The influence and impact of the technological advancements that mark our modern world have become an integral part of the teaching and learning process.
Educators and students alike are adopting
new technological tools to enhance their learning prospects, with many
classrooms equipped with Interactive White Boards (IWBs), data projectors, and
easy access to laptops or PC’s (Howell, 2012). However, in order for the
application of Information and Communication Technologies (ICTs) to be
effective, it is imperative for the educator to not only familiarise themselves
with the technology, but also to truly understand how the equipment can be used
to contribute to the lesson objectives (Gage, 2006). In this reading, Gage
opines that in order for ICT and IWBs to work, the pedagogical gains for the
students need to be clear. Features of effective teaching with IWBs include:
understanding of the students prior knowledge, well structured and well paced
lessons, high-quality content and allowing students to take responsibility for
their own knowledge through interdependent thinking and collaborative learning.
This is supported in the Finger et al
(2007) reading which provides an insight into an array of theoretical
frameworks by which pedagogical decisions on the use of ICT in the classroom
could be based. Here, a strong focus on appropriate ICT planning considerations
is explored. Finger et al highlights an emphasis on the understanding of a
wide-range of theoretical frameworks and how IWBs and ICTs can amplify the
understanding capacity of students within each framework. For example, the
Instructivism theory (Gagné, 1985) could be supported through tutorial software that works
similarly to Gagnés’ nine
events of instruction and provides complete instructional sequences.
Contrariwise, IWBs and ICTs can also be applied to Social Constructivism in a more
collaborative environment. Examples include virtual reality and graphic
applications that provide real-life experiences and the use of the Internet to
facilitate communication and collaboration. Below is an example of a virtual
reality/graphic application used in a high school biology class:
The most useful and exciting part about
this new technology is its versatility across different year levels, subjects
and teaching frameworks. It can be adapted easily and quickly and the potential
to promote intellectual quality is enormous (Kent, 2010). Kent offers four categories for IWB
activities which all have focus on motivating students through physical
participation, these are
1.
Labeling
2.
Sorting
3.
Ordering and Sequencing
4.
Puzzle, game or simulation
IWBs in particular offer some of the
greatest possibilities for the future allowing knowledge to be presented as
problematic and open to interpretation, enabling the promotion of high-order
thinking (opposed to note-taking and memorizing) as well as its functionality –
it is easy to use and students can understand it quickly.
One Canadian study on the introduction of
ICTs to the classroom also saw a change in the teacher-student relationship
where the teacher became a “co-learner” in the classrooms learning journey (Reid,
2002). The study found that teachers were able to discover the learning
material with the students as opposed to instructing them, with the change in
classroom dynamic boosting the confidence of many students.
As a teacher in training who was personally
taught with little to no technology, the thought of teaching with such new and
advanced technology is at first quite daunting. I agree that in order for ICTs
and IWBs to be implemented effectively in a classroom, an in depth
understanding of the technology itself and its application to a particular
learning framework is vital (See TPACK model above). It is a case of theory
informing practice. Furthermore, it is crucial that the teachers themselves
have confidence and believe in the technology they are using. Students need to
feel confident in their interactions with ICT and IWBs and if this does not
occur they will miss out on the possible enhancements that ICTs and IWBs could
provide to their learning experience.
References
Howell, J (2012). Teaching with ICT. Australia: Oxford University Press
Gage, J (2006). How to use an Interactive Whiteboard Really Effectively in your
Secondary Classroom. London: David Fulton Publishers
Finger, G., Russell, G., Jamieson-Proctor, R., & Russell,
N (2007). Transforming Learning with ICT:
Making it Happen. Frenchs Forrest: Pearson Education Australia
Gagné, R. M.(1985). The conditions
of learning and theory of instruction. New York: Holt, Rinehart &
Winston
Kent, P (2010). Secondary Teaching with Interactive Whiteboards. Melbourne:
Macmillan Digital
Reid, S. (2002). The integration of
information and communication technology into classroom teaching, Alberta
Journal of Educational Research. Vol. XLVIII, No.1.
YouTube
Clip
ConcordConsortium (2013) Geniverse in the Classroom YouTube Clip,
retrieved May 20, 2013, from http://www.youtube.com/watch?v=r3u5W1QiVbE
Images
Pizza Whiteboard [image] n.d Retrieved May
20, 2013 from http://static.guim.co.uk/sys-images/Media/Pix/pictures/2011/1/27/1296150564856/An-interactive-whiteboard-005.jpg
TPACK model [image] n.d Retrieved May 20,
2013 from http://missspinkontech.global2.vic.edu.au/files/2012/12/tpack-19gvxj6.jpg
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