MEMO-Justification of ICT mediated intstruction
Introduction
In a report to UNESCO, Blurton (1999) views ICT-medicated instruction as instruction that is delivered via a technological channel such as television, radio or a computer and network. ICT instructions can be embedded with other software technologies to improve the usefulness of teaching and learning.
In a report to UNESCO, Blurton (1999) views ICT-medicated instruction as instruction that is delivered via a technological channel such as television, radio or a computer and network. ICT instructions can be embedded with other software technologies to improve the usefulness of teaching and learning.
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Justification for ICT-mediated instruction
Students who use ICT-mediated instructions usually learn more in classes in which they receive computer-based instruction; learn their lessons in less time; tend to like their classes more when they receive computer help and develop more positive attitudes toward computers when they receive help from them in school (Kulik, 1994). ICT-mediated learning is a student-centred approach and emerges from learning theories based on the knowledge of how people learn. It is guided by Activity-based, Reflection and Socially Oriented Learning Theories.
Activity-based Theory places emphasis on actively exploring the environment. According to Schank, Berman and Macpherson (1999) ICT-mediated learning encourages learning by doing. Children learn best by acting on environments. ICT-mediated learning facilitates this by creating representations of mental interpretations. Bruner (1960) emphasized the designed activities should resolve any contradictions and discrepancies in existing knowledge.
Reflection Oriented Learning Theories facilitate self reflection where one can resolve internal conflicts, problem solve and evaluate experiences as they make generalizations and formulate concepts which they apply to new situations. EDTK2030, Unit 2 (2013) states that “Self-regulation refers to the thoughts generated by learners upon reflection, as they strive towards attaining their learning goals” ( p.45). Bransford, Brown and Cocking (2000) point out that self-regulated learning affords realism, reflection and problem solving, interactivity and discourse as it supports ICT-mediated learning. According to Walker, Recker, Robertshaw, Olsen, Leary Ye and Sellers (2011) research has proven that ICT-mediated learning can be used to teach problem based learning. This can be done by making use of real world data, through the use of visualisations, simulations, interactive and virtual environments. Trigano (2000) noted that a problem can be segmented to enable learners to visually observe the operation through ICT- mediated learning. In order to resolve conflict, ICT-mediated learning has made it possible to communicate with experts using tools such as email, Skype video-conferencing.
In addition, Vygotsky’s theory (1978) posited that Socially Oriented Learning Theories allow learners to engage in social interactions as they act on authentic tasks. Through ICT-mediated learning the environment is so designed that learners can locate, share and interact with others to gain knowledge in specific areas of interest.
Students who use ICT-mediated instructions usually learn more in classes in which they receive computer-based instruction; learn their lessons in less time; tend to like their classes more when they receive computer help and develop more positive attitudes toward computers when they receive help from them in school (Kulik, 1994). ICT-mediated learning is a student-centred approach and emerges from learning theories based on the knowledge of how people learn. It is guided by Activity-based, Reflection and Socially Oriented Learning Theories.
Activity-based Theory places emphasis on actively exploring the environment. According to Schank, Berman and Macpherson (1999) ICT-mediated learning encourages learning by doing. Children learn best by acting on environments. ICT-mediated learning facilitates this by creating representations of mental interpretations. Bruner (1960) emphasized the designed activities should resolve any contradictions and discrepancies in existing knowledge.
Reflection Oriented Learning Theories facilitate self reflection where one can resolve internal conflicts, problem solve and evaluate experiences as they make generalizations and formulate concepts which they apply to new situations. EDTK2030, Unit 2 (2013) states that “Self-regulation refers to the thoughts generated by learners upon reflection, as they strive towards attaining their learning goals” ( p.45). Bransford, Brown and Cocking (2000) point out that self-regulated learning affords realism, reflection and problem solving, interactivity and discourse as it supports ICT-mediated learning. According to Walker, Recker, Robertshaw, Olsen, Leary Ye and Sellers (2011) research has proven that ICT-mediated learning can be used to teach problem based learning. This can be done by making use of real world data, through the use of visualisations, simulations, interactive and virtual environments. Trigano (2000) noted that a problem can be segmented to enable learners to visually observe the operation through ICT- mediated learning. In order to resolve conflict, ICT-mediated learning has made it possible to communicate with experts using tools such as email, Skype video-conferencing.
