Pedagogical and ICT Integration

12 04 2011

When I had began writing this blog, as you would have read there are many words you may have not been familiar with before ,such as digital immigrants, digital natives, interactive whiteboards and so many more. Personally I think the point of this blog is to question ourselves whether technology is useful in the classroom and whether we need to use all of these ICT and technologies that I mentioned in this blog throughout our unit plans. If so, how do we implement these technologies in our lessons?

These queries are normally asked by teachers before they go about teaching in the classroom and even before deciding on using a particular type of technology in their lesson.

Ertmer and Brown (2005) wrote an article called “Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?” where they discussed ways to best integrate technology into school units.

“According to Becker (2000), computers serve as a “valuable and well-functioning instructional tool” (p. 29) in schools and classrooms in which teachers: (a) have convenient access, (b) are adequately prepared, (c) have some freedom in the curriculum.” (Ertmer, 2005).

Currently, this statement is taken into full consideration and it is definitely true in this revolution of ICT and technology. At present, teachers no longer need to book computer labs or projectors as students are now being supplied with their own laptops and the school’s Internet wireless network. In addition to this, teachers don’t need to mention researching information in books from a library as everything is supplied online in the form of eBooks.

This technology revolution has taken so much rapid progress in the education system that there are now learning objects available online everyday. Teachers have been provided with so many possibilities and opportunities to make their teaching more interesting and engaging for students. An example of a learning object is on the following site as listed. The pin number is GGGBUF. http://econtent.thelearningfederation.edu.au/ec/pin

It may seem that these learning objects are in full use in the classroom however Erimar (2005) claims that “high technology use is surprisingly low”. Students can interactively use the above learning objects and learn simultaneously. Indeed, it is a great example of implementing technology into the daily learning nature of the classroom – making it interesting as well as to the point. However, with this technology rise many controversies and this is where teachers need to change their beliefs on technology.

The views presented by teachers on technology get controversial because every teacher holds their own personal beliefs on why and how technology should be used in the classroom. The teachers that have been in their profession for more than a decade must know that they should adapt to technology otherwise they will face difficulty with their students in the future.

Ertmer (2005) has described that teachers need support in every manner of technology used in the classroom and that which is implemented in relevance to their teaching. A key note to be noted is that technology is only to be used with relevance to making learning EFFECTIVE for students in the classroom. In my opinion, technology has already begun taking major steps in making the learning process for students purposeful and exciting.

I also strongly agree that teachers must take big steps in order to keep up with changes in the education system and one of those major and rapid changes that are being taken is technology. Teachers must fully adapt to these rapid changes in technology as they may face severe difficulties in the future with teaching students. If teachers are provided with the right support and training, I am sure they can make big changes in the way they teach in the classroom.

REFERENCE

Ertmer, P.A (2005) Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? ETR&D, 53(4), pp. 25-39

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