Mack, J. (2013) Jeromie Mack. Available at: https://jeromiemack.wordpress.com/ (Accessed: 20 January 2017).
Technology has become a tool for teaching teachers and a tool for learning and teaching. It also enables children to explore different learning context from this they can find the suitable learning style for them. There are many different tools to experiment with such as voice recording it helps with digital experience to learning, from this students in a classroom can try different techniques that might be useful for their homework or tasks (Donohue, 2014).
Donohue,
C. (ed.) (2014) Technology and digital media in the early years: Tools for
teaching and learning. London, United Kingdom: Routledge.
One of the definitions of ICT is “anything which allows us to get information, to communicate with each other, or to have an effect on the environment using electronic or digital equipment” (Bolstad. R, 2004) This could either be computer hardware, cameras, internet and other devices of technology. The importance of practitioner training for effective use of ICT is very important. However, to professionally teach students with the use of ICT I think it is vital that practitioners get a right guidance and support. According to Bolstad. R, 2004 ‘effective professional development incorporates teachers own aspirations, skills, knowledge and understanding into the learning context’ SO, teacher develop understandings of ICT that relate to their early education in of philosophy and pedagogical views, meaning that practitioners work best when they teach the same way they’ve been taught, incorporated with new ICT related teaching styles.
ReplyDeleteRachel Bolstad. R, (2004) The role and potential of ICT in early childhood education: A review of New Zealand and international literature. Available at: http://www.nzcer.org.nz/system/files/ictinecefinal.pdf (Accessed: 20 January 2017).
Hi Jarna,
DeletePersonally I believe that technology has impacted us in a positive way. In the future I believe we may not even need teachers. We don’t need the skills and the knowledge of practitioner’s when technology does everything for us in a much faster way. Technology just increases the chances of the disappearance of teachers in the near future (Selwyn, 2011). We need to question that will teachers be need in the future?
Selwyn, N. (2011) Education and technology: Key issues and debates. New York: Continuum International Pub. Group.
DeleteHi Radiya,
I don’t agree with that. I think if teachers a trained well, the knowledge and skills that they have as practitioners is very important in order to use ICT effectively in the classroom. Without the training teachers may be less confident to use it and therefore chose not to. Training should be thorough in order for them to fully make use of out ICT because technology is now taking over (Rachel Bolstad. R, 2004). There are new ways of learning and as we have discussed using ICT does enhance learning. However, without the proper guide teachers may fail to fully understand how use it and therefore missing out on a great way to teach. When I was in primary school, the use of ICT in classrooms was very limited. This was because technology was not as common back then. However, when I got to Secondary the use of ICT had started to increase. Nevertheless, I still noticed that some teachers preferred not use ICT and instead follow the traditional way of teaching. I believe the reason behind that was because they lacked the confidence in using computers etc. because they hadn’t been trained to do so.
Rachel Bolstad. R, (2004) The role and potential of ICT in early childhood education: A review of New Zealand and international literature. Available at: http://www.nzcer.org.nz/system/files/ictinecefinal.pdf (Accessed: 20 January 2017).
Hi Jarna,
DeleteTechnology in classrooms or generally even in schools have become extremely popular (Brey, et al 2012). From my experience technology has dramatically changed in a sense where it has become a necessity. Technology is used for everyday life whether it’s for shopping, work or even for social interactions (Haddon, 2004). More and more resources are now available online. There are apps now being designed especially for educational purposes to be used in classrooms and schools such as Voki and green screen which makes learning fun (Dickens et al, 2012). Also technology today supports those children with learning disabilities by adapting equipment’s to help them keep up with their work (Smith et al, 2010). Technology offers different learning styles for those who are visual and auditory learners by providing clips, images and texts ready for them to use (Uden et al, 2006). I still think technology will replace teachers.
Brey, P., Briggle, A. and Spence, E. (eds.) (2012) The good life in a technological age. London, United Kingdom: Routledge.
Dickens, H.J. and Churches, A. (2012) Apps for learning: 40 best iPad/iPod touch/iPhone apps for high school classrooms. Vancouver, BC: 21st Century Fluency Project.
