6.Conclusion . 6.1 Chapter Structure. This Chapter Describes

ICT resources are both an engaging and creative tool that can assist and expand on students learning. Technology pedagogical content and knowledge, or TPCK, is a concept that has developed in recent years due to the introduction of technology as a teaching tool in the classroom (Niess, M, 2005). Considering students also use technology in their daily lives, it can be a great way to help engage them and make the lesson interesting as well as informative. Creating an iMovie is just one of many ways a teacher can incorporate technology into a lesson. With many schools providing students with iPads in recent years, using technology as a teaching tool has become increasingly easier and more widely accepted. However, it has to be noted that TPCK requires teachers to be well educated in different areas of technology, aiming to build upon what they already know (Niess, M, 2005). Using technology in a day-to-day setting is completely different from using it as an educational tool, and teachers must be aware of the challenges they face integrating it into their

Although not a new idea, the deliberate use of backward design for planning curriculum units and courses results in more clearly defined goals, more appropriate assessments, more tightly aligned lessons, and more purposeful teaching.

Traditionally the role of the teacher has been as a purveyor of information and trusted to be the fount of all knowledge. This suggests that the teacher was the one in control of the passing of knowledge onto passive students. Of course this ‘chalk and talk’ approach has now altered dramatically from the ‘traditional’ model and thus altering the role of the teacher. Reece and Walker believe that, “

ICT has affected education; it has affected teaching and learning (Yusuf, 2005). ICT allows students to develop and improve skills to stimulate and engage students in learning (Davis and Tearle, 1999). There are three main characteristics which are essential to developing quality learning and teaching: autonomy, capability, and creativity (Lowther et al., 2008). Autonomy implies that students take control of their learning through their utilization of ICT. By this, they can become capable of working individually and with others. Teachers can likewise approve students to finish challenges with peers or groups (Lowther et al., 2008). Through cooperative learning, students can have a better opportunity to gain new sufficient knowledge (Fu, 2013). This enables student’s self-efficacy to

My goal is to increase and demonstrate my personal knowledge and confidence in ICT teaching strategies and resources to use during lessons on placement to both help with the engagement of student but allows for extension opportunities for students learning.

The role of ‘teacher’ is an infinitely varied one, but there certain principles which underpin all aspects of the teaching role.

Providing resource classrooms with sufficient technology can help all students learn in a much more productive forum.

With the integration of technology, students get direct, individualized instruction from the computer. This form of supplemental teaching allows them to engage with the information at times that are most convenient for them and helps them become more self-directed in the learning process. It also gives the teacher more time to accomplish classroom objectives, while freeing them up to help the students who might be struggling with certain lessons.

“Good teaching is a skillful blend of artistic and scientific elements. Teaching as an art involves beliefs, emotions, values and flexibility, while teaching as a science utilizes instructional practices that are proven by research to improve student achievement” (Snowman and Biehler, 2006). According to (Peters, R.) teaching can involve formal methods of instruction as well as informal ways of organizing things so that children will be led to discover things for themselves. According to (Manning, H. 2003, p. 11) “A teacher is the one to impart knowledge to students in different ways to assist learning.” Teaching factors are considered if something must be accomplished. It is practically stating that teaching is what is being taught, who

Engagement is central to learning; is affected by students’ motivation level (Reading, n.d., p. 2). A motivated student is more likely to explore and make a personal understanding of the knowledge they need to learn than a student who is uninterested. Kearsley and Shneiderman (1998) suggested technology can give us more creative ways to help engage a student in his / her learning process. The question is how PBL can engage secondary students in order to increase their participation level in ICT learning. Kearsley and Shneiderman (1998) proposed that there are three main principles of engagement- Create, donate and relate. They advocated the use of PBL in accomplishing at least one of the basic

Education creates an immense opportunity for the development and at the same time information and communication technology also unlock new door to education (Wims and Lawler, 2007). Many definitions addressed and define the concept of ICT but Blurton (1999) elaborately defined ICT as the different set of technological resources and tools that are used to communicate, store, distribute and manage information. These types of technology include broadcast technology, computer, telephone and internet. ICTs comprise a network system that allows data processing, data storage and retrieval of data (Herselman & Britton, 2002).

Therefore, the method of teaching is also essential. As an educator, I would like to adopt practical teaching skills and styles that the scholars would find easy to understand. Apart from this, I would also seek to work hand in hand with the students and create a unique bond between them to enhance competence and performance.

Technology has made a huge impact on society today. The modern day student is different from those of previous years because using technology in non-school settings is altering their “learning styles, strengths, and preferences” (Dede, 2007, p. 11, as cited in Shapley, Sheehan, Maloney & Caranikas-Walker, 2011). Students are “growing up with technology all around them and from an early age have an understanding of how to use computers" (Shields and Behrman 2000, as cited in Weathersbee, 2006, p.6). The goal of educators is to improved student achievement and readiness skills needed for college and careers. Technology is an essential component of 21st-century skills. It is recognized that “students’ long-term success is tied to their preparation as lifelong learners, world-class communicators, competitive and creative knowledge workers, and contributing members of a global society” (Shapley, et al., 2011). According to McFall (2009), the classroom environment needs to create a more engaging atmosphere that provides students with the opportunity to acquire the necessary skills needed for the 21st century. Integrating technology into the curriculum is a priority. Technology should be integrated seamlessly into the curriculum to promote student learning. In the present view of learning, “the use of technology is not an add-on, but an integral part of the students’ quest for knowledge and a tool through which students

The strong determination of the researcher was greatly observed as he cautiously compiled all relevant sources for the conduct of this study. This study was significantly based from the rigorous works of Halloun and Hestenes. At present time, the study is vital for the intense development of a physics program in the Philippines. Evaluating the efficacy of the different kinds of traditional method and interactive-engagement method in introductory physics courses is an avenue for the educators to enhance students’ conceptual foundation.

Information technology requirements: Studio physics is equipped with ICT tools. Students are also encouraged to bring and use their own technological device according to the learning purpose in the classroom.