In our roles as Reading Specialists, we must be able to use a variety of technological and informational resources, such as databases and computer networks, in order to facilitate the delivery of digital age literacy. Information and Communications Technology can provide students with authentic experiences for active learning; however, its integration into pedagogical practices has to be derived from their needs.
Our students' world revolves around Web 2.0 technology, so, should we not as educators ensure that we are versed in technology use? It is imperative that as teachers in the twenty-first century, we recognise that our students experience a different type of literacy in their daily lives outside of the school environment. However, it is the student's learning profile which dictates how best a child will learn, and so teachers need to be knowledgable about the intelligence-preferences, culture-influenced preferences and gender-based preferences, all of which will be influenced by the teacher's style of delivery in the classroom (Tomlinson, 2001).
As the student's most important resource in the classroom, the teacher has to develop the capacity to deliver twenty-first century literacies using technologies that support learning outcomes. The focus should not be the skills and knowledge of using Information and Communications Technology (ICT), but the way in which this pedagogical tool can be used to develop particular literacy skills in a blended learning environment.
According to the International Reading Association (2002), educators have a responsibility to effectively integrate technologies and new literacies into the current language curriculum to prepare students for the literacy futures they deserve. However, Turbill & Murray, 2006, observe that while many literacy teachers are skilled in using technology in their own personal and professional lives, they seem reluctant to integrate technology into their instructional practice. So, where do we go from here?
No comments:
Post a Comment