Haddon, L. (2004) Information and communication technologies in everyday life: A concise introduction and research guide. Oxford: Berg Publishers.
Smith, C.R. and Strick, L. (2010) Learning disabilities, A to Z: A complete guide to learning disabilities from preschool to adulthood. New York: Simon & Schuster Adult Publishing Group.
Uden, L. and Beaumont, C. (2006) Technology and problem-based learning. United States: Information Science Publishing.
Hello Radiya,
DeleteEven though the use of ICT and technology in general has a huge impact on the way children learn, it is not a necessity for it to be present at all times, throughout educational stages. For example, primary schools. In most schools the computer is left at the corner of the classrooms, while teachers and students engage interpersonal learning, (Meadows, 2014)
Meadows, J. (2014) Teaching and learning with ICT in the primary school. Edited by Kevin Burden, Marilyn Leask, and Sarah Younie. New York: Routledge/Falmer.
Hi all,
ReplyDeleteThe utilisation of ICT in education and training has turned into a need within the last decade. Though, not many have accomplished technology. A few schools in a few countries accomplished high levels of effective use of ICT to support and change the educating and learning process in many branches of knowledge. Others are still in the early period of Information and Communication Technologies selection. The combination of ICT in education is important on learning attitudes of understudies, imagination, information development, learning environment, teaching techniques, critical thinking abilities and comprehension ideas utilising different devices. The learner has a chance to keep a record of data in electronic form and comprehend different ideas on the premise of self-learning (Association, 2015). Trinidad believes that technology-rich learning setting utilising e-learning can connect with the student giving them a feeling of empowerment. They are independent of the knowledge of the teacher.
Association, I.R.M. (ed.) (2015) Human-computer interaction: Concepts, methodologies, tools, and applications. Boca Raton, FL, United States: Information Science Reference.
Law, N., Pelgrum, W.J. and Plomp, T. (2008a) Pedagogy and ICT use in schools around the world: Findings from the IEA .. Available at: https://books.google.co.uk/books?id=urCHH10HK_0C&pg=PA94&dq=Pelgrum+2001&hl=en&sa=X&ved=0ahUKEwjK2fuPhdDRAhVHnRoKHW3WCt4Q6AEIHDAA#v=onepage&q=Pelgrum%202001&f=false (Accessed: 5 January 2017).
Hi Aseelah,
DeleteI strongly agree with your statement. As from what I see technology will continue growing in our everyday lives. For instance, technology is widely used in laboratories for those who study science degrees in universities. They will need tools that are electronic to carry out activities for researches. Technology has a huge advantage on the subject science it’s improving teaching (Sunal et al, 2007).
Sunal, D.W., Wright, E.L. and Sundberg, C. (eds.) (2007) The impact of the laboratory and technology on learning and teaching science K-16. Charlotte, NC: Information Age Publishing
Today the development of ICT policy has a very strong focus and the integration of ICT in curriculum and practice in education is being taken more seriously. For example, “e-learning” has become an important concept in primary, secondary schools. (O'Hara, 2004; Sheridan & Pramling Samuelsson, 2003; Stephen & Plowman, 2003). Also according to The United Nations Educational, Scientific and Cultural Organization (UNESCO) in order for technology to be used effectively practitioners should combine ICT with their own experiences to ensure tha the future generations have the right skills and knowledge for the future. (UNESCO, 2011; Younie, Leask & Burden, 2015).
ReplyDeleteFengchun (2016) United Nations educational, scientific and cultural organization. Available at: http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers (Accessed: 20 January 2017).
Rachel Bolstad. R, (2004) The role and potential of ICT in early childhood education: A review of New Zealand and international literature. Available at: http://www.nzcer.org.nz/system/files/ictinecefinal.pdf (Accessed: 20 January 2017).
Hi jarna,
DeleteI agree, the utilisation of ICTs in education has an essential part in teaching techniques with a positive effect on the way of broadcasting powerful learning procedures. ICTs in education has given many types of correspondence with adaptability and effectiveness (Inglis, Ling, and Joosten, 1999). In a study by Beauchamp took the position that educators must join the utilisation of ICT into their instructional method and ICT must be utilised to meet instructive targets (Beauchamp, 2012).
