Information and Communication Technology trains children exactly how to ‘participate in a rapidly changing world.’ (DFEE, 1999, pg 96)It seems that a classroom no longer needs a blackboard and chalk to educate young children. The world is growing and therefore the resources teachers use, the way in which they teach and the methods they practise must change with it. Brown states that ‘ICT [Information Communication Technology] expands horizons by shrinking worlds,’ (cited in DFEE, 1999, pg 97) so surely all practitioners should be using ICT in their classrooms to ‘expand’ the mind of a young child. This is only the case however, if the ICT resource facilitates the learning objectives set in place. Elston (2007) argues that
ICT is a fantastic tool that encourages innovation and benefits learning at every level. Others may feel less enthusiastic but still believe that ICT is here to stay and therefore should be used to its best advantage within education.’ (Elston, 2007, pg 128)
The Science and ICT based resource that i have chosen to evaluate offers a range of opportunities to fulfil the learning potential of Key Stage two students; If implemented correctly in the classroom this educational program can instil fundamental knowledge into the long term memory of young learners.
Despite these positive characteristics, the resource also exhibits a number of salient limitations. If these learning barriers are not addressed and subsequently neutralised then the information which is being communicated through the teacher’s exposition may be compromised.
The resource is regarding forces by using a gradient to adjust how far a toy truck travels. The concept of this educational tool is beneficial as it covers a range of topic w...
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...ring the learning of any individual class member.
In the program for study of ICT in the National Curriculum, it explains how in Key Stage two children should be taught how to ‘create, test, improve and refine’ ideas, and how to ‘investigate and evaluate’ the effect of circumstances. (DFEE, 1999, pg 100) This can be linked to the program of study for Science in Key Stage two where it states children should be taught how to make ‘systematic observations including the use of ICT for datalogging.’ ICT and Science can be linked compellingly during the topic ‘exchanging and sharing information’ where in ICT we see children being taught how to ‘share information in a variety of forms’ (DFEE, 1999, pg 100) and in Science where children will learn how to ‘use a wide range of methods...to communicate data in an appropriate and systematic manner.’ (DFEE, 1999, pg 83)
Technology has become increasingly prevalent within our schools in the last decade. Teachers are now using computers and technology-based lessons in the classroom to pull students away from the normal paper-pencil technique. In an article by Linda Starr entitled “Integrating Technology in the Classroom: It Takes More Than Just Having Computers”, she describes how teachers need to be able to operate technology properly and be able to assist children with their technological needs. However, Mark Pullen writes in his article “Pros & Cons: Is Elementary Too Early for 1:1 Technology?”, that although exposing children to this amount of technology can be a good thing, there are qualities that children will not develop if they do not keep the technological lessons to a minimum. iPads and computers are taking away the place of textbooks and assignments which
doi: 10.1787/9789264195714-en SAME AS >> Learning to Change: ICT in Schools. (2001). Schooling for Tomorrow, [online] p.10. Available at: http://dx.doi.org/10.1787/9789264195714-en [Accessed 29 May. 2014].
“Technology has provided the opportunity to create an entirely new learning environment; it has significantly increased the range and sophistication of possible classroom activities” (Hawkins 1997). The vast majority of youths today, grow up with computers and encounter some form of digital learning (Kolikant, 2009). The idea that has had the most impact is that the technology today will be outpaced by the next generation. Most of the technology seen today will never be used by an infant when he reaches school age.
