Authentic learning is at the heart of the ICT classroom, where learners are allowed to make connections through their own learning with other classrooms, schools, libraries and the world beyond, as they explore topics, create their own meanings and arrive at new understandings (Flynt & Brozo, 2010). Twenty-first century teachers must realise that their role is now that of facilitator and co-learner.
Students' technological skills in many instances have surpassed that of their teachers, as they constantly interact with the new technologies in their daily lives. Therefore, the challenge for primary and secondary school teachers is to design instruction that will develop critical literacy skills while recapturing their students' interest (Berson, 2009; Davis & McGrail, 2009). The benefits include: improvement in verbal skills, self-expression, student motivation, self-image, self-reliance, independence and confidence (Ausburn & Ausburn, 1978).
The social aspect of the classroom cannot be ignored, and opportunities for collaboration must be utilised. ICT can facilitate webquest projects, brainstorming and other forms of investigation within and outside of the classroom, while serving as a powerful, classroom management and learning tool. Knowledge gained through inquiry-based projects will capitalize on student interests and can therefore produce learning that is authentic, meaningful and long-lasting.
The classrooms of today can no longer follow the traditional methods of teaching. We have reached an impasse in our education system that can only be resolved if we heed the voices of our disengaged students. Like the authors, I encourage you to visit www.futureofed.org for what they describe as an eye-opening vision of where learning could be moving by 2020.
Reference:
Flynt, E. S., & Brozo, W. (2010). Visual literacy and the content classroom: A question of now, not when. The Reading Teacher, 63(6), 526-528. International Reading Association.
Students' technological skills in many instances have surpassed that of their teachers, as they constantly interact with the new technologies in their daily lives. Therefore, the challenge for primary and secondary school teachers is to design instruction that will develop critical literacy skills while recapturing their students' interest (Berson, 2009; Davis & McGrail, 2009). The benefits include: improvement in verbal skills, self-expression, student motivation, self-image, self-reliance, independence and confidence (Ausburn & Ausburn, 1978).
The social aspect of the classroom cannot be ignored, and opportunities for collaboration must be utilised. ICT can facilitate webquest projects, brainstorming and other forms of investigation within and outside of the classroom, while serving as a powerful, classroom management and learning tool. Knowledge gained through inquiry-based projects will capitalize on student interests and can therefore produce learning that is authentic, meaningful and long-lasting.
The classrooms of today can no longer follow the traditional methods of teaching. We have reached an impasse in our education system that can only be resolved if we heed the voices of our disengaged students. Like the authors, I encourage you to visit www.futureofed.org for what they describe as an eye-opening vision of where learning could be moving by 2020.
Reference:
Flynt, E. S., & Brozo, W. (2010). Visual literacy and the content classroom: A question of now, not when. The Reading Teacher, 63(6), 526-528. International Reading Association.
It is quite interesting as the day has dawned when students are more technologically competent than their teachers. I see it with my own children ages 9, 11 and 14. This reality opens the door for much creativity and potential among our young people. However, the very nature of ethical computer use rears it ugly head ever so often to tarnish the young generation. Therefore, teachers ought not to feel as they have little to contribute. On the contrary they must continue to guide students to use ICT tools ethically while presenting opportunities to build pertinent pedagogical skills in their respective content area.
ReplyDeleteVictoria Cunningham