Teachers planning ICT into their lessons knowingly expose students to broaden their minds and use higher order thinking. The way in which teachers can do this is by planning co-operative learning into the lesson plan. Krause, et. al., defines co-operative learning as allocating a selected group of student’s assigned individual tasks and then collating all the information into a presentation or project format to share with others (2010, page ). If you find that you have a disruptive students the direction of co-operative or group learning using Pod-casting can help as it can provide students with an inclusive learning environment where the disruptive student might become engaged with an activity involving either, interviewing, script writing or even expressing themselves in the set design and producing side of the project.
Anxiety can play a big part of students being difficult or even as a barrier for students being able to learn. Chan, A., Mark, J., Lee, W. suggest that one way to eliminate the symptoms of anxiety is to have a blog or Wiki. This technology source is where the students can pre-read class text in the form of pod-casts, audio and visual. The benefit of using a Podcast is also great if students are absent for periods of time with either an illness or on vacation (2005, page 60).
Reference list
Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010) Educational psychology for learning & teaching (3rd ed.). South Melbourne, Australia: Cengage Learning Australia.
Chan, A., Mark, J., Lee, W. (2005) AN MP3 A DAY KEEPS THE WORRIES AWAY:
Exploring the use of podcasting to address preconceptions and
alleviate pre-class anxiety amongst undergraduate information
technology students. Charles Sturt University student experience conference 2005. Retrieved July 11, 2010, from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.115.1023
2010-07-15
Benefits of using Podcasting in the classroom! Entry 2
When looking at the benefits it is exciting to see the advantages that Podcasting can have on individual students like learning the technological linguistics, researching skills, interviewing skills and script writing. While the students are learning these skills it allows the teacher to use co-operative learning and group learning lesson planning. Which will allow students to help teach others and to challenge each other’s ideas and learning.
Many students come to school already possessing a enriched understanding of ITC in both different forms like IPods, the World Wide Web, I-Pones, Podcasting etc. but it is important to remember that in your classroom you will also have students that don’t have access to these IT equipment. This is where co-operative learning can be so useful as the students who may not be so confident in IT they may bring confidence in script writing or confidence in speaking an thus interviewing other people. This provides an environment in which if the group is selected to support these skills the students will do a lot of learning from each other.
Chan, A., Mark, J., Lee, W, confirm the above benefits and has done research on the area. They found that out of a class of “26 students 100 percent had access to an MP3 player and 2 students had access to IPod or Mobil phone. 13 students had access to PC and 11 students had access to both” (2005, page 60). This study confirms that in today’s classroom you really need to step up the approach of integrating ITC into the classroom to help stimulate and challenge the students. Podcasting defiantly provides an opportunity for inclusive learning.
Reference List
Chan, A., Mark, J., Lee, W. (2005) AN MP3 A DAY KEEPS THE WORRIES AWAY:
Exploring the use of podcasting to address preconceptions and
alleviate pre-class anxiety amongst undergraduate information
technology students. Charles Sturt University student experience conference 2005. Retrieved July 11, 2010, from
Many students come to school already possessing a enriched understanding of ITC in both different forms like IPods, the World Wide Web, I-Pones, Podcasting etc. but it is important to remember that in your classroom you will also have students that don’t have access to these IT equipment. This is where co-operative learning can be so useful as the students who may not be so confident in IT they may bring confidence in script writing or confidence in speaking an thus interviewing other people. This provides an environment in which if the group is selected to support these skills the students will do a lot of learning from each other.
Chan, A., Mark, J., Lee, W, confirm the above benefits and has done research on the area. They found that out of a class of “26 students 100 percent had access to an MP3 player and 2 students had access to IPod or Mobil phone. 13 students had access to PC and 11 students had access to both” (2005, page 60). This study confirms that in today’s classroom you really need to step up the approach of integrating ITC into the classroom to help stimulate and challenge the students. Podcasting defiantly provides an opportunity for inclusive learning.
