Information Technology For Teaching And Learning

GRAPHIC ORGANIZER: INSPIRATION

1) WHICH LEARNING STYLE DOES THIS ICT SUPPORT?

-       Inspiration is used as visual communication tools primarily through the means of symbols and diagrams so as to establish fundamental relationships that are unknown of are unclear in written information

-       Inspiration are best tailored to the needs of visual learners in that they can be used to present and summarize relevant written findings in a concise manner

-       This valuable learning device is most appropriate to visual learners but may also be used to develop visual cognition

-       To assist learning, graphic organizers have the primary objective of providing a visual aid to facilitate learning and instruction. 

HOW COULD THIS ICT BE IMPLEMENTED AS A GOOD COGNITIVE TOOL WITHIN THE LEARNING ENVIRONMENT?

-       With these organizers, the main emphasis is placed on connections rather than words.

-       They are appropriate for reviewing a particular topic as they provide a clear and concise summary.

-        Inspiration enables students to recognize different perceptions to further enhance their understanding of the concept.

-       They focus on providing educational assistance by developing cognitive abilities.

-       The student is actively learning and processing information by constructing their graphic organizer according to their personal needs.

HOW IS THIS ICT ENABLING THE DEVELOPMENT OF CREATIVITY? 

-       Inspiration is a beneficial tool for the teacher as well as the student. Inspiration allows the student to exercise their personal creativity, increasing understanding through their active and independent construction of what they perceive to be meaningful concepts.

-       Inspiration and its ability to construct the concept map is convenient in that it enables students to easily rearrange and structure their concept map independently. 

The article is basically questioning the role and the intentions of the people who are pro digital technology. The author is saying that there are hidden agendas and non-educational intentions within the efforts to radically change the traditional education to the new technologies of e-learning. The article also mentioned that there is an increasing number of people who are doubting the judgment for major investments in the revolutionary digital technology.  

The article states that ‘The growth of ICT in schools is problematic.’ The article also argues “It is scandalous so much money has been allocated for computers and Internet access with so little serious evaluation.” It likewise claims that recent generations of children have been used in a massive social experimentation. I totally disagree with these statements because both the teachers and the students view ICT as a beneficial tool in assisting and enhancing learning. It has a great potential in enhancing the children’s learning as well as the teachers’ work in providing the needed learning environment.

People may have different opinions about ICT, but the fact remains that people all over the world are finding significant benefits and uses from it. As time changes, so will the learners and the tools that will be more appropriate to their changing needs. 

REFERENCE:

How Does Digital Technology Affect You? by Schopie1 (Flicker) http://farm4.static.flickr.com/3065/2508439763_73728d8237.jpg?v=0

After all that we have learned about the educational benefits and practicality of using computer technology in the classroom, one would think and presume that a majority, if not all teachers in most developed countries would now use technology. However, as this article has mentioned, high-level computer technology use still remains low even though the requirements for a successful integration of technology in the classroom are in full gear.

 The author’s premise is that the teachers’ pedagogical beliefs play a major role in this predicament. Although advocates of technology may strongly promote its use in the classroom, at the end of the day, the decision regarding whether and how to use technology for teaching rests on the teachers themselves. It has also been mentioned in the article that some believe that the teachers’ beliefs determine their teaching practices. However Guskey contends, “a change in beliefs follows, rather than precedes practice.” Even though it is still not certain who is right or wrong, I agree that we cannot change one without affecting the other. So, if we are to encourage and improve teachers’ use of computer technology, then we must try to study and understand how teachers’ practices are established and affected by their pedagogical beliefs.

I strongly agree with the author when she says that it is not necessary to modify the teachers’ belief before they are exposed to computer technology. To be able to encourage computer use, the teachers may be introduced initially to those technology tools that will help them achieve their most urgent needs. If they are successful this will then increase their confidence and therefore will be more encouraged to use high-level technology the next time. In future research, it will be beneficial to revisit these teachers to determine if these changes have taken place and determine what factors have brought about this changes.

Teachers will always be teachers, and students will always be students. What I am trying to say is that the students learning will mostly depend on the teacher even in terms of computer technology. The benefits that students can get from technology will depend on how the teachers will be able to use these tools. Therefore it is vital that educators take time and effort in understanding teachers’ beliefs as a part of their efforts to increase the teachers’ use of technology. If this is achieved, the end result is attaining the full benefits for the students.