“Before you become too entranced with gorgeous gadgets and mesmerizing video displays, let me remind you that information is not knowledge, knowledge is not wisdom, and wisdom is not foresight. Each grows out of the other. And we need them all” (Re-inventing 1995). These words spoken by the distinguished author, Arthur C. Clarke, bring to light where exactly the technological situation in education is and the direction it is going. The discussion and debate of introducing and improving classrooms with technology has been a relatively heated topic as of late. Many have even claimed that if schools are to survive it is imperative for us to stand back and carefully rethink our notions of intelligence, learning, instruction, and evaluate the situation in light of the new age of communication. In discussing the use of technology in education a distinction needs to be made between itself and ‘tech ed’. The common definition of technology education is that it is an action based program for all students to use resources to design, produce, use, and assess the impacts of products and services that extend human potential to improve and control the natural and human made development (Patterson 1999). While these skills and practices are integrated into using technology in education it does not fully explain or utilize what is needed to provide affective technology in the classroom. A mission of this program is to help students apply technology to effectively make decisions and contribute to a rapidly changing technological society. But more than that, the purpose is to give students the best possible education for their generation with the suppli...
The Australian National curriculum: Digital Technologies provides students with the opportunity to engage in selecting and managing data, information and processes, and digital systems. Digital Technologies when correctly implemented fosters curiosity and creative thinking to help students meet the current and future needs of the world (Australian Curriculum, Assessment and Reporting Authority, 2012). With the combined curriculum between foundation and year two, our activities enhance their knowledge of the key content descriptors (Knowledge and Understanding, and Process and Production skills). Through the unit, students work to develop their understanding of common digital systems and patterns seen in the data they collected. Students will
Education is the universal precious gem. It is the vital stepping stone for our students, and their futures and how well we educate our students has dramatic impact on the success of our communities and countries alike. Technology, in the timespan of our education debate, has become a fierce power in our world markets and our creative potentials, and it has equally presented itself as an opportunity to step into the bounds of a new style of education. More efficient and productive than, perhaps, more “human” methods, it can be condescendingly unfeeling. Is technology truly the solution we are looking for to better the educational platforms for our students, or is our classic face-to-face approach to learning the answer we were searching for all along? Answers to these questions are never black and white, but the reasons behind its support are what really make technology a viable A+ for education. We have yet to find a reason why the vast amounts of data collection, easily accessible resources, individualized learning opportunities and specialized applications are
The statement given by UK Department of Education reinforces the fact that in the digital world today, technology has become an important component of our society by convincingly improving in major areas such as medicine, entertainment and finance. The large use of this technology has also had a considerable impact on education, and will certainly have an effect on the type of teacher I will become. This is because teachers have become more reliant on digital technology that will continue to increase throughout the future.
In addition to overcoming geographical constraints on the delivery of education, new technologies promise to expand the basic nature of education. In quantitative terms, computer communication is opening up vast new sources of information and learning by enabling on-line access that frees schools from complete dependence on paper delivery. Associated with this is the ability to link written with audio and visual material that can enrich the full range of the learner’s senses. The technology also creates a qualitative expansion in the means of education by taking a process rooted in the one-way delivery of knowledge and making it more participatory and reciprocal. Education moves from an emphasis on transmitting information to the active creation of knowledge. Moreover, according to this view, computer communication takes a system of learning based in narrow linear, narrative forms, and opens it up to a wide range of non-linear, exploratory processes that allow the learner to make full use of his or her own multiple cognitive maps. As a result students mutually constitute their learning environments, all of which grow in the learning process.
Technology forms the most vital element of life in the world today. Every aspect of our lives is dominated by technology and its importance in our lives is indispensable. One of the outstanding facts about technology use in schools is its controversial nature. There is no common agreement by stakeholders in technology and educations sectors about the use of technology in schools. There are two different factions, one supporting use of technology as a positive aspect, while the other faction disagrees, citing the detrimental effects of technology in students. However, the use of technology in classrooms catering for children continues to increase, as education develops more interesting ways of enhan...
Do you ever think about how much technology has changed the way we work, learn, play, and even think? Technology is a major beneficiary to society; especially in the classroom where we get the opportunity to learn and grow. In recent years, schools have begun implementing tablets and other devices in the classroom to better student’s education. The use of technology in the classroom provides more of a personalized learning experience and gives students a widespread availability to engage in learning. Technology is necessary in today’s modern globe, it is basically “the pen and paper of our time and the lens through which we experience much of our world” (Warlick, 2013). Technology is not just considered the “internet”, it is so much greater than that. Overall, it enhances the quality of education and engages students deeper than ever before. With all the significant gains, why would people argue that technology hinders students more than it helps? Critics may try to repute the use of technology in the classroom but I believe what really matters “is the way we use it, the context that we use it in, and the learners who we use it for” (Chong, 2012).