Reference List
Chan, A., Mark, J., Lee, W. (2005) AN MP3 A DAY KEEPS THE WORRIES AWAY:
Exploring the use of podcasting to address preconceptions and
alleviate pre-class anxiety amongst undergraduate information
technology students. Charles Sturt University student experience conference 2005. Retrieved July 11, 2010, from
Benefits of using Podcasting in the classroom! Entry 1
Pod-casting provides students with the opportunity to learn many different skills like editing, recording and audio skills. Teaching in today’s classroom you are working with students who are familiar with pod-casting as it is compatible with IPods, MP3s, and computers which a lot of the students either own or see others use. Pod-casting provides a Mobil learning environment as you can down load and listen via any of the mentioned tools/equipment.
Campbell makes it clear that it is easy to publish a Podcast but it is challenging and innovative in producing a Podcast. This includes the students giving thought to there audience, writing a script, learning and developing skills to record the project. It is very important to have quality equipment to ensure the quality of the audio recording (2005, page 34). When publishing your Podcast Campbell recommends first setting up a blog as the blog almost always will generate an RSS feed which will help to have your podcast viewed and followed by the community and the rest of the world (2005, page 36).
Once you have decided to use a blog for publishing Pod-casts you can use this site for continuing learning where students can go to for a whole school term and also comment on other students pod-casts. Students can also access the blog at home and share their class projects with family and friends.
Reference Lists
Campbell, G. (2005) There is something in the air pod-casting in education. Educate review, November/December. Retrieved July 12, 2010, from soton.ac.uk
Campbell makes it clear that it is easy to publish a Podcast but it is challenging and innovative in producing a Podcast. This includes the students giving thought to there audience, writing a script, learning and developing skills to record the project. It is very important to have quality equipment to ensure the quality of the audio recording (2005, page 34). When publishing your Podcast Campbell recommends first setting up a blog as the blog almost always will generate an RSS feed which will help to have your podcast viewed and followed by the community and the rest of the world (2005, page 36).
Once you have decided to use a blog for publishing Pod-casts you can use this site for continuing learning where students can go to for a whole school term and also comment on other students pod-casts. Students can also access the blog at home and share their class projects with family and friends.
Reference Lists
Campbell, G. (2005) There is something in the air pod-casting in education. Educate review, November/December. Retrieved July 12, 2010, from soton.ac.uk
ICT and teaching and learning: Analysis 1.
There is so much pressure on teachers where they have to not only produce lesson plans for the whole class as well as Individual learning plans (ILP) but also to be able to solve IT problems as they occur. Anne McDougall and Anthony Jones confirms the importance of acknowledging the teachers’ ICT skills and the opportunity for personal development to build their confidence and therefore better integrated ICT into the lesson plans (2006, p 353 – 360).
With integrating ICT into your classroom you provide an environment for inclusive learning as well as reaching to all the different kinds of styles of learning being kinaesthetic, audio and visual. According to Diana Oblinger and Brian Hawkins “Learning requires a number of different elements motivation, opportunities, an active process, interaction with others, and the ability to transfer learning to a real-world situation” (2006, P 14-15).
Many students are motivated through different forms and opportunities. Technology is a great tool when motivation is required. Technology not only comprises of computers, interactive white boards (IWB), audio like the IPod and videos/digital cameras but also telephones for communication. Technology being used in the classroom offers flexibility allowing students to learn at their own pace and it can be used as a resource for a current class activity.
As Diana Oblinger and Brian Hawkins mention in their article interaction with others is a key element when it comes to students learning. ITC can offer two forms of interaction virtual where students make up a avatar to use on programs such as matheletics, club penguin etc, or in the real world where the students might have the opportunity to make a pod cast or interact using the IWB. Diana G. Oblinger and Brian L. Hawkins confirm the importance of interactions with other people like in group discussion, conversations which stimulate personal and professional growth (2006, P 14-15). ICT can help students to be innovative and inquisitive in their quest to solve and explore ideas by interaction and discussions with pears.