REFERENCE:

Teacher and Students by faceliftphotos (Flicker) http://farm4.static.flickr.com/3056/2717696876_9a25c45616.jpg?v=0

The question is the answer. All the great scientists and philosophers of all times have asked significant and meaningful questions, which they tried to answer and succeeded in finding the right answers. The results of their inquisitiveness and persistence in finding the answers have given the world valuable and most especially, functional, practical and relevant information for man. We still benefit from their early scientific findings, inventions and philosophies even up to the present day. Without Isaac Newton discovering gravity, where will modern science be now? Without Sigmund Freud’s desire to explain human behaviour through his Psychoanalytic theories, where will modern developmental theories be based on? If Alexander Graham Bell did not think of how to make communication easier by inventing the telephone, how will modern communication be now?

I totally agree that a good question will result to a good answer. The more sensible questions the learners are asked to answer and research on, the more they are likely to learn something from that activity or task. According to Neil Postman and Charles Weingartner, “Once you have learned how to ask relevant and appropriate questions, you have learned how to learn and no one can keep you from learning whatever you want or need to know (McKenzie, 1997). 

I agree that essential questions should involve not just gathering information but also using this information to stimulate their cognitive and higher level thinking. Good questions motivate the learner to try to make sense out of the research information and data they have collected and create their own meaning from this information. Researching then becomes motivating and meaningful. Good questions can trigger the learner’s curiosity and spark off their sense of wonder. They can elicit an inner desire to appreciate and comprehend things that matter to the learner.

The questions should involve the students to analyze, evaluate and synthesize the research data. When a student is asked to analyze, they develop a comprehensive and multifaceted understanding of the subject matter by way of competent questioning. By evaluating, a learner would be able to make an informed choice between alternatives based on clear facts and general standards. When students synthesize, they will be able to create an original or a distinct version from his gathered information (McKenzie, 1991). A perfect example of a good question includes those contained within a webquest. The question in a webquest enables students to take on a major role in discovering new learning. It stimulates their higher order thinking in answering the question.

In the traditional classroom during the last decade, the teachers are the ones always asking the questions and the students have to answer. Usually the questions are basic and can be answered by the student using just their rote memory without needing to dig into the cognitive parts of their brain. Most of the time, the students can hardly ask questions when they want clarification of the information they just learnt.  This has to change through a different method of teaching where the students will be given more opportunities for critical thinking. “As long as schools are primarily about teaching rather than learning, there is little need for expanded information capabilities” (McKenzie, 1997). 

“Questioning is at the heart effective thinking (McKenzie, 1991). I completely agree with this and so I think that every parent should practice encouraging a child to ask questions from an early age. This will be a great groundwork for the child’s language development that will help them during their entire life. This would likewise be a basis for an enhanced growth into adulthood. 

REFERENCE:

McKenzie, J. (1991). Encourage Optimism, Faith and the Benefit of the Doubt. Retrieved from March 21, 2009 from http://www.fno.org/parenting/questioning3.html

McKenzie, J. (1997). The Question is the Answer: Creating Research Programs for an Age of Information [Electronic Version] From Now On, 7(2). Retrieved March 21, 2009 from http://www.fromnowon.org/oct97/question.html

Understanding the Impetus Behind the Fan Fiction Phenomenon by Curtis Castillow (Flicker)

The article has mainly discussed about the characteristics of a WebQuest.  A WebQuest is an inquiry-oriented lesson or activity where majority of the information that the learner gathers and interacts with comes from resources from the Internet (Dodge, 2007). They engage the learners in exploring relevant matters and real problems. Several thousands of teachers have adopted this technology to use the Internet to the fullest and integrate it into their classrooms and at the same time they are able to engage the learners in higher order thinking skills. In the future I would like to implement webquests as an activity in my classroom because I believe that it is an effective tool in creating an interactive and engaging environment, which are attributes of constructivism. A WebQuest can be carried out individually or in a group. It can present a structure for an inquiry along with a scaffold for evaluation, if possible for self-assessment (The Teaching and Learning for Peace Foundation, 2007).

