Group O: Revisiting blog topics F through J

Computer Use 774:
Bloggers O: Blog post – 10 May

Upon considering blog posts F through J, there appears to be a consensus that digital pedagogies, although challenging, are the future of teaching and learning. However, one of the primary challenges of implementing these structures successfully is the necessity for teachers to receive proper training based on their subject fields.

Digital pedagogies have often been criticised for poor implementation, as the effects are often disruptive for both learner and teacher development. It is therefore vital that digital pedagogies are implemented only if it enhances the learning environment and facilitates critical engagement with knowledge.

Learners can greatly benefit from effective digital pedagogies, although they require training to successfully engage with such pedagogies. Technologically “advanced” learners need to be taught how to distinguish between the reliable and unreliable information that is available online.  By the incorporation of digital pedagogies and technology in the classroom, learners can be provided with the information needed via the aforementioned skill.

Likewise, when integrating ICT in a schooling context, it is important to note that its application would differ within every subject. Each subject has specific needs and requirements with regards to the integration of electronic media, as well as how the subject-specific content is presented. Some subjects require more visual aids, whilst others are more focused on auditory features. One of the challenges that is obstructing the integration of ICT in schools is the lack of software development aimed towards subject-specific content.

While electronic media may be future, one must ask if this future is sustainable within the South African context. The main issue when integrating such strategies is that not all learners will have the resources to benefit from this type of learning. As this country's situation stands currently, the educational system cannot afford to fund a third of the government schools. ICT learning requires multiple resources, including electricity, online programmes, and the training of both the teachers and the learners, thus the majority of schools will be unable to fund such learning.

To recapitulate, the use of digital pedagogies in combination with ICT should ideally train the learners to utilise independent learning in the long run. It is important that every learner, based on subject and school context, is able to access what electronic media can offer, despite its swift changes. Consequently, teachers must be able to adapt their lessons as is necessary, hence the training of digital pedagogies in the classroom context must be extended to teachers, which may prove problematic within the South African context.

Group N: Revisiting blog topics F through J

Computer Use 774:
Bloggers N: Blog post – 10 May

ICT integration in an Edu. Context

The topic discussed in blogger's F post looks at the effectiveness of implementation and integration of Internet, Communications and Technology (ICT) in the classrooms. The post highlights the problems prevalent in the integration process; the necessary steps for better teacher training, and lastly; how ICT implementation equips learners for their future success. Making use of ICT can be a useful tool for learning, however; according to Krause 2010, there is a disconnection between teachers and technology. Thus, it is important for the teacher to gain the relevant and appropriate ICT knowledge and skills in order to integrate it into teaching and learning.

Digital Pedagogy

Since Blog G discusses how digital pedagogy can change/enhance the experience of teaching, (Stommel, 2013) one could infer that teachers should not only use technology to make their job easier, but to use it as a tool to make lessons more interactive by encouraging learner participation. Digital pedagogy is not as difficult as people make it seem. For it to function well, it will essentially require educators and learners to work together towards a common goal (Stommel, 2013).

Blended Learning

With reference to Blog H, blended learning can be an efficient approach in keeping the learners attention in the classroom. This is done by integrating technology, however; not all learners have the same learning styles. For example, some may rely on a teacher to enhance their conceptual skills first before they are able to grasp the use of technology in the classroom.

Guidelines for ICT integration with NCS subjects in Grades 10-12

According to Blog I's research though, we are becoming more technologically dependent. By using technology in the classroom, we allow interactive learning to take place and are preparing learners for the real world. The blog discusses how the integration of ICT can be beneficial in different subjects. Every subject has its own software needed for successful teaching and learning to take place, however; the content should suit the outcomes of the curriculum.

What does the future of learning look like?
In Blog J they discuss the future of learning by looking at statements such as the topic question, and “how do we align new educational models with the support to help it succeed?” They answer these questions by looking at the work of Sugate Mitra who uses SOLE or Self Organized Learning Environments. Mitra believes that by focusing on the interests of the child, it will optimise their learning. Ideally, teachers should not only embrace the use of technology to enhance their pedagogies in the classroom, but they should focus on a learner centred approach - where learners should be encouraged to improve their learning and be successful after school.

