The use of technology for learning in school
ICT and Learning: Lessons from Australian Classrooms
Research into Information and Communication Technologies (ICT) in schools is well into its third decade but there is still a pressing need to better understand how computer-based technologies are influencing learning opportunities, and how the local conditions of schooling impact on teachers’ attempts to integrate these technologies in their classrooms. In this article, we provide some insight into these questions through our research in six diverse public schools in the state of New South Wales (NSW), Australia. We observed classrooms and conducted interviews with teachers and other key stakeholders, such as principals and technology coordinators about the integration of ICT. Our goal was to describe and examine the ways in which teachers, in a range of settings, are utilising ICT in their classroom practices to mediate student’s learning experiences. Our findings indicate that ICT is largely being integrated in ways that support and supplement existing classroom practices. From our observations, we believe that successful integration of ICT requires fundamental shifts in the core activities of schools. These shifts include new teaching. The cases described in this article suggest some ways in which these shifts may be initiated and sustained.
My comments
As budding teachers we all need to intergrate ICT tools into our teaching. Making the lessons more exciting and making them useful for students in their everyday lives, for after school whether they go straight into university, or they get a job knowing how to use a computer and all of its programs are extremely useful. As teachers we need to incorporate ICT into our teaching practices, but the above article suggests that we need a fundamental shift in our ICT practices, we need new methods of teaching. I believe that because the web is constantly evolving we are having trouble trying to keep up with all the new technology. This can be countered by constant mediation of the web and the students practices, and not being afraid to let the students show us a thing or two on the computer, and its programs. We need to embrace the technological advances, rather than dismiss them, otherwise we will fall behind and the capable learning power of the students is diminished.
Student Teachers, Special Educational Needs and Inclusion Education: Reviewing the Potential for Problem-Based, E-Learning Pedagogy to Support Practice.
Northern Ireland has invested heavily in the use of technology enhanced learning at all levels of education. Alongside this, radical changes to the school curriculum and the planned move away from academic selection towards a more inclusive system are challenging those involved in Initial Teacher Education to find ways to improve teaching and learning for more inclusive classrooms. This study reviews a pilot program that integrated problem-based and blended e-learning pedagogy to support student teachers learning in the area of special needs and inclusion education. Findings indicate that using a carefully constructed blended program can effectively support key teaching and learning aspects of pre-service training and help develop skills in critical reflection. It also offers initial teacher educators in Northern Ireland insight into some of the most pressing problems experienced by student teachers during training, and provides a rationale for continued program development. (Contains 4 figures.)
My comment
Not that this is an Australian example, but it is very useful. This article complements the one above, as they have gone one step further, they have actually intergrated ICT and changed their schools curriculum to futher incorporate ICT into the students lives. This isn’t just in high school though, it is at all levels of education within Northern Ireland. They are moving towards a more inclusive schooling system all over, and challenging teachers to improve teaching and learning so that the classroom can become more inclusive for all students.
The psychology of learning in a connected way online
Using Blended Learning to Increase Learner Support and Improve Retention
Improving retention and identifying “at risk” learners are high profile issues in higher education, and a proposed solution is to provide good learner support. Blending of online learning with classroom sessions offers the potential to use a virtual learning environment to deliver learning activities, and to support learners using a distance learning model. Online tracking can also help to target “at risk” learners quickly. In an action research project to improve retention, a blended module with proactive tutor support was compared with a previous cohort of the module and with similar classroom-only modules where there was no focus on learner support. Learners were also interviewed and the tutor kept records of the learner contact time. The resulting improved coursework submission rate was attributed to learner motivation as a result of peer and tutor support. The total teaching time was no greater in this model, although the workload distribution changed, and the tutor needed to be highly skilled in e-learning. (Contains 4 tables and 2 figures.)
My comment
This article doesn’t just deal with the mainstream students, it mainly deals with the “at risk” students. “At risk” meaning those that have trouble with retention and special needs children. They blend online learning and classroom sessions offering studnets the potential to use a virtual learning environment to deliver learning activities and support learners at a distance. Therefore trying not to make the special needs students too dependent on your help and support to complete the tasks. This is a really good initative because most of the time when tyring to intergrate ICT into the classroom, we focus on the mainstream students, leaving out the students at either end of the scale. Although it is a lot easier to try and get work for the more advanced students in the classroom, then it is to find work for the slower students, and make it interesting enough for them to retain the information.