I agree and I can appreciate when it is said that the WebQuest was intentionally designed to maximize and make the best use of the student’s time while online (Webquests, n.d.). I totally agree that there is no educational gain if students surf the net for a long time without a full understanding of the task or problem that they have to tackle. Through WebQuests, the learners can use the Internet without the difficult task of sorting the enormous amount of information that they can possibly get from it because the teachers have already done it for them (What is a Webquest?, 2009). 

To be able to obtain the full benefits of a WebQuest, it should possess all the critical attributes including an introduction, which should be able to get the student’s interest to the subject matter and motivates them to work on it. It has to have an appealing and achievable task as this serves as their goal. It is usually a problem to solve or a project to complete. It should provide the resources, which are mostly already included in the WebQuest document itself that will be essential to accomplish the task. It must have a description of the process that the students should do to complete the task. The process should be explained in a clear step-by-step fashion and should delegate respective roles to the learners. WebQuest should likewise include an evaluation, which will serve as a guideline on how the learners will be assessed. This may come in the form of rubrics. And lastly, it should have a conclusion. This draws the quest to an end and will serve as a summary of what the students have learned. It will also act as an encouragement or a challenge for the learner to act upon and widen their knowledge (What is a Webquest?, 2009). 

I believe that WebQuests is an activity that can offer students a realistic and meaningful contextual learning environment.  This will then improve the nature of learning and thinking, problem solving and the integration of knowledge. It involves students into an advanced stage of critical thinking and problem solving by way of a prepared research procedure. Learners study important issues that calls for new ideas instead of merely gathering information (Miers, n.d.). 

REFERENCE:

Dodge, B. (2007). What is a Webquest. Retrieved March 21, 2009 from www.webquest.org/index.php

Miers, J. (n.d.). Learning Quests. Retrieved March 21, 2009 from www.teachers.ash.org.au/jmresources/webprojects.htm

The Teaching and Learning for Peace Foundation. (2007). Webquests. Retrieved March 21, 2009 from www.tlpeace.org.au/webquests.htm

Webquests. (n.d.). Retrieved from March 21, 2009 from http://users.tpg.com.au/users/wendie/webquests.htm

What is a Webquest? (2009). Retrieved March 21, 2009 from www.webquestdirect.com.au/whatis_awq.asp

The article has mainly discussed preparing students for elearning. The success of elearning is not entirely dependent of the instructor but rather lies more on the learner. This type of learning is student centered so it requires more preparation on the part of the learner. The instructor’s role is to engage students in discussions and provide the resources necessary.

Before going into the details of preparing for elearning, a brief description will be given. According to Stockley in 2003, it is “the delivery of a learning, training or education program by electronic means” (Stockley, 2006). It requires the use of a computer or an electronic devise to give the appropriate learning, training and educational material. Elearning is a type of learning that is supported by technology whereby the method of instruction is delivered by computer technology specifically including digital technologies (Electronic Learning, n.d.). 

The information that is derived online has additional features of sound, movement and images, which make it an especially loaded information medium, which in turn makes it interactive. Interactivity is the key characteristic that differentiates it from print media. While print medium stays unchanged regardless of the number of learners who read it from one generation to another, the digital medium is the one that can be continually altered. It may be individualized or tailored according to the learner’s needs in terms of time, pace and place. Online learning allows learners to do things with the information obtained like cutting, pasting, adding, editing, or simply stating, to create something new. I believe that “Print is read. Online information is used” (Spender & Stewart, 2002). 

Because of the rise of computer technology in this day and age, almost every home will have a computer. I agree that Elearning can then become “anytime and anywhere” learning. I believe that this in turn has significant implications on how students learn. The kind of learning that follows will then be student centred. Elearners become in-charge of their own learning. As mentioned in the article, the online students can add to the success of their learning preparation by being self-directed, well organized in their time, well oriented in their course, disciplined and highly motivated. However, this self-management does not come easy and therefore it has to be facilitated.

This is where the role of the teacher comes in. As the students take control of their own learning, online learning will more likely result to an altered, but not a diminished role for the teacher. Instead, the teachers will be providing services that are distinct from those that characterize classroom-teaching methods. I agree that the teachers will take the role of a guide, mentor, as well as facilitator and become a resource person instead of the content authority. The teachers will likewise become technologically skilled which will enable them to perform their duties, in addition to engaging and empowering learners from all walks of life (Spender & Stewart, 2002). 

