Reflection: School Readiness Framework

It may be easy for some to find the STaR chart very complicated and difficult to understand at first glance. One possible reason for this lies in the fact that the information needed to complete such a chart may come from many different sources. Teachers may not be privy to information that the principal, accountant or head of departments have. I found the chart to be very comprehensive as it seeks to address: Educational Benefits, Hardware and Connectivity, Professional Development, Digital Content, Student Achievement and Assessment on four different levels. However, some of the options under the different levels were very specific and schools may find it difficult to fall into a particular level, perhaps more options at the different levels may prove to be more prudent. Overall, I found the chart to be quite useful in  long term planning, allocating funds for ICT and examining overall use and progress.

I found the Mankato Scale to be more specific to teachers in the classroom. It allowed teachers to assess their own use and knowledge of specific software in the classroom.  The information retrieved here can be useful in assisting teachers in their professional development. It enables teachers to identify the level at which they are using the software, reflect and aim for higher levels.

Reflection on Teaching Spaces

Classrooms of yesterday are limited in terms of the ease at which they can accommodate ICT. While it may take much needed restructuring to create the ideal classroom, the ideas and suggestions given in using the available spaces smartly was quite enlightening.

Currently we are in the process of rebuilding the IT lab at our school. Much consideration as it relates to the characteristics that would make the lab effective with ICT use has been noted. These include:

· access to on-line resources

· provision for the teacher to teach the whole class or part of the class, assisted by technology as appropriate

·students moving independently between learning areas as necessary, managed by technology

· flexible room layout and furnishing,

· large-screen video display

As such, movable tables would be built to facilitate an arrangement that can be modified to encourage group work. An intranet that allows access to online resources would also be set up. The room would most likely incorporate a conference room layout with a video display at the front.  Other ideas used in the reading would also be assessed in an attempt to integrate those that can maximize the new lab's effectiveness with ICT use for both teachers and students.

Reflection: Models of Technology Adoption

At school today, we were informed that all students would be given tablets by a date to be announced. We were further informed that teachers were to purchase their own tablets and were given a list of brands to choose from. Immediately the staff burst out with a number of concerns and questions.

I immediately remembered the exercise in this lesson where we were asked to investigate the current state of ICT at Boca Secondary School with regards to problems and reasons for current state and outline principles of ICT staff development and recommendations for proceeding with staff ICT development.

Based on all the readings in this course so far, it seems to me that the greatest harm was done today with that announcement.

Firstly, the teachers viewed the purchasing of the tablets for themselves to be a waste of time and money. Even teachers that were already in possession of their own tablets claimed that they would never use their personal resources to teach.

Secondly, teachers were told that they were to get familiar with the device as they would need to be able to use them when the students received them. Asking teachers to learn to use a device on their own, for the purpose of using them with students provides no motivation for teachers at all.

If teachers are not aware as to the benefits of integrating ICT in the curriculum then what results are expected in terms of both learning and teaching?

If teachers are left to fend for themselves in implementing ICT, some of which they are totally unacquainted with, what meaningful change is ICT supposed to bring about?

It is with great disdain I view the manner in which ICT is being introduced into secondary schools, it would have been excellent if the powers that be were perhaps exposed to the some of the same literature that we have been reading.

Reflections on Computer Literacy and the Integrated Approach

As an IT teacher, I constantly reflect on the IT syllabus and its value to my form 5 students. I encourage most of them to pursue IT or Computer Science at a tertiary level because that is where the value of the IT syllabus from secondary school can be derived.

Many times, students are sent to the IT lab to complete projects for their respective classes and it is assumed by the teachers that the students possess the skills to get their projects done. However, in my experience, the  students encounter many difficulties in using various applications relative to the task they are expected to complete. Most times, the IT teachers who are present in the lab will offer assistance to the students with their projects.

Currently, in my school, computer literacy is characterized by its traditional meaning. The focus is on the technical aspect and even when some context is used, it is not authentic and does not provide the students with meaningful scenarios. The assumption that a student can use a word processing program to complete a task for a particular subject without prior training seems to be the prevalent.

The integrated approach maintains that students learn using the technology. It enables a cross use of computer skills in different subject areas using realistic and meaningful context that supports students learning.

It becomes necessary therefore that students be provided with the necessary support structures to facilitate such learning. Schools need to be equipped with the appropriate technology. Teachers also need to be provided with both professional and technical support.

Reflections on Vygotsky's concept and Dr. Mitra's experiment

Vygotsky's concepts of schooled and scientific learning allows one to appreciate the different ways we can learn. In so doing, it allows us as teachers to make meaningful use of the knowledge that students already posses and create the necessary bridge to teach them the knowledge that we know, in hopes of allowing them to create and develop a new platform of knowledge and skills altogether. I compare this to climbing a step where a link from the previous step is needed to get to  the next in hopes of getting higher.

His notion of making learning  realistic and meaningful is one that our education system has been trying to promote vigorously in more recent times. Teachers have struggled with this using traditional means, however ICT in schools provides a whole new avenue and framework where this notion can be applied, tested and modified. On this pillar alone, ICT use in schools seems to be a must. The possibilities are quite endless in providing a rich real life context for learning to take place.

