Students surfing the Internet without paying attention to the lesson
She should introduce strict guidelines, such as prohibiting students from accessing the Internet without teacher’s permission, before the start of the lesson. Moreover, Mrs. Xing could have made use of management software that enables her to view her students’ screen via the Internet. If students are made aware of this prior to the lesson, they would refrain from surfing the Internet and be more focused on their assigned task.
Students needing help to get started
A big group of students were in need of help from the teacher and time would be wasted if Mrs. Xing had to attend to each student individually. For this, she should have assigned seats in such a way that the more IT-savvy kids were seated beside the less IT-savvy ones to help them. She could also have employed an IT representative in the class to do minor troubleshooting or sought the help of the IT staff in the school to be present during the lesson.
Lab arrangement
Since Mrs. Xing could not see the faces of some students due to the lab arrangement, she could have made use of the forty new tablet PCs acquired by the school to create a one-to-one notebook environment in class or even mobile computing.
Submission of work to teacher
Instead of getting all the students to submit their work to her for checking, she could have employed strategies such as peer-marking for the first round and then check their improvised second draft. In order to keep the students who finish faster than the others occupied, Mrs. Xing should have come prepared with post-assignment activities or could also have paired them up with weaker students to help them. The students’ work did not meet her expectations as she did not inform the students of her expectations. She could have set some guidelines for the writing assignment or given them additional materials such as model essays or links to websites that would help them to improve their writing skills.
Incomplete lesson
Mrs. Xing was also unable to complete the lesson she had planned. She should have set reasonable SIOs during her lesson preparation that takes into account her students’ capabilities, the time they have for the lesson and the time taken to get started.
Mrs. Xing should ensure that she modifies the lesson ideas to meet the needs and interests of her own students. She should also take note that not all of her students would be familiar with using the computer and choose an ICT tool that is easy to use or has already been exposed to the students.
Students surfing the Internet without paying attention to the lesson
She should introduce strict guidelines, such as prohibiting students from accessing the Internet without teacher’s permission, before the start of the lesson. Moreover, Mrs. Xing could have made use of management software that enables her to view her students’ screen via the Internet. If students are made aware of this prior to the lesson, they would refrain from surfing the Internet and be more focused on their assigned task.
Students needing help to get started
A big group of students were in need of help from the teacher and time would be wasted if Mrs. Xing had to attend to each student individually. For this, she should have assigned seats in such a way that the more IT-savvy kids were seated beside the less IT-savvy ones to help them. She could also have employed an IT representative in the class to do minor troubleshooting or sought the help of the IT staff in the school to be present during the lesson.
Lab arrangement
Since Mrs. Xing could not see the faces of some students due to the lab arrangement, she could have made use of the forty new tablet PCs acquired by the school to create a one-to-one notebook environment in class or even mobile computing.
Submission of work to teacher
Instead of getting all the students to submit their work to her for checking, she could have employed strategies such as peer-marking for the first round and then check their improvised second draft. In order to keep the students who finish faster than the others occupied, Mrs. Xing should have come prepared with post-assignment activities or could also have paired them up with weaker students to help them. The students’ work did not meet her expectations as she did not inform the students of her expectations. She could have set some guidelines for the writing assignment or given them additional materials such as model essays or links to websites that would help them to improve their writing skills.
Incomplete lesson
Mrs. Xing was also unable to complete the lesson she had planned. She should have set reasonable SIOs during her lesson preparation that takes into account her students’ capabilities, the time they have for the lesson and the time taken to get started.
Sunday, September 6, 2009
My thoughts on e-learning
Reflections
I think all of us here would have done at least two E-Learning tasks this week. One for ICT and the other for Education Psychology. I do agree with Kelvin that e learning is very demanding on students as we need to have deliverables of tasks by a stipulated deadline. And these tasks would need some research for information to deliver the tasks.
Although e learning is really demanding but I think it do benefits us. At the very least, it makes as work, makes us use our brains to write our thoughts on issues. It also turns students into active learner. I would say that e learning is a student centred activity whereby students are participating while the teacher acts as a facilitator. This is in contrast to a lecture in a traditional classroom setting whereby it is a very teacher centred activity and the students are more passive in their learning. Students just take down notes and would not have much deliverables of tasks.
Through e learning, collaborative learning is practised. We could comment on each other posting via this group blog and also on the discussion board on Blackboard for the Education Psychology module.