I think that the evolution of digital technology has drastically changed people’s way of life, including the way we work and more importantly the way we learn as well as our needs for learning. This is a reality that the world faces and more so the educators. Because of the doors that have been opened by elearning, whole new sets of possibilities need to be examined and planned for. I believe that all up, the future of education looks bright. However, this will not happen on its own, especially if the current status of education is left as it is now. There is still a lot of work to be done to achieve these new goals. Though leaders may take the lead on this commitment, the support of all learners is foremost.

REFERENCE:

Electronic Learning. (n.d.). Retrieved March 21, 2009 from http://en.wikipedia.org/wiki/E-learning

Spender, D., & Stewart, F. (2002). Embracing e-Learning in Australian Schools. Retrieved March 21, 2009 from http://www.bssc.edu.au/public/learning_teaching/research/embracing%20e-Learning%20000-731.pdf

Stockley, D. (2006). E-learning Definition and Explanation: E-learning, Online Training, Online Learning. Retrieved March 21, 2009 from http://derekstockley.com.au/elearning-definition.html

Computers in the Classroom by bcanada92 (Flicker) http://farm4.static.flickr.com/3277/2435584286_fd399eb093.jpg?v=0

YOUTUBE VIDEO:

Why We Need To Teach Technology in School by anderscj http://www.youtube.com/watch?v=_VnHdqpE4RM

The article mainly discusses what meaningful learning is and how technology can foster this type of learning. The article made me think as well as made me realize that there is more to technology than meets the eye. Likewise, while teaching is multifaceted and difficult at times, learning encompasses as much as, if not more than the aspects of teaching.

As the article said, when new experiences are connected to a learner’s prior knowledge, it is then that meaningful learning takes place (Chapter 2: Meaningful Learning in an Information Age, 2007). This is because the students must use their cognitive functions to be able to create these connections. To be able to achieve meaningful learning, the learner must be eagerly involved in meaningful tasks that embody the attributes of meaningful learning. These include active, constructive, intentional, authentic and cooperative activities. Students are motivated to learn and complete the activities required of them if they understand the nature and purpose of the tasks.

The first part of the article was an eye opener for me. Governments still have a great influence, at times even pressure, on what the school curriculum will be. As mentioned in the article, the most common task that students in school have to accomplish successfully is the completion of standardized tests. Because this is the main goal of both the teacher and the students themselves, the method of teaching and curriculum will be focused on this.  Students will just aim to get a pass mark without even trying to get some meaning to their studies. The end result is rote learning instead of meaningful learning. Rote learning is described as learning without consideration of its meaning (Chapter 2: Meaningful Learning in an Information Age, 2007). 

I think that changes should then be endeavored in improving the teaching methods as well as the curriculum. The teachers should look for all the help that they can get including tools that will assist them in achieving meaningful learning for the students. This is where technology comes in. Computer applications like word processors, databases, spreadsheets, semantic networks, expert systems and multimedia construction can serve as technology-based cognitive tools that will take the role as academic associates of learners to help them increase and develop their thinking. This will bring about a change in the role of the learner from “information reproducers” to “knowledge constructors.” The use of computer tools is a model of learning with rather than learning from technology (Jonassen, 2008). 

I think that computer tools are able to engage students in active learning in all levels of education. For instance, in the primary level, multi media is an outstanding method of facilitating the learners to construct their own learning while allowing them to enjoy the experience as well. German researchers have conducted a study that evaluated the advantages of integrating technology in primary schools. The primary students worked together in groups to tell, infer and predict the ending of a story through the use of Micro Power Point. The audio-visual effects that were utilized in the activity have been found to be exceptionally valuable to the students’ learning experience. The students were absorbed and focused on their activity and were found to have a good vivid recall of the details of the story. In addition, the learners were much more motivated in performing the task (Instructional Technology Utilizing Technology for Meaningful Learning. (n.d.). 

I believe that technology will play a huge role in creating more meaningful learning in all levels of education by engaging the learners in active, constructive, intentional, authentic and cooperative learning.