Students are often very experienced when it comes to using technology and often have at least one of the following if not all items:
Computer with Internet access
IPod or IPhone
Nintendo, play station or X-box
Nintendo DS, PSP
There are too many devices to list!!
What does all this mean? It means that as teachers we need to be able to provide many different forms of technology to enable the students the opportunity to problem solve, learn, and be active members of the community. If we are adding these different forms of technology into our classroom we must change pedagogy or the technology will not be effective.
Also the role of the student/teacher can change as often the students have more experience or have a short cut that you may not have know about. Also the teacher can feel that they have lost control of a class or that some students are being left out as they don't have an understanding of the activity. This can be very scary for teachers and they need the support of the school and peers.
Some teachers say that because of technology students have become lazy and simply use the Internet to gain their answers and then simply cut and paste. The fear is that the students are not gaining the meaning or the understanding of the assessment task nor advancing in their academic achievements. Teachers need to reflect if this a regular occurrence on the types of questions they have set as well as revisiting the lessons plans and outcomes of what they were wanting the students to achieve. ICT is a very useful tool in a classroom and can assist with students learning, communication and can build better community members. ICT is a great extension for students learning as well as being a motivational tool. If teachers get the opportunities for professional development days, time to plan lessons and have the resource the future looks very bright, stimulating and fun.
Reference list:
Oblinger, D. G and Hawkins, B. L. (2006, November/December). The myth about no significant difference: “Using technology produces no significant difference”, Retrieved June 30, 2010, from www.educause.edu/...erm0667.asp
McDougall, A. And Jones, A. (2006, October). Theory and history, questions and methodology: current and future issues in research into ICT in education, retrieved July 2, 2010, from http://www.informaworld.com/smpp/title~db=all~content=t716100724
British Journal of Education Technology. (2002, December 16). Retrieved from http://www3.interscience.wiley.com/journal/117984068/home?CRETRY=1&SRETRY=0, Volume 31 Issue 4, pages 307 - 320
With integrating ICT into your classroom you provide an environment for inclusive learning as well as reaching to all the different kinds of styles of learning being kinaesthetic, audio and visual. According to Diana Oblinger and Brian Hawkins “Learning requires a number of different elements motivation, opportunities, an active process, interaction with others, and the ability to transfer learning to a real-world situation” (2006, P 14-15).
Many students are motivated through different forms and opportunities. Technology is a great tool when motivation is required. Technology not only comprises of computers, interactive white boards (IWB), audio like the IPod and videos/digital cameras but also telephones for communication. Technology being used in the classroom offers flexibility allowing students to learn at their own pace and it can be used as a resource for a current class activity.
As Diana Oblinger and Brian Hawkins mention in their article interaction with others is a key element when it comes to students learning. ITC can offer two forms of interaction virtual where students make up a avatar to use on programs such as matheletics, club penguin etc, or in the real world where the students might have the opportunity to make a pod cast or interact using the IWB. Diana G. Oblinger and Brian L. Hawkins confirm the importance of interactions with other people like in group discussion, conversations which stimulate personal and professional growth (2006, P 14-15). ICT can help students to be innovative and inquisitive in their quest to solve and explore ideas by interaction and discussions with pears.
Students are often very experienced when it comes to using technology and often have at least one of the following if not all items:
Computer with Internet access
IPod or IPhone
Nintendo, play station or X-box
Nintendo DS, PSP
There are too many devices to list!!
What does all this mean? It means that as teachers we need to be able to provide many different forms of technology to enable the students the opportunity to problem solve, learn, and be active members of the community. If we are adding these different forms of technology into our classroom we must change pedagogy or the technology will not be effective.
Also the role of the student/teacher can change as often the students have more experience or have a short cut that you may not have know about. Also the teacher can feel that they have lost control of a class or that some students are being left out as they don't have an understanding of the activity. This can be very scary for teachers and they need the support of the school and peers.
