Introduction
Bismillahirrahmaanirrahiim . . .
Hello guys, thanks for visiting my blog. Actually I create this blog to fulfill Mr. Arifin's task for Teaching Learning with ICT subject. And I hope this blog can be useful. Amiin.
Hello guys, thanks for visiting my blog. Actually I create this blog to fulfill Mr. Arifin's task for Teaching Learning with ICT subject. And I hope this blog can be useful. Amiin.
Little bit introduction about Teaching Learning with ICT
For
most European countries, the use of ICT in education and training has become a
priority during the last decade. However, very few have achieved progress.
Indeed, a small percentage of schools in some countries achieved high levels of
effective use of ICT to support and change the teaching and learning process in
many subject areas. Others are still in the early phase of Information and
Communication Technologies adoption.
Blanskat,
Blamire, kefala (2006) conducted a study carried out in national,
international, and European schools. With the aim to draw evidences regarding
the advantages and benefits of ICT in schools achievements. It seeks to measure
the impact of ICT on students’ outcomes. The study also tried to establish a
link between the use of ICT and students’ results in exams. The findings are
interesting: ICT has positive impact on students’ performances in primary
schools particularly in English language and less in science. Schools
with higher level of e-maturity show a rapid increase in performances in
scores compared to those with lower level.
In
addition, schools with sufficient ICT resources achieved better results than
those that are not well-equipped. There is a significant improvement on
learners’ performances. Finally, teachers become more convinced that
educational achievements of pupils are due to good ICT use. In fact, high
percentage of teachers in Europe (86%) states that pupils are more motivated
when computers and Internet are being used in class.
Many
pupils consider ICT tools very helpful in that it helps them to do assignments
teachers see that ICT enables students with special needs or difficulties. It
also helps to reduce the social disparities between pupils, since they work in
teams in order to achieve a given task. Students also assume responsibilities
when they use ICT to organize their work through digital portfolios or
projects. In addition, the study showed that ICT has significant impact
on teachers and teaching processes.
By
virtue of government Interventions and training seminars organized in this
regard, ICT tools stimulate teachers. Indeed, an absolute majority of teachers
in Europe (90 %) claim to use ICT to do tasks, such as preparing
lessons, sequencing classroom activities, etc. Therefore, teachers plan their
lessons more efficiently. ICT also help teachers to work in teams and share
ideas related to schools curriculum. There is also evidence that
broadband and interactive whiteboards play a central role in fostering
teachers’ communication and increasing collaboration between educators.
The
ICT Test Bed evaluation (Underwood 2006) provides an evidence that many
teachers use ICT to support innovative pedagogy. It states: “New technologies
that provide a good fit with existing practices, such as interactive
whiteboards are first to be embedded, but others like video conferencing,
digital video and virtual learning environments are now being incorporated,
providing evidence of ongoing learning by the workforce. Training needs to continue
to support innovative pedagogy.” Both examples show that ICT is being
integrated in a continuous process. Therefore, ICT can improve teaching by
enhancing an already practiced knowledge and introducing new ways of teaching
and learning. Transforming teaching is more difficult to achieve. “Changes that
take full advantage of ICT will only happen slowly over time, and only if
teachers continue to experiment with new approaches.” (Underwood 2006) This
evaluation came from a teacher training seminar in IT during the ITMF project.
It showed that teachers have not fully changed their use of ICT in education;
however, most of them changed their way of thinking about the application of
ICT in education. Teachers have increased their use of ICT in lessons where students
look for information on the net and use it afterwards for subject specific
areas, but hardly any use of ICT for class presentations. Nonetheless, teachers
do not make use of ICT to engage students more actively to produce knowledge.
Similarly, the e-learning Nordic study shows an increase in the use of ICT to
teach but not to innovate teaching methods: “ICT generally has a positive
impact on teaching and learning situations, but compared with the ideal
expectations; the impact of ICT on teaching and learning must still be
considered to be limited” (Ramboll, 2006).
Many
teachers use ICT to support traditional learning methods, for example,
information retrieval in which students are ‘passive learners of knowledge
instead of ‘active producers able to take part in the learning process. In a
document entitled teaching and learning with ICT, G. Galea (2002) explains
how ICT can promote teaching and learning. According to her there are two
main reasons behind increasing the use of ICT in education in UK. Firstly,
ICT can change the lessons’ pace: she stated that children in modern society
need to develop sufficient potentials and skills that enable them to take full
advantage from the new opportunities that ICT offer. Second, there are
groundswells of interest of academic researches in UK in how technological
tools can enhance the quality of teaching and learning in schools, and so help
learners to achieve better outcomes.
Furthermore,
it has been proved that new technologies have lots of benefits on the students. ICT
allow for a higher quality lessons through collaboration with teachers in
planning and preparing resources (Ofsted, 2002). Students learn new
skills: analytical, including improvements in reading comprehension (Lewin
et al, 2000). ICT also develop some writing skills: spelling, grammar,
punctuation, editing and re-drafting (Lewin et al, 2000). Still
new technologies encourage independent and active learning, and students’
responsibility for their own learning (Passey, 1999) ICT proves that students
who used educational technology felt more successful in school they are
more motivated to learn more and have increased self- confidence and
self-esteem. It is also confirmed that many students found learning in
a technology-enhanced setting more stimulating and much better than in a
traditional classroom environment (Pedretti and Mayer-Smith 1998).
Source : google
Source : google
really interesting ! i hope you could write another informative posting.
thank you :)