In addition, Vygotsky’s theory (1978) posited that Socially Oriented Learning Theories allow learners to engage in social interactions as they act on authentic tasks. Through ICT-mediated learning the environment is so designed that learners can locate, share and interact with others to gain knowledge in specific areas of interest.
School-based Policies
The development of policies for the inception of ICT-mediated learning is crucial. They will guide stakeholders; school management, staff, and the Parent Teacher Association in setting standards to provide opportunities for children to develop their ICT capability as they support learning. The policy will specify (a) How ICT-mediated learning will enhance the process and effectiveness of teaching and learning. (b) Its impact on students learning. (c) the role and responsibilities of the all stakeholders of the centre. (d) Training for staff development. (e) Strategies to control and monitor supervision, support for users and the ethical use of information and technology. (f) Contracts to ascertain the proper use of ICT tools by students. Everyone needs to know that the technological tools are expensive and should therefore be kept safe and secured. Therefore the area in which ICT tools are stored will have metal bars installed along with trusted locks. No student will be marginalized.
Staff Preparation
The ICT co-ordinator will provide ongoing professional training based on the needs of the staff through regular training sessions. Introduction of new software and how to implement/integrate it in the curriculum will also be introduced. Literature will be provided on the effectiveness of using ICT mediated instruction. Staff will also be involved in viewing lessons where ICT mediated learning is visibly engaged as well as how it can be integrated within the teaching /learning environment.
Provision for Physical Disabilities
Every child regardless of gender, ability, social and cultural background is entitled to be taught using ICT-mediated learning. Staff will plan activity based and problem based tasks that are developmentally appropriate to meet the needs of all children in their classrooms. Staff will receive training on inclusion, and how to implement it. Software or hardware that is necessary for people with disabilities will be sourced.
Monitoring and Evaluating
ICT-mediated learning will be monitored and evaluated by the ICT Co-ordinator using the following tools –feedback, observation, grading pieces of work and commenting, keeping portfolios of the children’s work and generating a report about each child’s progress.
Conclusion
ICT-mediated learning influences the way students are taught and how they learn as their process is now learner driven and not teacher driven. Yusuf (2005) purports ICT–mediated learning also help learners by creating economic capability for them, as they enter the working world and are better prepared for lifelong learning.
References
Blurton, Craig. (1999). New directions of ICT-Use in education. Retrieved from
http://www.unesco.org/education/lwf/dl/edict.pdf
Bransford, J. D., Brown, A.L. & Cocking, R.R. (2000). How People Learn Brain, Mind,
Experience, and School. Washington, DC: National Academy Press.
Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
EDTK2030 Information and Communication Technologies in Education. (2013). Unit 2:
Learning theories that guide ICT-mediated learning. [Essential reading]. UWI Open
Campus.
Kulik, J. A. (1994). Meta-analytic studies of findings on computer-based instruction.
In E. L. Baker & H. F. O'Neil, Jr. (Eds.), Technology assessment in education and training.Hillsdale, NJ: Erlbaum.
Schank, R. C., Berman, T. R, & Macpherson, K. A. (1999). Learning by Doing. In C. M.
Reigeluth (Ed.), Instructional theories and models: A New Paradigm of Instructional Theory (2nd Ed.), Mahwah, NJ: Lawrence Erlbaum.
Trigano, P. (2006). Self-Regulated Learning in a TELE at the Université de Technologie de
Compiègne: an analysis from multiple perspectives. European Journal of Education, 41, 381-395.
Vygotsky, L. (1978). Interaction between learning and development. In L. Vogotsky, Mind
and society (pp.79-91). Cambridge, MA, Harvard University Press. Retrieved from:
http://www.psy.cmu.edu/~siegler/vygotsky78.pdf.
Walker, A. Recker, M., Robertshaw, M. B., Olsen, J., Leary, H., Ye, L. Sellers, L. (2011 )
Integrating Technology and Problem-based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs. The Interdisciplinary Journal of Problem-Based Learning, 5, 70-94.
