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.
Amanda Smith Pttles Teaching Programme Tutor: Joanna Martin Essay Title/ Level 4 Assessment: ‘Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/ training cycle’? Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. Traditionally the role of
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.
It is crucial that students are not just being educated in only one way. Each child is different; as a result, learning styles should be versatile and open to new strategies. By learning to use technology correctly, teachers are preparing themselves, and the students for the future by developing certain skills that will be essential in the 21st century. Besides developing the students’ technology skills, students will
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
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
Moreover, students also play a significant role in education. For starters/educators, they should demonstrate honesty and integrity in their academics. This is to mean that they should be disciplined and adhere to every school rules. More so, it is their role to respect their teachers and should complete their assignments in time. Also, they should work with each other as well as compete favorably to achieve the institutions’ set goals. Through education, students are in a position to make right and responsible decisions as they would critically think about different matters. I think it is important for students to build upon their education. Personally, I find confidence teaching to be my area of expertise. It is consequent for students to build their confidence as they learn. Similarly, teachers have the responsibility of ensuring their scholars can be able to stand in front of a crowd and confidently speak out their minds (Sadker & Ziittleman, 2015). In my teachings, I ensure that my students can freely face me and ask me questions in areas they find difficult to understand. Also, I encourage debates and presentations on various topics and let
Newer learning technologies are changing 2001). Although frequently thought of as merely a delivery system, the role of technology should be to create an environment that facilitates learning (Olgren 2000). No amount of hardware and software can substitute for a poorly designed learning experience (Wagner 2001). In considering and choosing learning technologies, the emphasis should always be on learning, with technology playing a supporting role. Furthermore, no single technology is the answer to all teaching and learning needs. “Current pressures to put all the course materials on the web, for example, is too simplistic an answer to very complex questions about learning style differences, the kinds and levels of learning objectives and outcomes, the learning resources best suited to those objectives, the communications infrastructure in place or needed, and limits to the money and staff skills available” (Burge 1999, p. 2).
Technology Integration: Effects on Teaching and Learning 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
As a teacher, I can now more focusing on finding the most suitable teaching method for the students. This can help me to effectively teach my students in the classroom. Moreover, with the ICT teaching method, I had seen that the performance of the students had been boosted, they are having a better performance after the ICT applied in teaching.
Critique: 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.
According to Martin and Ofori-Attah (2005), technology is an area of the curriculum, as well as a tool for teaching and learning, in which teachers must demonstrate their own awareness and capacity for learning. In other words, for effective and meaningful teaching in the present information age, the demonstration of teachers’ awareness and competencies for instructional use of information and communication technology (ICT) cannot be underscored. If teachers are aware of the use of ICT in teaching, students/pupils are likely to benefit from their knowledge. The