ED4134 Week Three: (Second Post) ICT as a Cognitive Tool; Article 1: Preparing Students for Elearning

Article 1. Preparing Students for Elearning

Students need both formal and informal learning for the successful progression and development of knowledge. The value of learning that is initiated during formal instruction depends on the teacher’s capacity to unite and relate the information with the student. However, the accomplishment of informal learning depends on the student’s aptitude to make fundamental connections linking the new information and their prior knowledge. Their aspiration to accomplish the task also influences on the uptake of knowledge. I concur with the concept that ‘foundational skills must be developed in students before learning can occur’ (Cowley, Chanley, Downes, Holstrom, Ressel, Siemens, & Weisburgh, 2002). In this respect, I believe it is vitally paramount for students to identify and distinguish how to engage in a task before they are exposed to the content. Alas, if this concept does not transpire the students will be misplaced and therefore disengaged and uninterested in the respective task. As a result, learning will not emerge. Moreover, as evident in a study conducted and guided by Bell (Formal and Informal Learning, 2007); ‘bricks’ are used as a metaphor to describe the relationship and association of formal learning, whilst the ‘mortar’ is employed to signify informal learning. Therefore, formal instruction is imperative in imparting the basis for learning as informal learning progressrs and consolidates the knowledge gained during formal learning.

A notable website to explore E-learning can be played at: http://funschool.kaboose.com/globe-rider/earth-day/games/game_free_the_beach.html, as students play an interactive and educational game about protecting the environment. In this instance, students clean up the evironment by placing the correct trash into their coinciding recycling cans. 

Teacher with students looking at a computer. © Creatas / SuperStock

What learning style/s does this ICT support? This ICT supports the visual learning style through the moving images and colours. Also, kinesthetic learning through the movement of the images and the mouse to achieve the purpose of the game.

How could this ICT be implemented as a good cognitive tool within the learning environment?  When studying a unit on environmental care and the cycle of waste teachers could use this ICT as a method of actively engaging the children in the recycling process and the damaging affect litter has on the environment. The students would then be able to discuss what they have found out about recycling and develop an understanding on litter’s harmful affects on the environment.

How is this ICT enabling the development of creativity? This ICT develops creativity in the students as they may decide to create their own games on the topic. They may also like to engage in the creation of other activities such as worksheets, skits and displays to demonstrate the importance of recycling and waste management.