#ict and inclusive classroom technology pdf

[meronotice]

B.Ed (ICT and SNE) Entrance Examination Center

B.Ed (ICT and SNE) Entrance Examination Center

Tribhuvan University, Faculty of Education, Dean’s Office, Exam Department, Balkhu has published the entrance examination schedule for B.Ed. (ICT, SNE).

[mohrblogs]

What resources can help support quality teaching and learning? (Include a focus on ICT)

Resources are effective teaching tools that can be utilized to enhance student learning. Resources can also inform teachers of “planning and decision making in and for their classroom” (Avondale University, 2021).

According to the New-Zealand Ministry of Education (2018), resources are materials that “…support effective teaching and have positive impact on student’s learning”. The following principles are subjective to the effectiveness of educational resources:

1. Have a clear instructional purpose

2. Make positive connections with learners’ knowledge, experience, and identity

3. Build knowledge about what is required for achieving particular tasks

4. Are engaging

5. Support the use of assessment to enhance learning

6. Help teacher to understand what research is saying about effective teaching and to put it into practice.

7. Are ethical, just, inclusive, and fair

8. Are well crafted structured, and appropriate for their purpose.

(Ministry of Education, 2018).

One effective resource that can be implemented across all KLA’s is ICT.

Studies show that 82% of teachers believe that technology is a distraction. Students are found to be misusing their privileges, accessing other material not permitted and being too overstimulated causing a increase of fatigue and exhaustion (Avondale University, 2021). Positive reports found that two thirds of teachers believe “…that opportunities to facilitate inquiry based-learning are enhanced by the use of technology…”

In addition, ICT enables literacy capabilities to be strengthened and stimulates creativity (Avondale University, 2021).

Regardless of opinions towards ICT use, there is no denying the development and digital era students are born into. Teaching needs to keep up to date with the latest resources and technological advancements. Adjusting to the fast pace and change of technology is inevitable as majority of students are immersed into the world of technology.

Focus area 2.6 of the Graduate Teaching Standards emphasizes the significance of ICT implementation into teaching strategies to “…expand curriculum learning opportunities for students” (Avondale University, 2021). Integrating ICT resources that stimulate and challenge creativity, inform the teacher, engage the heart and mind are the most effective ones to use (Avondale University, 2021).

Teachers need to set clear boundaries and expectations around the use of ICT. Employ effective teaching strategies to maintain positive engagement and minimise distraction.

References

Avondale University. (2021). What resources can help you support quality teaching and learning [PowerPoint Slides]. Moodle. file:///C:/Users/Noema/Documents/Wk%208%20-%20Lecture%206.pdf

Avondale University. (2021). What resources can help support quality teaching and learning? (Include a focus on ICT) [Booklet]. Moodle.

Europass Teacher Academy. (2021). ICT in the Classroom: Innovative Tools to Facilitate Students Learning, Collaboration and Creativity [Image]. https://www.teacheracademy.eu/course/ict-in-the-classroom/

Ministry of Education. (2018). Effective Educational Resource Development Advice for providers [PDF]. https://www.education.govt.nz/assets/Documents/Ministry/Procurement/Effective-Educational-Resources-Information-Sheet-Mar-2018.pdf

[jeremygilberteportfolio]

Reflection: Standard 4 - Create and maintain supportive and safe learning environments

One of the most important roles of a teacher is to ensure that each and every student learns in an inclusive, supportive and safe learning environment. This is something that my mentors and I have taken many steps to ensure as best as possible all students are able to engage and participate in our lessons to the best of their ability and learn to the best of their ability. Particularly, given the socio-economic areas of the schools in which my placements schools were located, such attention was particularly relevant due to the economic disadvantage many students faced in terms of resources or academic opportunity in comparison to many other students. Other issues outside of the classroom and school (such as family issues or health concerns) also required addressing in many classes. Thus the need for inclusive, supportive and safe learning environments was on the forefront of all teacher’s minds across the school to ensure student safety and wellbeing.

