I seldom heard that the integration of ICT in Teaching and Learning process can be fruitless and hopeless in ensuring the effectiveness of the lesson. No doubt that it is useful to integrate ICT in the Teaching and Learning process however, we cannot deny the fact that sometimes, the integration of ICT in the Teaching and Learning process can also be unsuccessful. So, how to ensure the effectiveness of the integration of ICT in learning process? ICT and the 14 Principles of Learning in the Primary School Curriculum by Brennan highlights the guidelines of integrating ICT in Primary School Curriculum in effective ways. And thanks to Ms. Chin, each principle was explained vividly and I have a crystal clear view on how to incorporate ICT based on those principles.
I feel that it is very important for me to understand these principles because it serves as a guideline for me in incorporating teaching and learning strategies through ICT. For that reason, I would like to share my opinion and view on each principle and I hope for you to share your opinion too! And oh ya, please correct me if I have created any misconception.
Principle #1 : The child’s sense of wonder and natural curiosity
As future teachers, we must realise that primary school kids develop a great sense of curiosity. According to Erikson’s Stages of Psychosocial Development, these children are at the stage of Industry Versus Inferiority where they like to explore new things and take on new challenges. Thus, as future teacher, we must know how to manipulate ICT as a way to develop their curiosity so that they are interested towards the learning process as well as to exploit ICT as a tool to reward their curiosity.
Principle #2 : The child as an active agent in his or her learning
Primary school children are actually at their maximum capacity in learning and acquiring new things as according to Critical Period Hypothesis which suggests that there is a biologically determined period of time when knowledge can be acquired more easily. For that reason, teacher has to be smart in moulding the learning style of the children and children need to be taught to be independent and that learning should be an active process where they can discover new things and not to rely solely on the teacher as the source of learning.
Principle #3 : The developmental nature of learning
The use of ICT in teaching and learning process must be compatible with the children’s development nature of learning. The input for children to acquire should be just beyond their current level of understanding, i+1 according to Krashen’s Input Hypothesis for comprehension and acquisition to occur. Thus, teacher should be able to recognise children’s current knowledge and skill before adapting teaching strategies through ICT.
Principle #4 : The child’s knowledge and experience as a base for learning
In integrating ICT in teaching and learning strategies, children’s knowledge and experience must be taken into account. Thus, children should be introduced to simple and familiar things first so that they can develop their experience and input. This input can be extended by the teacher through scaffolding as according to Vygotsky’s Zon of Proximal Development.
Principle #5 : Environment-based learning
It is undeniably important for teacher to teach children based on things that they are familiar with. However, children’s experience need not to be confined in their environment only and there is a need for the children to be exposed to new things outside the classroom as this will provide the enrichment of experience and knowledge for children. Thus, ICT is seen as an effective tool for this exposure, and teacher should select relevant new exposure for children.
Principle #6 : Learning through guided activity and discovery
Learning through ICT can be very useful and beneficial. However, without teachers’ guidance, it can be harmful to children. Learning through ICT expose children with wide range of knowledge, from the very positive and useful ones to the most negative and detrimental ones. Therefore, teacher should monitor students’ activities and provide necessary guidance.
Principle #7 : Learning through language
Teacher should realise the useful functions that ICT offers in assisting children’s language development. With the correct selection of activity, ICT can be useful stimulus for children to develop their listening, speaking, reading and writing skills. As future English teacher, I feel very fortunate that Language teaching can be enhanced through the use of ICT. Teaching strategies suggested by Piaget where repetition is given the emphasis can be easily developed through the use of ICT.
Principle #8 : The aesthetic dimension
The aesthetic development of children sometimes receives the least of attention from the teacher. Although it is often neglected, aesthetic dimension is important as it promotes the appreciation of beauty and the awareness of nature and god’s creation besides developing the creativity in them. Therefore, teacher should be able to exploit ICT in developing children creativity as well as aesthetic dimension.
Principle #9 : The social and emotional dimensions of learning
There are many theories on how to deal with students’ emotion in learning process. Krashen’s Affective Filter Hypothesis for example emphasizes the importance of having students to have low affective filter during the learning process so that learning can take place effectively. Also, theories on motivation highlight how motivation can give positive impacts on the learning process. Through ICT, all these theories can be easily applied as it offers various features that enable students’ low affective filter as well as to motivate students towards learning.
Principle #10 : The integration of learning
Using ICT enables children to apply their learnt knowledge to real life experience. Through the information provided in the internet for example, children are able to make sense of what they are learning in the classroom to the world around them. This makes the learning more purposeful besides assisting them to grasp the meaning of each input learnt. Therefore, teacher should always try their best to relate whatever in the curriculum to daily life so that learning that takes place is more meaningful.