Some teachers say that because of technology students have become lazy and simply use the Internet to gain their answers and then simply cut and paste. The fear is that the students are not gaining the meaning or the understanding of the assessment task nor advancing in their academic achievements. Teachers need to reflect if this a regular occurrence on the types of questions they have set as well as revisiting the lessons plans and outcomes of what they were wanting the students to achieve. ICT is a very useful tool in a classroom and can assist with students learning, communication and can build better community members. ICT is a great extension for students learning as well as being a motivational tool. If teachers get the opportunities for professional development days, time to plan lessons and have the resource the future looks very bright, stimulating and fun.
Reference list:
Oblinger, D. G and Hawkins, B. L. (2006, November/December). The myth about no significant difference: “Using technology produces no significant difference”, Retrieved June 30, 2010, from www.educause.edu/...erm0667.asp
McDougall, A. And Jones, A. (2006, October). Theory and history, questions and methodology: current and future issues in research into ICT in education, retrieved July 2, 2010, from http://www.informaworld.com/smpp/title~db=all~content=t716100724
British Journal of Education Technology. (2002, December 16). Retrieved from http://www3.interscience.wiley.com/journal/117984068/home?CRETRY=1&SRETRY=0, Volume 31 Issue 4, pages 307 - 320
ADVANTAGES OF ICT
Keeping up with the world, being part of the community, ICT is imperative for inclusive teaching as well as a motivational tool. ICT plays a huge roe in teaching children with disabilities in forms of brail keyboards, special mouses, audio equipment for literacy and communication. ICT to be an advantage in a classroom can only work if the tools are integrated positively by a teacher who is confident in using the equipment as tools.
J. Blackmore, L. Hardcastle, et. Al. confirm in their case studies that ICT motivates the students encourages problem solving, analytical and higher order thinking (2003, page 41). Providing an inclusive environment where ICT is encouraged for students to access and use, develops individuals who have strong self efficacy and students who are innovative as well as providing a central tool to help each other. Cooperative learning is a very effective teaching strategy and when integrating ICT it makes for a very powerful learning environment.
A, Cartelli discusses the advantages of ICT and teaching strategies using cooperative learning where small groups of students at different levels of abilities, work together on a project and the use of the information technologies play a central role in the learning environment (2006, page 187-190). This strategy of incorporating cooperative learning and ICT allows students working together to not only learn from what is being taught but also learn by helping other students in their team. A Cartelli confirms that students in this environment are more engaged in the activity, that the students retention is higher and the students develop oral skills in oral communication while feeling satisfied with their own learning experience (2006, page 188).
Reference list.
Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf.
A, Cartelli. (2006) Teaching in the knowledge society new skills and instruments for Teachers. United States of America, Information Science Publishing
J. Blackmore, L. Hardcastle, et. Al. confirm in their case studies that ICT motivates the students encourages problem solving, analytical and higher order thinking (2003, page 41). Providing an inclusive environment where ICT is encouraged for students to access and use, develops individuals who have strong self efficacy and students who are innovative as well as providing a central tool to help each other. Cooperative learning is a very effective teaching strategy and when integrating ICT it makes for a very powerful learning environment.
A, Cartelli discusses the advantages of ICT and teaching strategies using cooperative learning where small groups of students at different levels of abilities, work together on a project and the use of the information technologies play a central role in the learning environment (2006, page 187-190). This strategy of incorporating cooperative learning and ICT allows students working together to not only learn from what is being taught but also learn by helping other students in their team. A Cartelli confirms that students in this environment are more engaged in the activity, that the students retention is higher and the students develop oral skills in oral communication while feeling satisfied with their own learning experience (2006, page 188).
Reference list.
Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf.