I guess that in the future as teachers, we can introduce collaborative learning more into the curriculum. Well, it may not necessary be in the form of e learning to achieve this aim. The idea is to design lessons where it is student centred, have them take an active role in their learning and have collaborative learning to learn how to work with each other in an effective manner.
I think all of us here would have done at least two E-Learning tasks this week. One for ICT and the other for Education Psychology. I do agree with Kelvin that e learning is very demanding on students as we need to have deliverables of tasks by a stipulated deadline. And these tasks would need some research for information to deliver the tasks.
Although e learning is really demanding but I think it do benefits us. At the very least, it makes as work, makes us use our brains to write our thoughts on issues. It also turns students into active learner. I would say that e learning is a student centred activity whereby students are participating while the teacher acts as a facilitator. This is in contrast to a lecture in a traditional classroom setting whereby it is a very teacher centred activity and the students are more passive in their learning. Students just take down notes and would not have much deliverables of tasks.
Through e learning, collaborative learning is practised. We could comment on each other posting via this group blog and also on the discussion board on Blackboard for the Education Psychology module.
I guess that in the future as teachers, we can introduce collaborative learning more into the curriculum. Well, it may not necessary be in the form of e learning to achieve this aim. The idea is to design lessons where it is student centred, have them take an active role in their learning and have collaborative learning to learn how to work with each other in an effective manner.
ICT E-Learning Scenario 1 Activity B
From the scenario, we can see that Mrs Xing’s ICT lessons ended in a disaster and not having met the objectives she had set out before the lesson. I agree with Jin Xun that the learning objectives were not met due to Mrs Xing poor classroom management. As in any classroom setting, lessons conducted in a computer lab will also need good classroom management to ensure that learning can take place effectively. In her case, she had failed to manage her class effectively to ensure that lessons were conducted smoothly.
Based on the posts I read, many agreed that Mrs Xing should have set firm ground rules before the start of the lesson. I agree with this point as in a computer lab, firm ground rules like not switching on the computer and logging on to the internet until told to do so by the teacher will help Mrs Xing to manage her class. When these ground rules are set out as pre-emptive measures, the computer lab will not turn into a rowdy place. Moreover, Mrs Xing should have a seating plan for her students to conform (Chai and Wan eds, 2010). A seating plan will allow the teacher to have a control of students sitting arrangement and minimize talking and disruption. I think Mrs Xing can place the more talkative and weaker students in the front rows of the computer lab to give them close supervision.
I like Jin Xun’s idea of suggesting Mrs Xing to bring in additional laptops for the students whose workstations are not working properly. To ask those students whose workstations are not working properly to pair up with their classmates should be the last resort as this disrupts the learning of the two students and the other two who had to share the workstations with them. The students will not be able to get the fullest experience they could have when compared to using their own workstation.
Mrs Xing can bring in collaborative learning in this ICT lesson to help lessen her load and to manage the class properly. Many of us have suggested that the students can do peer editing to lessen Mrs Xing load and by doing peer editing, the students will be able to spot their peers mistakes and critique their essay. This is a good way to improve one’s writing skills. I would also like to suggest that for those students who finished faster than other students, a reward such as allowing them to surf the internet to research on more information for their essay would keep them occupied and not let them disturb the other students. Of course, the ground rule on not surfing on unrelated stuffs and gaming should be enforced.
I guess with better classroom management and clearer instructions, Mrs Xing would be able to make the essay edits lesson using ICT tools to its fullest potential and the students will be able to benefit from it.
References:
1. Chai, C.S. & Wang, Q.Y. Eds. (2002). ICT for self-directed and collaborative learning. Singapore: Pearson.
2. Video Clip on Secondary School level
Based on the posts I read, many agreed that Mrs Xing should have set firm ground rules before the start of the lesson. I agree with this point as in a computer lab, firm ground rules like not switching on the computer and logging on to the internet until told to do so by the teacher will help Mrs Xing to manage her class. When these ground rules are set out as pre-emptive measures, the computer lab will not turn into a rowdy place. Moreover, Mrs Xing should have a seating plan for her students to conform (Chai and Wan eds, 2010). A seating plan will allow the teacher to have a control of students sitting arrangement and minimize talking and disruption. I think Mrs Xing can place the more talkative and weaker students in the front rows of the computer lab to give them close supervision.
I like Jin Xun’s idea of suggesting Mrs Xing to bring in additional laptops for the students whose workstations are not working properly. To ask those students whose workstations are not working properly to pair up with their classmates should be the last resort as this disrupts the learning of the two students and the other two who had to share the workstations with them. The students will not be able to get the fullest experience they could have when compared to using their own workstation.