Principle #11 : The transfer of learning
It is important for the students to be able to demonstrate their understanding. However, their ways of demonstrating their understanding are often limited to traditional methods. With the help of ICT nowadays, children are able to conveniently demonstrate their understanding through various features offered by ICT such as maps, tables, charts, and presentation. This will also beneficial to teacher as they are able to analyse the effectiveness of teaching method used through the demonstration of understanding by the students.
Principle #12 : High-order thinking and problem-solving
ICT offers tasks and activities of various ranks of thinking order. I believe that tasks from all the levels in Bloom’s Taxonomy of Educational Objectives can be designed through ICT. From the simplest level which is ‘knowledge’ to the most difficult level, ‘evaluation’, task and activities can be carefully designed or selected with the help of ICT. In promoting high-order thinking and problem-solving for example, the use ICT is effectual. However, it depends very much on the teacher to exploit it to the optimum level.
Principle #13 : Collaborative learning
As future teacher, we must realise that children like to learn together as doing things together is the form that is similar to games and play. Therefore, teacher need to promote collaborative learning as it provides enjoyable and meaningful learning environment. There are many tasks and activities which promote collaborative learning that can be designed with the help of ICT for example games, quizzes, and group activities. Collaborative learning also is effective in promoting social development of children.
Principle #14 : Taking account of individual differences
When a teacher enters her Primary ESL classroom for the first time, a sea of faces appears before her. At one level, these students seem very much alike; they are nearly the same age, they have similar interest, and they study common subjects and topics. A closer look however, reveals many differences. Obviously both sexes are represented in that class. And from the teacher’s prior knowledge, she knows that students develop at different rates. Soon, she discovers that learning is nearly effortless for some boys and girls; and others struggle with even basic ideas. Her students also have different learning styles; some are field dependence students and some are field independence, some are impulsive learners and some are reflective, and they need to be motivated differently. Then, she finds out that a few students have affluent parents, and other students’ families merely eke out a living. These are some of the differences between individual in a class and I believe, with endless patient and effort, a teacher can cater this individual differences thus making learning process personalised and suitable to every student through ICT.
Hmm…I hope I have made correct interpretation on each principle. From the 14 principles, I believe that teacher plays the central role in ensuring the effectiveness of incorporation of ICT in Teaching and Learning activities. Thus, it is important for teacher to carefully examine each step taken in integrating ICT into the lesson so that optimum impacts can be attained and detrimental effects can be avoided. Till then…ta. Phew!
I feel that it is very important for me to understand these principles because it serves as a guideline for me in incorporating teaching and learning strategies through ICT. For that reason, I would like to share my opinion and view on each principle and I hope for you to share your opinion too! And oh ya, please correct me if I have created any misconception.
Principle #1 : The child’s sense of wonder and natural curiosity
As future teachers, we must realise that primary school kids develop a great sense of curiosity. According to Erikson’s Stages of Psychosocial Development, these children are at the stage of Industry Versus Inferiority where they like to explore new things and take on new challenges. Thus, as future teacher, we must know how to manipulate ICT as a way to develop their curiosity so that they are interested towards the learning process as well as to exploit ICT as a tool to reward their curiosity.
Principle #2 : The child as an active agent in his or her learning
Primary school children are actually at their maximum capacity in learning and acquiring new things as according to Critical Period Hypothesis which suggests that there is a biologically determined period of time when knowledge can be acquired more easily. For that reason, teacher has to be smart in moulding the learning style of the children and children need to be taught to be independent and that learning should be an active process where they can discover new things and not to rely solely on the teacher as the source of learning.
Principle #3 : The developmental nature of learning
The use of ICT in teaching and learning process must be compatible with the children’s development nature of learning. The input for children to acquire should be just beyond their current level of understanding, i+1 according to Krashen’s Input Hypothesis for comprehension and acquisition to occur. Thus, teacher should be able to recognise children’s current knowledge and skill before adapting teaching strategies through ICT.
Principle #4 : The child’s knowledge and experience as a base for learning
In integrating ICT in teaching and learning strategies, children’s knowledge and experience must be taken into account. Thus, children should be introduced to simple and familiar things first so that they can develop their experience and input. This input can be extended by the teacher through scaffolding as according to Vygotsky’s Zon of Proximal Development.
Principle #5 : Environment-based learning
It is undeniably important for teacher to teach children based on things that they are familiar with. However, children’s experience need not to be confined in their environment only and there is a need for the children to be exposed to new things outside the classroom as this will provide the enrichment of experience and knowledge for children. Thus, ICT is seen as an effective tool for this exposure, and teacher should select relevant new exposure for children.
Principle #6 : Learning through guided activity and discovery
Learning through ICT can be very useful and beneficial. However, without teachers’ guidance, it can be harmful to children. Learning through ICT expose children with wide range of knowledge, from the very positive and useful ones to the most negative and detrimental ones. Therefore, teacher should monitor students’ activities and provide necessary guidance.