Many of the strategies that my mentor teachers employed to support student participation involved using multiple learning activities across single lessons and lesson sequences to ensure that students of all learning styles, progression and ability are able to participate in all parts of the lesson, with varying levels of challenge and are able to become more familiar with different styles of learning (whilst working within the limitations presented by the VCE Study Designs and modes of assessment). Additionally, whilst employing these different strategies, they were able to ensure that each lesson maintained similar structure and flow. My mentors highlighted that this structure was important for learning activities as it enabled both teacher and student to be more conscious of timings, to better control the students’ expectations and construction of goals for the lesson and so that students were aware of the direction of the class (in terms of both flow of content and time).

The use of many different, and varying learning strategies and learning activities also necessitated ensuring that student safety and wellbeing could be maintained at all times. For example, the use of ICT in the classroom as a learning tool was frequently emphasised, in particular for engagement, differentiated learning tasks, conducting assessment and as way to teach and build upon a student’s ‘technology literacy’.

Attempting to introduce ICT in the classroom during my placements often posed difficulties particularly in school communities with high socioeconomic disadvantage where access to ICT is limited. My mentors and I often had discussions to decide appropriate applications and programs and how they could be incorporated into the classroom in a way that would not prevent some students from participating and so that all students could use ICT in a safe manner that would additionally positively impact on their learning. For example, in an activity the used an online brainstorming application one application was chosen over another as it offered features that allowed students to work without registering an account (and thus, use it anonymously) and it did not require special skills or competencies in order to use (which was particularly important low level of technology literacy in the class in question). Furthermore, this brainstorming tool gave them an opportunity to use key legal terminology and work on literacy skills.

Click here to access a PDF of a short annotated lesson sequence demonstrating how I have taken into account the above in my lessons.

Click this link to view a reflection on discussions with my mentor and her advice on behaviour management.

[missatkinson-blog]

Reference List:

Bianco, Arnie. One-Minute Discipline : Classroom Management Strategies That Work, John Wiley & Sons, Incorporated, 2014. ProQuest Ebook Central, .

Carina Girvan, Sara Hennessy, Manolis Mavrikis, Sara Price, Niall Winters. British Journal of Educational Technology, A theoretical framework for the study of ICT in schools: a proposal   http://onlinelibrary.wiley.com/doi/10.1111/1467-8535.00278/epdf

 Effective Educational Practices for Students With Autism Spectrum Disorders. Rose Iovannone, Glen Dunlap, Heather Huber, Don Kincaid, (2016).

 Focus on Autism and Other Developmental Disabilities Vol 18, Issue 3, pp. 150 - 165 First published date: September-14-2016http://journals.sagepub.com/doi/pdf/10.1177/10883576030180030301

 Johnson S (2005). Everything bad is good for you. Penguin, New York page 2

Kerley, Vanessa. Thoughts on creating a culturally inclusive classroom: Indigenous literature and the Australian curriculum [online]. Access, Vol. 29, No. 3, Sep 2015: 4-6, 8-13.  <http://search.informit.com.au/documentSummary;dn=472759877178781;res=IELAPA> ISSN: 1030-0155.

Our Ways - Effective Practice in Aboriginal Education in NSW public schools https://www.youtube.com/watch?v=5EYWU8ocpGI

 Patrick, H. A., & Kumar, V. R. (2012). Managing Workplace Diversity: Issues and Challenges. Sage Open. http://doi.dx.org/10.1177/2158244012444615

Ronghuai Huang, Kinshuk, Jon K. PriceICT in Education in Global Context Emerging Trends Report 2013-2014 https://link-springer-com.ezproxy1.acu.edu.au/search?facet-creator=%22Jon+K.+Price%22

TEDxDarwin - Chris Garner - Transforming the Teacher in Indigenous Education https://www.youtube.com/watch?v=bMfBeotD8gc

 The Role of Technology in Education: Andrew Essex at TEDxSudeste https://www.youtube.com/watch?v=s46sn-qPrRc&t=169s

Technology in Education - From Novelty to Norm | Joel Handler | TEDxHIllsboroughLibrary 

https://www.youtube.com/watch?v=U0lNhayjJVE

Victorian Government. Retrieved, September 2017.

https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/autism-spectrum-disorder-asd