Yusuf, M.O. (2005). Information and communication education: Analyzing the Nigerian
national policy for information technology. International Education Journal, 6 (3) 316 -321.
The development of policies for the inception of ICT-mediated learning is crucial. They will guide stakeholders; school management, staff, and the Parent Teacher Association in setting standards to provide opportunities for children to develop their ICT capability as they support learning. The policy will specify (a) How ICT-mediated learning will enhance the process and effectiveness of teaching and learning. (b) Its impact on students learning. (c) the role and responsibilities of the all stakeholders of the centre. (d) Training for staff development. (e) Strategies to control and monitor supervision, support for users and the ethical use of information and technology. (f) Contracts to ascertain the proper use of ICT tools by students. Everyone needs to know that the technological tools are expensive and should therefore be kept safe and secured. Therefore the area in which ICT tools are stored will have metal bars installed along with trusted locks. No student will be marginalized.
Staff Preparation
The ICT co-ordinator will provide ongoing professional training based on the needs of the staff through regular training sessions. Introduction of new software and how to implement/integrate it in the curriculum will also be introduced. Literature will be provided on the effectiveness of using ICT mediated instruction. Staff will also be involved in viewing lessons where ICT mediated learning is visibly engaged as well as how it can be integrated within the teaching /learning environment.
Provision for Physical Disabilities
Every child regardless of gender, ability, social and cultural background is entitled to be taught using ICT-mediated learning. Staff will plan activity based and problem based tasks that are developmentally appropriate to meet the needs of all children in their classrooms. Staff will receive training on inclusion, and how to implement it. Software or hardware that is necessary for people with disabilities will be sourced.
Monitoring and Evaluating
ICT-mediated learning will be monitored and evaluated by the ICT Co-ordinator using the following tools –feedback, observation, grading pieces of work and commenting, keeping portfolios of the children’s work and generating a report about each child’s progress.
Conclusion
ICT-mediated learning influences the way students are taught and how they learn as their process is now learner driven and not teacher driven. Yusuf (2005) purports ICT–mediated learning also help learners by creating economic capability for them, as they enter the working world and are better prepared for lifelong learning.
References
Blurton, Craig. (1999). New directions of ICT-Use in education. Retrieved from
http://www.unesco.org/education/lwf/dl/edict.pdf
Bransford, J. D., Brown, A.L. & Cocking, R.R. (2000). How People Learn Brain, Mind,
Experience, and School. Washington, DC: National Academy Press.
Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
EDTK2030 Information and Communication Technologies in Education. (2013). Unit 2:
Learning theories that guide ICT-mediated learning. [Essential reading]. UWI Open
Campus.
Kulik, J. A. (1994). Meta-analytic studies of findings on computer-based instruction.
In E. L. Baker & H. F. O'Neil, Jr. (Eds.), Technology assessment in education and training.Hillsdale, NJ: Erlbaum.
Schank, R. C., Berman, T. R, & Macpherson, K. A. (1999). Learning by Doing. In C. M.
Reigeluth (Ed.), Instructional theories and models: A New Paradigm of Instructional Theory (2nd Ed.), Mahwah, NJ: Lawrence Erlbaum.
Trigano, P. (2006). Self-Regulated Learning in a TELE at the Université de Technologie de
Compiègne: an analysis from multiple perspectives. European Journal of Education, 41, 381-395.
Vygotsky, L. (1978). Interaction between learning and development. In L. Vogotsky, Mind
and society (pp.79-91). Cambridge, MA, Harvard University Press. Retrieved from:
http://www.psy.cmu.edu/~siegler/vygotsky78.pdf.
Walker, A. Recker, M., Robertshaw, M. B., Olsen, J., Leary, H., Ye, L. Sellers, L. (2011 )
Integrating Technology and Problem-based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs. The Interdisciplinary Journal of Problem-Based Learning, 5, 70-94.
Yusuf, M.O. (2005). Information and communication education: Analyzing the Nigerian
national policy for information technology. International Education Journal, 6 (3) 316 -321.