Piktochart In The Classroom

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

In Lavin, Korte, Davies). The result of the study further pushes the notion of how important it is for school staff to understand the given technology so they can distribute the information effectively to their students. All the technology in the world will be ineffective if the teachers themselves are not passionate of their work. “Technology has the potential to transform the learning environment from passive to active and more subject to the control of the learner.” (qtd. In Lavin, Korte, Davies).

As I walked through the crowded hallway, lockers were forgettable objects in my peripheral vision; and the smell of newly painted walls was uncomfortable. People hurried to class like bees to their nest. “My bad,” some of them said after clashing with my shoulder in their haste. Looking back to that memory, I realize how everything had felt exhilarating and the extraordinary possibilities had been similar to an adrenaline rush.

A teacher of the modern digital age should expose themselves to a wide variety of new and old technologies. Students are naturally always trying new applications, and teacher should be the same way. Kristi Roth, an expert in the field of technology innovation, suggests that all “educators should expose themselves to a wide variety of technology” (1). All teachers should have the appropriate preparations to use technology in their classroom. Therefore, current and future teachers must have an internal drive to develop their technological knowledge in order to maintain their current status as a professional educator, in the always evolving advanced generation of learners. Technology keeps a teacher current to their students.

“Literacy has expanded from the notions of reading and writing to include the ability to learn and interact with technology in a meaningful way” (Ventriglia, 2007). Additionally, 21st Century skills require students to be well versed in how to use technology to meet their learning needs. Therefore, digital literacy is the means in which a person uses his or her technological skills and knowledge to manipulate and produce a product. Furthermore, a digital literate person collaborates and communicates with others to produce and create original content for academic or professional gain. Teaching digital literacy means I too must use and operate technological tools in my own learning process.

There is a growing trend in the use of technology in the classroom. As a teacher, I am always looking for ways to use manipulatives in my lessons to increase meaning and authenticity for students. I would love to keep my students engaged, motivated and interactive in the classroom and still be able to get through the content each day. In order to achieve this, I need to have an arsenal of tools to draw from. That is why I agree with (Tataroglu & Erduran, 2010) as stated in the International Electronic Journal of Elementary Education (IEJEE) that “The use of technologies like IWBs in the classroom can provide teachers and students convenience and variety. “

Continual advancements in technology have resulted in recognition by many of the importance of ensuring that learners have the technological skills and knowledge to enable them to participate and be competitive in an increasingly digitalised society. In fact, transformative learning with technology is considered to be such a fundamental principle of effectuating effective pedagogy that the International Society of Technology in Education (ISTE) has made it a central focus for teachers to use their knowledge of ‘technology to facilitate experiences that advance student learning…in both face-to-face and virtual environments’ (International Society of Technology in Education, 2014, as cited in Maloy, Verock-O’Loughlin, Edwards & Woolf, 2015, p. 357). However, despite this, the value of technology in learning remains a prevailing topic of debate amongst parents, educators and even students.

Teachers must be trained in a new type of pedagogy, one that involves the use of technology. As stated by Cuban (2001) teachers end up using technology as means to mealy keep up with what they required to do, such as check daily messages from administration and keep grades, communicate with the staff, create letters to go home, and to create materials for their lessons such as handouts. Although this is a form of using technology, it is far from the desired use of using the given classroom technology for innovations in their teaching style.

Digital media has had a large influence on the field of education. Two examples of this can be seen in the way it has changed the way students are able to express themselves and the way it has enabled more collaboration between teams. Before digital media, an educator or student’s presentation on a subject might consist of a lecture, a report, a poster board or something else along those lines. The “elaborate” ones might include photos and/or graphs. However, digital media brought a lot of change to these options. An educator or student doing a presentation has the option of PowerPoint presentations, videos, slideshows, creating web pages and so much more. Not only does a person involved in education get an opportunity to express themselves better and in a more personalized fashion, the amount of information that can be shared is greatly increased. A student or educator can fully delve into a topic and make it come alive for her/his audience while educating them.

In the 21st century, educators believe using technology can be an effective factor in education for the new generation, making educational goals easier to achieve. In fact, technology is being studied by teachers and implemented into classrooms for a positive effect on student learning. Many teachers are integrating multimedia tools in teaching students different skills including synthesizing, analyzing, evaluating, and presenting information. When students use technology, they learn to convert data into information and transform information into knowledge. Also, using multimedia tools gives students the opportunity to participate and interact in the classroom. Consequently, the trend for integrating technology into education has become more widespread in most schools today. Digital storytelling is one of the multimedia tools that can support teaching and learning as well as students’ motivation. This research explores how digital storytelling can be an effective tool for both teachers and students in order to support learning and skills.

“Currently we live in an era driven by information, global competition and new technologies that are changing the way we think, live and work.” (Pillay, Boulton-Lewis & Wilss 2004, p.17). This conveys the notion that technology has manipulated the minds of today’s generation in every way possible, could be during schooling and non-schooling life. Hence in order for one’s teaching style to go successful one should teach in accordance to the characteristics of the generation they’re teaching as today’s generation requires a digital pedagogy. Furthermore this essay scrutinizes how the characteristics of the 21st century and the digital world will influence the type of teacher one hopes to become. As well as it examines on the construction of skill development towards students from the trending of digital fluency.

Students present varied learning needs that have to be accomplished by teachers. Technology has provided a new opportunity for teachers. As a consequence, teachers are integrating different aspects of technology in the curriculum to facilitate comprehension and accomplish the needs of their learners. Moreover, teachers employ the usage of technology in their classrooms to accomplish the needs of socially and culturally diverse learners. Underpinning on this, the essay is going to discuss how multimodal texts and digital technologies can be integrated in the Grade 3-4 curriculum.

Technology has become indispensible from our day-to-day life. Advances in information Technology have revolutionized how people communicate and learn in nearly every aspect of modern life. Efficient access of present technology is possible for a child of 21st century without any guidance.Why don’t we use such technology in Education? Technology in education provides access to various e-learning resources, anytime-anywhere-collaborative learning, multimedia approaches, and online libraries which increases educational productivity.So, the nature of learning must be collaborated with digital technologies.WWW is transforming teaching and learning. It is important to discover and understand the extent to which these technologies could

The topic of this article explores effective technology use in the classroom and allowing teachers to self-question and unravel their own technology issues. Teachers are in essence the researchers as well as participants. The author supports the use of technology in the classroom and he states that “the use of technology is a defining characteristic of twenty-first century education and should be required

The classroom setting in the old times consisted of teachers writing down their lessons on the board while the students copy them in their notebooks. While this method is still practiced today, most schools now use technology in learning. New methods of teachings are being introduced and applied in various schools in the country. One of the improvements is the use of Powerpoint presentations for visual aids instead of the traditional style of writing on the board or using cartolinas and manila papers. Due to this change, students have also developed the technique of taking pictures or taking notes with the use of their gadgets. This study aims to find out whether the application of