A, Cartelli. (2006) Teaching in the knowledge society new skills and instruments for Teachers. United States of America, Information Science Publishing
FUNDING TO SUPPORT ICT IN CLASSROOM'S
Funding that is needed to support ICT being integrated into the classroom needs to come from government, community and then delegated by the principle. Funding can be raised by the school through donations, fates, and fundraising activities or school fees. It is very important that the whole management team support ICT being integrated into the classroom as they delegate the funds to the appropriate lines on the profit and loss (P &L) journal.
The Deewr web site confirms that the government announced in the May 2010 budget that they have allocated $200 million for the years 2013-14 to provide ICT equipment for all secondary schools. The funding is provided to increasing the level of teaching, support and learning development of innovative projects and research analysis while integrating ICT (2010, retrieved 11 July 2010). This is performed by using the national curriculum and individual subjects like languages and rolled out by the school and individual teachers. The reasoning for the support of the government is the understanding of the digital revolution. Once the funding has been allocated it is then up to the management of the school to spend the funding according to policy and agreement of staffing.
J. Blackmore, L. Hardcastle, et. Al. (2003 page 213-214) goes into discussing the time spent on raising funds to buy equipment and to maintain the networks and computers. “This can take time away from innovation in pedagogy and curriculum” (J. Blackmore, L. Hardcastle, et. Al. 2003 page 214)
Reference list
Department of education employment and working relations. Retrieved July 11, 2010, from www.deewr.gov.au/.
Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf
The Deewr web site confirms that the government announced in the May 2010 budget that they have allocated $200 million for the years 2013-14 to provide ICT equipment for all secondary schools. The funding is provided to increasing the level of teaching, support and learning development of innovative projects and research analysis while integrating ICT (2010, retrieved 11 July 2010). This is performed by using the national curriculum and individual subjects like languages and rolled out by the school and individual teachers. The reasoning for the support of the government is the understanding of the digital revolution. Once the funding has been allocated it is then up to the management of the school to spend the funding according to policy and agreement of staffing.
J. Blackmore, L. Hardcastle, et. Al. (2003 page 213-214) goes into discussing the time spent on raising funds to buy equipment and to maintain the networks and computers. “This can take time away from innovation in pedagogy and curriculum” (J. Blackmore, L. Hardcastle, et. Al. 2003 page 214)
Reference list
Department of education employment and working relations. Retrieved July 11, 2010, from www.deewr.gov.au/.
Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf
2010-07-12
Disadvantages of ICT in the classroom
Low income, English as a second language, access to computers and the teacher capabilities to be able to teach technology are all issues to integrating technology into the classroom.
Low income families can be disadvantage due not access to computers at home or at school. According to J. Blackmore, L. Hardcastle, et. Al. low income families who do have access to computers is of poor quality in regards to equipment and programs. Internet access is slow and unreliable. There is also corrorelation between school learning and home learning and understanding the importance of children learning the basics at home gives the children the confidence to use the computers at schools (J. Blackmore, L. Hardcastle, et. Al. 2003, Page 42) the disadvantages of home learning can also be influenced by language barriers.
Not all families use English as their first language neither do they fluently speak it in the home environment. J. Blackmore, L. Hardcastle, et. Al. confirms that Students who English is not their first language have found ICT difficult as there is a strong assumption about the English skills and level required to use basic programs and to be able to navigate around the internet. (J. Blackmore, L. Hardcastle, et. Al. 2003 page 42-43). The disadvantage of the language barrier also effects the development of computer skills, their attitude and dispositions that are necessary to effectively use the computer (J. Blackmore, L. Hardcastle, et. Al. 2003 page 47-48). School can have a positive impact on these students’ lives as they help to break down the barriers and can access great programs to help enhance and build on the language skills in both reading and writing. The difficulty lies in the accessibility and time that the students have at the school and at home.