Principle #7 : Learning through language
Teacher should realise the useful functions that ICT offers in assisting children’s language development. With the correct selection of activity, ICT can be useful stimulus for children to develop their listening, speaking, reading and writing skills. As future English teacher, I feel very fortunate that Language teaching can be enhanced through the use of ICT. Teaching strategies suggested by Piaget where repetition is given the emphasis can be easily developed through the use of ICT.
Principle #8 : The aesthetic dimension
The aesthetic development of children sometimes receives the least of attention from the teacher. Although it is often neglected, aesthetic dimension is important as it promotes the appreciation of beauty and the awareness of nature and god’s creation besides developing the creativity in them. Therefore, teacher should be able to exploit ICT in developing children creativity as well as aesthetic dimension.
Principle #9 : The social and emotional dimensions of learning
There are many theories on how to deal with students’ emotion in learning process. Krashen’s Affective Filter Hypothesis for example emphasizes the importance of having students to have low affective filter during the learning process so that learning can take place effectively. Also, theories on motivation highlight how motivation can give positive impacts on the learning process. Through ICT, all these theories can be easily applied as it offers various features that enable students’ low affective filter as well as to motivate students towards learning.
Principle #10 : The integration of learning
Using ICT enables children to apply their learnt knowledge to real life experience. Through the information provided in the internet for example, children are able to make sense of what they are learning in the classroom to the world around them. This makes the learning more purposeful besides assisting them to grasp the meaning of each input learnt. Therefore, teacher should always try their best to relate whatever in the curriculum to daily life so that learning that takes place is more meaningful.
Principle #11 : The transfer of learning
It is important for the students to be able to demonstrate their understanding. However, their ways of demonstrating their understanding are often limited to traditional methods. With the help of ICT nowadays, children are able to conveniently demonstrate their understanding through various features offered by ICT such as maps, tables, charts, and presentation. This will also beneficial to teacher as they are able to analyse the effectiveness of teaching method used through the demonstration of understanding by the students.
Principle #12 : High-order thinking and problem-solving
ICT offers tasks and activities of various ranks of thinking order. I believe that tasks from all the levels in Bloom’s Taxonomy of Educational Objectives can be designed through ICT. From the simplest level which is ‘knowledge’ to the most difficult level, ‘evaluation’, task and activities can be carefully designed or selected with the help of ICT. In promoting high-order thinking and problem-solving for example, the use ICT is effectual. However, it depends very much on the teacher to exploit it to the optimum level.
Principle #13 : Collaborative learning
As future teacher, we must realise that children like to learn together as doing things together is the form that is similar to games and play. Therefore, teacher need to promote collaborative learning as it provides enjoyable and meaningful learning environment. There are many tasks and activities which promote collaborative learning that can be designed with the help of ICT for example games, quizzes, and group activities. Collaborative learning also is effective in promoting social development of children.
Principle #14 : Taking account of individual differences
When a teacher enters her Primary ESL classroom for the first time, a sea of faces appears before her. At one level, these students seem very much alike; they are nearly the same age, they have similar interest, and they study common subjects and topics. A closer look however, reveals many differences. Obviously both sexes are represented in that class. And from the teacher’s prior knowledge, she knows that students develop at different rates. Soon, she discovers that learning is nearly effortless for some boys and girls; and others struggle with even basic ideas. Her students also have different learning styles; some are field dependence students and some are field independence, some are impulsive learners and some are reflective, and they need to be motivated differently. Then, she finds out that a few students have affluent parents, and other students’ families merely eke out a living. These are some of the differences between individual in a class and I believe, with endless patient and effort, a teacher can cater this individual differences thus making learning process personalised and suitable to every student through ICT.
Hmm…I hope I have made correct interpretation on each principle. From the 14 principles, I believe that teacher plays the central role in ensuring the effectiveness of incorporation of ICT in Teaching and Learning activities. Thus, it is important for teacher to carefully examine each step taken in integrating ICT into the lesson so that optimum impacts can be attained and detrimental effects can be avoided. Till then…ta. Phew!
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References
1. Brown, H. Douglas, Principles of Language Learning and Teaching, New York, Peason Education, 2000.
2. Patsy, M. Lightbown, Nina, Spada, How Languages are Learned, China, Oxford University Press, 1999.
3. Eggen, Paul, Don, Kauchak, Educational Psychology: Classroom Connections, USA, Macmillan College Publishing, 1994.
1. Brown, H. Douglas, Principles of Language Learning and Teaching, New York, Peason Education, 2000.
2. Patsy, M. Lightbown, Nina, Spada, How Languages are Learned, China, Oxford University Press, 1999.
3. Eggen, Paul, Don, Kauchak, Educational Psychology: Classroom Connections, USA, Macmillan College Publishing, 1994.
1 comments:
i guess there's something wrong la with this entry. it is too long...and too educational.huhu
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