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.

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.

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

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, “

The purpose of this report is to show an analysis of the role and responsibilities of teachers, incorporating some research topics including codes of practice, and also the boundaries and relationship between the teaching role and other professional roles.

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.

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.

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.

Thanks to the advantages of technology, teachers have difference ways to teach and share information with students. For instance, 10 years ago, white board is the only choice for teachers. The lessons are delivered by face to face communication between lecturers and students. They must come to class at the same time to study. Moreover, almost knowledge’s are selected from books. Nowadays, white board is replaced by projector and the lessons are shown on the screen

“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

As university professors are being presented with new types of students, there is a call to integrate advanced technology into their course design, and ultimately, educators must lead the way and use the technology in a fashion that positively aids their students: “technology should be used with the needs of the learners in mind and with the goal of improving student learning as the focus” (Russo et al. 2014). If this idea is implemented and acknowledged correctly, then many advantages can arise that enhance student learning in university classrooms. The first benefit of instructors introducing advanced technology into their teaching is that technology connects with students, which ultimately arouses their interest because technology as a whole is a relevant and important part of student’s lives. When students are interested and engaged in the class material they become motivated to pay attention and focus on what they are being taught, which leads to an improved retention rate of information. This relates to the DVD that West, Pudsey and Dunk-West created for teacher to give to their students to work within their learning, and they found that it “easily assimilates into their everyday life world” (2010). Another advantage is that the use of technology supports collaboration skills within students. Erin Murphy (2010) conducted an experiment centering around educators use of Audience Response Systems, commonly

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