Access to computers in schools can be in the form of computer labs where the teacher needs to book a time and or one to two computers in a classroom. Both situations make it difficult for teachers whether it is the computer lab fitting into lesson plans and it being enough time for working and not just for getting computer problems solved. J. Blackmore, L. Hardcastle, et. Al. discusses that teachers felt it difficult to fully integrate computers into lessons and the teachers had to give up too much time to instructional and not being able to allow students enough time to practise and gain experience with skills being taught. Lack of technical support meant that teachers lost confidence in the equipment and software due to frequent failures and failure to complete lessons in the allocated time. School have found that it is vital to effectively integrate technology into the classroom that an on-site technical assistant be recruited to assist teachers when needed (J. Blackmore, L. Hardcastle, et. Al. 2003 page 203). It is very important that along with tech support for teaching technology the teacher must also be competent in teaching IT. This includes the school providing time for the teacher to have professional development days and time for lesson planning.
In regards to teachers capabilities to teaching using IT J. Blackmore, L. Hardcastle, et. Al. discusses the importance of the teacher’s attitude as this has a significant impact on the students use of ICT and also on the students learning abilities.
Low professional development and low levels of ICT and internet skills will tend to restrict the range of internet and computer use in their lesson planning and focus on basic ITC skills like internet searching, basic Microsoft word usage. ICT will not be a tool to help scaffold students work and learning on individual projects. (J. Blackmore, L. Hardcastle, et. Al. 2003 Page 06)
Reference list
Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf
Low income families can be disadvantage due not access to computers at home or at school. According to J. Blackmore, L. Hardcastle, et. Al. low income families who do have access to computers is of poor quality in regards to equipment and programs. Internet access is slow and unreliable. There is also corrorelation between school learning and home learning and understanding the importance of children learning the basics at home gives the children the confidence to use the computers at schools (J. Blackmore, L. Hardcastle, et. Al. 2003, Page 42) the disadvantages of home learning can also be influenced by language barriers.
Not all families use English as their first language neither do they fluently speak it in the home environment. J. Blackmore, L. Hardcastle, et. Al. confirms that Students who English is not their first language have found ICT difficult as there is a strong assumption about the English skills and level required to use basic programs and to be able to navigate around the internet. (J. Blackmore, L. Hardcastle, et. Al. 2003 page 42-43). The disadvantage of the language barrier also effects the development of computer skills, their attitude and dispositions that are necessary to effectively use the computer (J. Blackmore, L. Hardcastle, et. Al. 2003 page 47-48). School can have a positive impact on these students’ lives as they help to break down the barriers and can access great programs to help enhance and build on the language skills in both reading and writing. The difficulty lies in the accessibility and time that the students have at the school and at home.
Access to computers in schools can be in the form of computer labs where the teacher needs to book a time and or one to two computers in a classroom. Both situations make it difficult for teachers whether it is the computer lab fitting into lesson plans and it being enough time for working and not just for getting computer problems solved. J. Blackmore, L. Hardcastle, et. Al. discusses that teachers felt it difficult to fully integrate computers into lessons and the teachers had to give up too much time to instructional and not being able to allow students enough time to practise and gain experience with skills being taught. Lack of technical support meant that teachers lost confidence in the equipment and software due to frequent failures and failure to complete lessons in the allocated time. School have found that it is vital to effectively integrate technology into the classroom that an on-site technical assistant be recruited to assist teachers when needed (J. Blackmore, L. Hardcastle, et. Al. 2003 page 203). It is very important that along with tech support for teaching technology the teacher must also be competent in teaching IT. This includes the school providing time for the teacher to have professional development days and time for lesson planning.
In regards to teachers capabilities to teaching using IT J. Blackmore, L. Hardcastle, et. Al. discusses the importance of the teacher’s attitude as this has a significant impact on the students use of ICT and also on the students learning abilities.
Low professional development and low levels of ICT and internet skills will tend to restrict the range of internet and computer use in their lesson planning and focus on basic ITC skills like internet searching, basic Microsoft word usage. ICT will not be a tool to help scaffold students work and learning on individual projects. (J. Blackmore, L. Hardcastle, et. Al. 2003 Page 06)
Reference list
Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf
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