REFERENCE:

Chapter 2: Meaningful Learning in an Information Age. (2007). Retrieved March 14, 2009 from http://ndwild.psych.und.nodak.edu/book/book5/chapter2.html

Instructional Technology Utilizing Technology for Meaningful Learning. (n.d.). Retrieved March 14, 2009 from http://en.wikibooks.org/wiki/Instructional_Technology/Utilizing_Technology_for_Meaningful_Learning

Jonassen, D. (2008). Computers as cognitive tools: Learning with technology, not from technology [Abstract] Retrieved March 14, 2009 from www.springerlink.com/content/u66nx1n144748757/

Fragmented, Poorly Generalized Phenomena by Dougbelshaw (Flicker) http://farm4.static.flickr.com/3258/3253560681_edce47d8fd.jpg?v=0

The article discusses a study on whether eight primary-grade mathematics teachers could put into classroom practice their constructivist philosophy of teaching. The first part of the investigation is the individual interviews where the teachers have to describe and elucidate their opinions on what constructivist philosophy of teaching means to them. This is followed up by data collection from field notes about unexpected classroom observations and analysis of videotapes done during these observations.

The results show that the eight teachers included in the study are advocates of the constructivist theory of learning and are utilizing effective teaching practices, which coordinated with this theory. Their teaching methods are based on a solid understanding of constructive theory. These factors help the teachers advance the educational level of their students.

Constructivism emphasizes on providing meaningful, authentic and context rich activities that will assist students to have the ability to build on their prior understandings as well as develop skills that are relevant to solving problems and not just supplying them further information. The constructive perspective of learning states that, “knowledge is built by the learner, not supplied by the teacher” (Lourdusamy, Wong Siew Koon & Khine, 2001).

To prepare and assist students to become autonomous learners, new teaching and learning strategies may have to be established. Through the use and support of technology, teachers will be able to provide plenty of opportunities for students to learn, think in a critical approach and discuss amongst their fellow peers. These are some of the characteristics of constructivism, which is put into practice by technology. The appropriate use of technology in the classroom can shape learning to be more interesting, enriching and meaningful for students (Lourdusamy, Wong Siew Koon & Khine, 2001).

The constructivist philosophy of teaching promotes collaboration between students through the use of technology. Teachers can help students communicate and collaborate with each other during paired or group activities through the use of technology. Teachers can serve as a source of support and offer assistance when students are interacting with each other.

There are several ways technology can be used in the classroom, but one of the main ways is when students are provided with authentic and real life experiences. The use of technology enables students to have the opportunity for hands on and real world learning. Students use technology for various things, which includes investigations, exploration, research and assessment to name a few. “In a constructivist classroom, learning is something a student does, not something that is done to the student (Burns, Heath & Dimock, 1998).

Technology is on the side of constructivism. Computers challenge the didactic, lecture method and support the student as a self-directed learner. The use of the computer brings about active learning as it promotes the more in depth, more introspective independent activities students must perform. “Computers and other technology should not be viewed as ‘add ons’ but as tools which are integral part of a child’s learning experience” (Matusevich, 1995).

REFERENCE:

Burns, M., Heath,M., & Dimock, V. (1998). Constructivism and Technology [Electronic Version] Technology Assistance Program,1(1). Retrieved March 7, 2008 from http://www.sedl.org/pubs/tapinto/v1n1.pdf

Lourdusamy, A., Wong Siew Koon, P., & Khine, M.S. (2001). Creating a Constructivist-Learning Environment Using ICT to Teach Concepts and Skills in Classroom Management. Retrieved March 7, 2009 from http://www.aare.edu.au/01pap/atp01017.htm

Matusevich, M.N. (1995). School Reform: What Role can Technology Play in a Constructivist Setting. Retrieved March 7, 2008 from http://delta.cs.vt.edu/edu/fis/techcons.html

ONLINE GAME:

http://econtent.thelearningfederation.edu.au/ec/viewing/L730/index.html

The Digital natives debate has acquired widespread interest in the world of educators that so many views and opinions has been said and done about it. Prensky in 2001 has developed two major claims. The first is that there is a generation of individuals born between 1980 and 1994 whose use of ICT is radically different from their predecessors, so diverse that he makes his second claim that the system of education itself must be changed dramatically to suit the abilities and needs of these so called “digital natives”.

