ED4134 Week Five: Rethinking ICT in the Classroom

This article investigates notions of teacher values on the presentation and managment of a particular learning engagement context. Teachers with narrow and partial concern or knowledge of a respective topic display obscurity in presenting the topic in an engaging and interactive manner. Therefore, students are unable to deduce from the information in a constructive manner, and possibly become guarded toward the given subject. Furthermore, I concur that a teacher’s awareness of a subject will influence their ability and aptitude to convey it’s usefulness to students, thus this approach will then transmit into the students perceptions of the topic- and potentially baring serious consequences for learning engagements. As a result, teachers need to develop and progress their understanding and knowledge of subjects that they may not be as competent, confident, or have an interest in, to offer their students with the essential skills and aptitudes to succeed and actively progress in the respective content. This notion has been identified and related to key learning areas such as Mathematics, however no evidential support has been provided or conducted to evaluate if a teacher’s capabilities to employ the use of technology has effective influences in the classroom settings. However, it is possible to assume many people would agree that there is a significant connection between proficient use of technology in the classroom. In this respect, educators need to remain open minded to the developmental increase in technology and its practices aided in the classroom settings, as to enhance programs rather than subtract from it. Moreover, teachers should incorporate technology into their learning engagements to support and offer meaningful methodologies in learning, rather than feel timid or threatened by the notion of it, as students today who effectively engage and respond to information presented in this form. This is directed to the digital immigrants of our educational system, and a growing need of acceptance to new times and methods in the classroom will provide as a beneficial means of acquiring knowledge is necessary, rather than allowing their values to claim superiority over the use of technology. Educators need to be imparted with support to develop this knowledge as ‘personal theories and beliefs are rarely sufficiently revised and, thus over time, become deeply personal, highly engrained, and extremely resistant to change’ (Ertmer, 2005, p. 30). ‘In order for beliefs to change, individuals must be dissatisfied with their existing beliefs’ (Ertmer, 2005, p. 32). Also, ‘teacher’s beliefs about their subject… and their access to customized professional development programs are strong influences on their responsiveness and adaptation to change’ (O’Sullivan, Carroll, & Cavanagh, 2008, p. Abstract). Therefore, with suitable support, encouragement and maintenance, opinions of technology may revolutionize as they increase greater understanding and appreciation of it’s relevance to learning experiences and engagements, thus beneficially impacting on education.With additionally increasing emphasis on constructivist learning, technology can be employed and actively used as a proficient way of engaging students in their own self- directed learning and discovery.

However, this requires the progressive movement away from low- level technology tasks such as word processing- despite its significance and importance, yet focusing tasks on highly technological tools such as constructing presentations and utilizing imaging tools. In this respect, stuents will feel incontrol and obtain a sense of self worth and achievement to their learning, whilst being able to creatively express their gained information. Through this sense of accomplishment students are more likely to focus and absorb the information better and refer back to their acquired knowledge. However, some responsibility also lies with the school as teachers need appropriate technological resources to provide varied and engaging activities involving technology.

Which learning style/s does this ICT support? This ICT being an image supports visual learners who prefer to learn by picturing an object in their mind. In this case, images of native Aboriginal culture could assist students studying Australia history as they would be able to picture the type of ship ceremonies and rituals they engaged in. This enables them to develop a deeper understanding of the subject.

How could this ICT be implemented as a good cognitive tool within the learning environment? This ICT could be implemented as a good cognitive tool within the learning environment as students are able to research images on the internet. This would enhance their learning on a particular topic as the students would be able to make visual connections between the information and a physical object or creature.

 How is this ICT enabling the development of creativity? This ICT could enable the development of creativity as the students may use computer programs to manipulate images. As well as create images of their own to communicate their understanding of a topic and to visually represent information for those students who are visual learners.

Ertmer, P. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational Technology Research & Development, 53(4), 25- 39.

O’Sullivan, K., Carroll, K.,  & Cavanagh, M. (2008). Changing teachers : syllabuses, subjects and selves. Issues in Educational Research; v.18 n.2 p.167-182. Retrieved March 26, 2009, from A+ Education database.