Bloggers F: Blog Post - 15 March 2017
Today, students constantly spend time on the internet, however this does not mean that they develop online research skills and that deep learning takes place (Muthler, 2015). Learners have to learn how to use the correct search terms and effectively check the reliability of information (Mutler, 2015). Integration of Information and Communication Technologies (ICT) can be an effective means of communication and a tool for learning in an educational context. The challenge is then to exceed merely exchanging information and to provide learning in a meaningful way (DoE, 2007).
Krause (2010) highlights two major problems with ICT integration, mainly interactive whiteboards (IAW). Firstly, he argues that these IAWs introduce very little transformative attributes into the classroom and often mimic the function that a standard blackboard presents. Secondly, a disconnection between teachers and technology takes place which can be attributed to the difficulty of using the boards. Therefore, acquiring relevant and appropriate ICT knowledge and skills enables the teacher to effectively integrate ICT in teaching, learning and administration.
The Department of Education’s approach to e-education and the integration of ICT into teaching and learning is guided by pedagogical, technical, as well as collaboration and networking dimensions (DoE 2007). In the light of the teacher development framework, firm key elements and guidelines are there to help a teacher in various aspects in and around the classroom, for example self-management and being an innovative teacher that conveys in-depth knowledge (DoE, 2007). This contributes to the aims of ICT to prepare teachers for the challenges of 21st Century education and to ensure that their students have the necessary skills for development and growth.
Furthermore, implementation of teacher development programmes must be subject specific. Programmes should be needs driven with requirements of specific subjects and teacher development. The development depends on the level of the teacher, where each level allows teachers to acquire a set of skills and knowledge. This contributes to the learning process of the learner. ICT equips learners with skills needed to assess and analyse given information and equips them with skills to contribute successfully to society and groups.
In conclusion, teachers need to be trained with a necessary set of skills to provide effective integration of ICT in the classroom. The development of the teacher contributes to the learning process of the learner. Therefore, learning through ICTs should be provided in a meaningful way.
Authors: M.E. Bal;
C.S. du Plessis;
N.S. Engelbrecht;
M.S. Gillespie;
D. Mockey;
E. Moore;
A. Oosthuizen;
G.E. Rusconi;
E.E. van Niekerk;
L.J. van Wyk; and
W.J. Willems.
I like the point on subject subjectivity (what?)- using technology in a content contextualized way. The different subjects can use apps and IAWs in vastly different ways and I think that this requires us to think about how we use things like PowerPoint, for example. It seems as though we are advocating for more purpose in our technology use and, therefore, context is important.
ReplyDeleteI have found with English, for example, that technology is great for receptive skills - however, face-to-face interaction and experience is still the foundation of how we communicate and process information.
Subject specificity objectively subdues subjective objections so often superimposed onto the otherwise successful synthesis of structured objectives. ;)
DeleteAssessment: Ideas and Content = 5, Writing Quality = 3, Community and Collaboration = 3, Total = 11.
ReplyDelete