Inglis, A., Ling, P. and Joosten, V. (1999) Delivering digitally: Managing the transition to the new knowledge media. London: Routledge Falmer.
Beauchamp, G.K. (2012) ICT in the primary school: From pedagogy to practice. Harlow: Pearson.
Overall reading over the blog I have found out that technology can educate children and practitioners are not always needed. Teachers cannot teach what they don’t know therefore they have to educate themselves in order to educate pupils from using sources such as educations resources online (McBride, 1995). As a result, ICT and technology have benefits as students receive high levels of learning (Bain et al, 2011).
ReplyDeleteBain, A., Weston, M.E. and Hattie, J. (2011) The learning edge: What technology can do to educate all children (technology education connections). New York: Teachers’ College Press.
Rob McBride Director of Arabic Teacher Education (1995) Teacher education policy: Some issues arising from research and practice. Edited by Rob McBride. London: Routledge Falmer.
Hello Radiya,
DeleteAlthough I do agree that technology can significantly impact on pupils' learning and educate them in various ways. With that being said practitioners are always needed. Technology has the ability to educate children with wide variety of sources however there isn’t any empirical evidence to suggest the decreasing need of teachers. In fact, the introduction of new technology has shown us the teacher’s role have become more central, (Trucano, 2015)
Trucano, M. (2015) ‘Will technology replace teachers? No, but ..’, 24 February. Available at: http://blogs.worldbank.org/edutech/tech-and-teachers (Accessed: 20 January 2017).
hi all,
ReplyDeleteThe affordances of ICT can be a piece of this innovative connection as individuals endeavour the components of ICT that empower advanced technologies to act as in imaginative procedures. The employments of ICT to bolster and advance inventiveness have been portrayed, evaluated, and guessed in a scope of our work as of late. Pelgrum believes that the combination of ICT in teaching methodology makes pupils dynamic members, given the opportunity to take in the classroom and from outer sources. Improve cooperation, encourage them to make inquiries and discover the arrangement of issues. Jung suggests that the best ways to deal with developing educators ICT capacities and progress ICT teaching strategy in their teaching is the course of action of ICT-build get ready circumstances whereas for demand access to materials, allies, and frameworks of authorities where abilities and guidance can be gotten and dynamic exchange can happen regarding innovation or teaching technique.
Law, N., Pelgrum, W.J. and Plomp, T. (2008) Pedagogy and ICT use in schools around the world: Findings from the IEA .. Available at: https://books.google.co.uk/books?id=urCHH10HK_0C&pg=PA94&dq=Pelgrum+2001&hl=en&sa=X&ved=0ahUKEwjK2fuPhdDRAhVHnRoKHW3WCt4Q6AEIHDAA#v=onepage&q=Pelgrum%202001&f=false (Accessed: 5 January 2017).
Beauchamp, G.K. (2012) ICT in the primary school: From pedagogy to practice. Harlow: Pearson.
Juwah, C. (ed.) (2006) Interactions in online education: Implications for theory and practice. London: Routledge Falmer.
ICT is a way to improve education. in my experience Powerpoint, interactive whiteboards etc. helped me engage more in tasks. I found that sitting and listening to a teacher with no form of technology as boring.
DeleteHi all,
ReplyDeleteThe use of ICT has had a great significance in the way education and pedagogy has formed. The quality and standards of learning has been improved by ICT. It is equally significant for teachers and the way they engage with students within the classroom, (Meadows, 2014). I only began to see the importance of teachers’ knowledge of ICT upon entering secondary school. Digital learning has been embraced by schools and teachers and offered opportunities for both teachers and students. With ICT being a part of the national curriculum it is expected for all students to leave school fully prepared to use digital technologies and for this to be possible teachers need to ensure students are able to develop the appropriate skills and are familiar with wide range of technologies, (Leask and Pachler, 2013).
Leask, M. and Pachler, N. (eds.) (2013) Learning to teach using ICT in the secondary school: A companion to school experience. 2nd edn. New York, NY: RoutledgeFalmer.
Meadows, J. (2014) Teaching and learning with ICT in the primary school. Edited by Kevin Burden, Marilyn Leask, and Sarah Younie. New York: Routledge/Falmer.