Dr. Mitra's experiment was quite intriguing. I am quite fascinated by the fact that no mention was made of destruction to the computers. Her experiments although limited to India, showed the profound impact computers are having on children when supervision is minimal. The learning that is taking place without a teacher talking constantly or forcing students to listen is quite astounding. Yet it should not be that surprising, as children seem to be fascinated with technology.

I think the interface that is used really accommodates and supports the children's learning. As mentioned in my group post, it is simple, the patterns are similar, layout, language and design are consistent, there is feedback and it allows the user to feel empowered. This is key in understanding the effect computers have on children. It guides them and provides support. If teachers were taught to effectively integrate ICT in their subject area, providing the right tools and amount of supervision needed to students, the gains to be derived can be tremendous.

Reflections on Learner's Charter and Collaborative Exercise (A Connecting Activity)

I enjoyed using Mindmeister and creating the Learner's Charter. It was truly a refreshing experience. It allowed for multiple users to give their ideas about a topic and respond in real time. Ideas could be connected and expanded on, facilitating the ultimate brain storming activity. Alot of important ideas were up for discussion and it was interesting to see the different spins members had on the same topic. I particularly liked that the range of ideas encompassed teachers, students, support, integration, politics, access and such. This range allowed for a comprehensive view of ICT in schools.

In terms of the Collaborative document, it seemed to lack a sort of coherent flow. Ideas seemed random and scattered although generated from the learner's charter. It seemed to be just another way of expressing ideas as was done with the learner's charter. I thought it may have been more prudent if we used different themes  under the topics and discussed those in a logical manner. It may have added more cohesiveness to the document. However I understand its purpose and I also see its tremendous potential in creating a meaningful document of ideas in real time.

"It is impossible for a developing nation to compete with developed nations in the field of ICT integration in schools."

Interesting topic of discussion. I do believe that such a feat is attainable, however there needs to be a framework and support structures in place. One cannot underestimate the importance time plays in this regard, at it stands, developed countries are quite advanced in their use of ICT, 'now'o clock' is the time for developing countries to act. While resources may be limited, the emphasis placed on ICT by the relevant authorities, in terms of aggressively pursuing funds, equipment and training, reflects growth in achieving this deed. 

Alas, let us also recognize that its(ICT in schools) actual use and implementation will infiltrate a very sacred system that many teachers and lecturers will have known and have proven to be successful. We must understand that amidst the challenges we may face, a mindset fixated against change may be the biggest one yet.

Categories of ICT use - ICT, Boca Secondary School

Categories Of ICT Use

(1)  Economic development:  Computer technology plays a significant role in increased production levels, to exploit this, it is of utmost importance to create a knowledge based wealth of people in the operations of such technology. To paraphrase this interesting saying - humans are incredibly brilliant and slow, machines are incredible stupid but efficient - unknown.

It is also worthy to note, the economic gains to be attained from a producer’s rather than a consumer’s standpoint. Possessing the skills needed to produce technology therefore is also imperative to economic growth.

(2)   Knowledge based development: Computer technology has made and continues to make long strides in its development.  It is clear, given its progress from its inception stage, that these strides are not only long but very swift. For a country to effectively take advantage of this, it becomes necessary to adequately prepare the citizens in this regard. As it is popularly purported, success is when opportunity meets preparation.

(3) Curriculum development:  Computer technology offers significant assistance to teachers in both the preparation and execution of learning and teaching concepts.

(4)  Simulation: Computer technology affords students the opportunity to carry out certain tasks otherwise restricted based on the classroom environment. It allows for and caters to all modes of learning, specifically those who learn kinesthetically.

(5)  Virtual learning:  Learning now has limited boundaries, in terms of time, space and access.  Computer technology has revolutionized how, when and where we are able to learn, given the unlimited resources and avenues available to use, via the World Wide Web.

 ICT - Boca Secondary School

Background

The use of ICT in Boca Secondary School is very limited. There is one IT lab in the school with seventeen computers (about 10 fully functioning) and one white board. There is one laptop for teaching purposes but the charger has retired making the laptop obsolete.

Worthy to note

-While choices in subjects are offered and this reduces the number of students in that class, a mainstream class consists of about 30 students.  

-Teachers may carry their laptops to school but it is generally not used within the classroom.

Use of ICT

For one term, one teacher may carry his/her class to the IT lab to use the whiteboard to showcase a film or presentation.

In the area of Information Technology, the use of PowerPoint presentations, students’ interactions with the whiteboard, short explanatory films and thought provoking scenarios and practical experience with computer software are integrated at most three times a week.

It could be argued that:

   (1)   Teachers’ knowledge on the use and importance of ICT in teaching and learning is very limited.

   (2)   The IT lab does not facilitate the number of students in terms of computer usage

   (3)   The classroom in not conducive to use personal laptops to project presentations etc.

Hiya

 
My name is Pearlyn 'Isola' Walker. At 1200 hours, I am having fun in an ICT workshop with Neila Ettienne ;)