According to Prensky, this group of individuals, the digital natives, have a great deal of knowledge and skills on information technologies. Because of their background and understanding of technology, he believes that digital natives have specific learning preferences or styles that are distinct from earlier student generations, or the so-called digital immigrants. Prensky’s convictions have triggered a series of and continuing debate on whether the educational scheme should be revolutionized to cater to the digital natives requirements.

Researches have been done to prove or disprove Prensky’s philosophy. Recent studies do show that a majority of students do have ownership of technology and its consequent skills in using them for academic and recreational reasons. However, the researchers have established that only a minority were actually engaged in constructing their own literary pieces and that a considerable number of them do not really possess a high level skill in digital technology. Most of them use the computer for word processing, emailing, and surfing the net. The up-and-coming technologies like blogging, social-networking technology and downloading podcasts where students are expected to create their own content and multimedia are rarely used. These newer technologies should be encouraged more as it allows digital natives to enhance their cognitive learning.

In my opinion, there will be benefits in utilizing modern digital technology in education but to a limited extent. “The computer may be an effective trainer, but is it an effective teacher?”(Vanslyke, n.d.) Computers are tools in which we learn ‘with’ rather than something we learn ‘from.’ Computers cannot perform everything that a teacher can do. Learning is something that is constructed, not transmitted. Computers transmit information but it cannot shape a student’s knowledge the way a teacher does.

I believe that students learn from both the teachers as well as computers. Teachers and computers should work together to assist students to think and learn in meaningful ways as well as enhance their overall learning. Learning should consist of engaging and interactive activities that stimulate and develop children’s thinking, which can be fostered by both the teachers and computers. The teachers’ role is vital since it is their duty to organize, maintain and support the students’ educational program. The computer will serve as a ‘medium’ but more importantly the learner and teacher are the ‘mediators’.(Vanslyke, n.d.)

There are several reasons why I do not believe the education system should be revolutionized based solely on the claim that there is a generation of digital natives. The computer has many advantages however these benefits cannot be attained if students do not have access to a computer. While it is a fact that many students use digital technology in their daily lives, they do not possess the same level of knowledge and skills therefore technology is not a universal entity. The generation of digital natives all belong to different cultural backgrounds, which can influence their contact with and how they use the computer.

Times are changing and so are the students therefore it is necessary for education to adjust and change according to these times but not to the extent that the whole educational system will be revolutionized for the sake of digital natives. Because of these changes, different approaches towards teaching and learning are called for. Although digital natives may possess different thinking patterns, they can still learn from the traditional methods of the digital immigrants. However, digital immigrants should also try to incorporate technology in the classroom, as this will contribute to learning.  I myself have seen and witnessed digital natives at a very young age. During my practicum where traditional teaching is mainly used, using the computer was an additional activity that kindergarten students participated in during class. I observed that the computer played an important tool that assisted in developing and enhancing student learning. The computer was a source of engagement, interaction and motivation for the students.

For the students in this day and age, digital technology particularly the Internet is the primary source of acquiring information therefore it is something that education should not disregard. Digital immigrants should learn to integrate the computer technology into their method of teaching, as it can be an effective tool in making learning meaningful. The computer is something that digital natives are very familiar with thus teachers utilizing this into their teaching and incorporating this in activities, can engage digital natives better in the pursuit of knowledge because it involves something they are interested in (Vanslyke, n.d.)

I believe that the collaboration between teachers and digital technology will benefit the digital natives and the digital immigrants as both can learn from each other. It is important for the methods of teaching to be altered in one way or another so as to provide an opportunity for the digital natives to explore and enhance their skills. Digital technology together with the teacher’s expertise will result in a better educational outcome for the students.

REFERENCE:

Vanslyke, T. (n.d.). Digital Natives, Digital Immigrants: Some Thoughts from the Generation Gap. Retrieved February 28,2009 from http://www.wisc.edu/depd/html/TSarticles/Digital%20Natives.htm

Educators not literate in use of new technologies by Dougbelshaw (Flicker) http://farm4.static.flickr.com/3467/3253537469_d6db905e22.jpg?v=0

Illustration Friday: Intricate by Atsibatsi (Flicker) http://farm4.static.flickr.com/3577/3339882815_1a023a39ba.jpg?v=0

INSPIRATION:

This is my photostory below:

photostory1_1