Groups L&M: Revisiting blog topics A through E

Computer Use 774:
Bloggers L&M: Combined Blog Post

Humanity is moving into a largely ICTs-driven era (Information Communication Technology), and as huge advances in this sector are made, education is necessarily reshaped under its influence. The classroom, both within the South African and the global context, have been irrevocably changed. Throughout the Digital Pedagogies course and the preceding blog articles, aspects of this change have been explored - both for the possibilities it presents, as well as the challenges it faces within the South African context. The effort of this piece will be to synthesize what has been discussed so far into a cohesive analysis of the potential for the implementation of digital pedagogies within our current education environment.

New roles/duties of teachers: Rapid advances have been made within the realm of ICTs, a fact which has influenced how we live our daily lives. The radical availability of information and communication through the rising technological interface necessitates a proficiency in digital and media literacy, which involve the skills necessary to participate, and use technologies ethically and responsibly. Within this context, the teacher now has the new duty of guiding learners through the necessary skills to use ICT effectively and safely.

Effective pedagogy & lesson planning: The recognition of the learner as a complex individual and the active engagement of the learner’s context-informed subjectivity is a large element of inclusive practice within the classroom, and therefore needs to be a foundational element that informs our pedagogies. The effective pedagogy is one that takes the learner and their learning process into consideration when teaching – actively involved learners are able to engage with and learn from the taught content. Incorporating ICTs as part of your lesson plan and your pedagogy creates an ideal platform to actively engage with increasingly technology-oriented learners inside and outside of the classroom, and it makes their learning experience more flexible, mobile and accessible. This is not a hard and fast rule, however – for some learners, the incorporation of technology can be disruptive. Counteracting this is part of the reason for the need for effective lesson planning. Lesson planning helps teachers achieve their role in the classroom, which is to help learners apply the concepts which they are taught. It also helps teachers to manage their classroom better and keep learners focused throughout the lesson.

ICTs as a teaching & learning aid: ICTs are increasingly regarded as a valuable teaching aid which can contribute to making lessons and difficult content more interesting and accessible. Its values have been list as, among others, providing access to information, helping engage learners with the content, acting as a communicative equaliser (through anonymous and standardised posting and access), and making sharing and working together easier when face-to-face working time is no longer required. It can help with lesson planning, logistics management, and serve as stimuli to help learners visualise, organise and apply concepts. The current generation of learners is increasingly technologically-oriented, having been surrounded by technology in most spheres of life. They are a generation that wants to see, do and experience, instead of just being passive listeners. The integration of ICTs within the classroom and learning environment allows for increasingly engaging and personalised learning, thus having learners accept more responsibility for their learning and allow them to be agents of their own knowledge.

The Use of Social Media: Social media is seen as one of the most effective tools for communication amongst learners. For this reason it can be seen as a potentially valuable resource that could make the classroom more engaging, relevant and culturally diverse. The interactive and communicative nature of social media allows learners to form natural communities where questions can be asked and answered within a communal digital space. This adds a social aspect to the learning taking place, an aspect that researchers are increasingly lauding as contributing to effective learning. Through this medium, learners’ interests and lived realities are brought closer to the teaching space, and vice versa – this naturally and positively disrupts learners’ study experience. The use of social media is also a potential contributor enabling teachers establish a channel of open communication with their learners, thus creating space for comfortable interactions where learners are able to voice concerns and potential challenges to their learning.

Challenges to the implementation of ICTs:  However ideal the integration of ICTs as teaching/learning aides may be, there are certain considerations that must be made, specifically within the South African context that results in successful integration not always being possible. One of these considerations in South Africa is the large lack of access to ICTs sources – the lingering inequalities within South African society that result in a large population of working class citizens without the monetary means to access to ICT devices. Schools that service this population are also largely unable to facilitate ICTs integration as it requires a substantial capital output to obtain the required hardware. Another consideration linked to the lack of access is the level of exposure and training teachers have received toward the effect use of ICTs. Many teachers have not had this exposure and training, resulting in an ineffective use of the technology that could be a hindrance to the learners’ appreciation and understanding of ICTs as a resource.

The overarching result of the research done so far within this course is that although ICTs have the potential to be powerful and diverse teaching and learning aides, the complexity of integrating it into the school system should not be underestimated. That being said, the increasingly vital skills of digital and technological literacy, coupled with the growing prevalence of technological resources and access points, the active integration of ICTs within the classroom will no longer be a recommendation, but a necessity.