For ICT to be effective integrated in the school curriculum, one needs to understand its psychological foundation. The essence of integrating ICT in learning and teaching is to facilitate the process of knowledge acquisition (Mayer, 2003). Achieving this objective requires a clear comprehension of how individuals learn using various theories of learning and how the tool can be used to enhance the process. Roblyer (2006) states that “theories describe how learning should take place and hence strategies are derived from them”. Because ICTs are used to carry out learning strategies, ICT integration strategies have a learning theory base. Moreover, adopting technology integration initiatives and all the processes attached to them is implicitly suggesting the underpinning theory of learning that is realized by the use of the technology at hand (Jacobsen & Lock, 2004). Theories describe conditions required to make learning happen and the kinds of problems that interfere most with learning. When a teacher prepares a learning activity, he uses a particular method, which in turn is based on a learning theory (Bates & Poole, 2003). If he chooses to use ICT as part of the methodology, there is an underpinning belief of what technology does to facilitate the learning. A thorough understanding of a theory would yield a better preparation and approach to teaching (Jacobsen & Lock, 2004). Bates and Poole (2003) argue that how pupils learn is influenced or linked to the role of media technology in teaching, learning, planning, design, and delivery of technology-based courses. Roblyer (2003) observes that the appropriate role of technology depends on the teachers' or educators' perception of the goals of education itself and the appropriate instru...
Technology is a crucial part of modern life. From advancements in medicine, infrastructure, transport, and communication; we as a collective society can attribute the comfort of our lives to technology. Technology ( and its various implementations in both develop and developing nations) allow us to connect like never before, creating a ripple effect wherein it is an assumed part of everyday life. As a result of technology and its various uses being an essential element in our daily life, the modern day classroom has had to evolve with the times. The curriculum demands that schools should be integrating technology, especially digital technologies, into their lessons in as seamless a fashion as possible. However, does the prevalence of digital
ICT have become commonplace entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally transformed the practices and procedures of nearly all forms of exertion within business and governance. Education is a very socially focused activity and quality education has traditionally been connected with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more student-centred learning settings. But with the world moving swiftly into digital media and information, the role of ICT in education is becoming more and more essential and this importance will continue to grow and develop in the 21st century.
The role of the curriculum area ‘Technology and Society’ in schools is one I believe holds significant value for us as teachers, but even more so the pupils who will be immersed in technology in the near future. Over the years technology has significantly developed and has become more widespread, even in my short time of 21 years. Our world has changed hugely in a way where encounters with a wide range of technologies, has become part of our daily life experience at work or leisure. From the radio alarm that wakes us in the morning, to the house alarm that keeps us safe at night, technology is now even abundant at home. Some of the food we even eat is as a result of modern technology. We need to gain experience with these types of technologies and build a body of knowledge so that when we encounter them, we know how to use them efficiently and safely. The role of Technology and Society is aimed to “equip students to face these encounters with confidence that comes from learning about, through and with a range of technologies” (NCCA, 2007). In this essay, I will speak about how Technology and Society equips us with the necessary knowledge and experience for challenges I believe our society faces. I will also consider the capacity of T&S to respond to the New Junior Cycle Framework which is coming down the pipeline very quickly and will be in place in the very near future.
The 21st has brought with it the emergence of Information and Communication Technologies (ICT) and at the present time, its use forms part of our everyday life. ICT has already invaded many fields and is now impacting on education. The role of teachers has long been viewed as “a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners” (Oliver R, 2002) but as ICT is making its way through Education, teachers “need to embrace the power of technology to make learning relevant for all students and adults” (Model Schools Conference, 2014).