Mrs Xing can bring in collaborative learning in this ICT lesson to help lessen her load and to manage the class properly. Many of us have suggested that the students can do peer editing to lessen Mrs Xing load and by doing peer editing, the students will be able to spot their peers mistakes and critique their essay. This is a good way to improve one’s writing skills. I would also like to suggest that for those students who finished faster than other students, a reward such as allowing them to surf the internet to research on more information for their essay would keep them occupied and not let them disturb the other students. Of course, the ground rule on not surfing on unrelated stuffs and gaming should be enforced.
I guess with better classroom management and clearer instructions, Mrs Xing would be able to make the essay edits lesson using ICT tools to its fullest potential and the students will be able to benefit from it.
References:
1. Chai, C.S. & Wang, Q.Y. Eds. (2002). ICT for self-directed and collaborative learning. Singapore: Pearson.
2. Video Clip on Secondary School level
what jin xun learnt from the past few weeks.
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!
Kelvin's reflection
Reflection:
Honestly, I think that e learning is very demanding on student. It is almost like a project for every single subject that has e learning. I really do not like e learning, I think my student will have the same sentiment as me. I hope that by saying so, I will not get a "F" grade.
However, if you were to look at the other side of the same coin, you will be surprised how much you have learned as compared to normal lesson. As e learning focus intensively on self directed learning and collaborative learning, it is really a test of student’s patience and determination for some- especially if the topic given is not of your interest. Therefore, in future before I design one, I will put myself into student’s shoe, to come out with something that they were motivated to do (or at least most of the student were interested in)…. Maybe game based learning might be a good idea to start off with, put lots of interesting ideas into it- edumall is a great resource centre to start with.
Until now, this is my first or second reflections. Have been very busy lately with my new born kid! If not for this e learning, I might not have even start writing my reflection! See the power of e learning. I personally think that ICT is one of my favorite subjects; it teaches us tools that link us to future classroom. Lots of ICT tools were quite foreign to me, but were all introduced to me here... great! Many pedagogies were introduced here, which some might have learned through the hard way or by guessing during our contract teaching before NIE, so it is good that not only we learn here but with in-depth.
Honestly, I think that e learning is very demanding on student. It is almost like a project for every single subject that has e learning. I really do not like e learning, I think my student will have the same sentiment as me. I hope that by saying so, I will not get a "F" grade.
However, if you were to look at the other side of the same coin, you will be surprised how much you have learned as compared to normal lesson. As e learning focus intensively on self directed learning and collaborative learning, it is really a test of student’s patience and determination for some- especially if the topic given is not of your interest. Therefore, in future before I design one, I will put myself into student’s shoe, to come out with something that they were motivated to do (or at least most of the student were interested in)…. Maybe game based learning might be a good idea to start off with, put lots of interesting ideas into it- edumall is a great resource centre to start with.
Until now, this is my first or second reflections. Have been very busy lately with my new born kid! If not for this e learning, I might not have even start writing my reflection! See the power of e learning. I personally think that ICT is one of my favorite subjects; it teaches us tools that link us to future classroom. Lots of ICT tools were quite foreign to me, but were all introduced to me here... great! Many pedagogies were introduced here, which some might have learned through the hard way or by guessing during our contract teaching before NIE, so it is good that not only we learn here but with in-depth.
Round-up of my e-learning week
A summary of what I got out of e-learning week.
I have a deeper appreciation for the power of lesson planning now. Previously, based on my own educational journey and contract teaching experience, my idea of e-learning was: upload Powerpoint slides and online quiz, then sit back and check the access rate and scores. This is in sharp contrast to what I have learned from attempting the activities and reading what my other classmates have written in their assessments. I would say that e-learning should not be disjointed from the usual lessons and its usefulness can be harnessed by aligning post e-learning lessons to what was covered in e-learning week. Planning how the online lesson would be executed is also crucial to minimize any problems that could arise.
I realize that sometimes the default ICT tools used by schools may not be the right tools for the job. Different activities calls for different tools and finding the right ones and learning how to harness its affordances goes a long way in making e-learning much more meaningful and fun.
Another aspect of teaching which should not be forgotten is the involvement of parents in their child's learning. This is especially when the learning involves the use of the Internet, which can bring with it a different set of risks and problems. Involving parents in educating their child is safer, brings intangible benefits to the child and bonds them closer together.
In conclusion, I feel that I can make my online lessons much more effective now and a lot more fun for my students and not forgetting, me.
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